Guidelines for Governors Contribution to Reflective Practice. 1. Preamble i. St Peter s exists to serve its community by providing education of the highest quality within the context of Christian belief and practice. ii. We are a caring Christian Community encouraging everyone to develop themselves to the full in an environment influenced by Christian values and principles. iii. We aspire to excellence in every aspect of school life and strive to enable all members of the school community to achieve their God given potential. iv. These guidelines for Governors are an appendix to the Reflective Practice Policy which provides the structure for St Peter s school community to reflect on our practice and achievement, evaluate our progress and attainment, identify targets and strategies for improvement, and move towards achieving the excellence to which we aspire. v. St Peter s School Governors are an integral part of School Self Evaluation, contributing to the process through Full Governors Meetings, Governors Committees, Development Plan monitoring visits, The Link Governors Programme and by giving feedback on informal involvement in the life of the school vi. These guidelines take into account the DFE recommendation that Governing bodies should consider the protocol for Governor visits (Appendix1: Governance: DfE Website April 2011) 2. Aims and objectives i. Governors are most effective when they are fully involved in the school s selfevaluation and use the knowledge gained to challenge the school, understand its strengths and weaknesses and contribute to shaping its strategic direction. HMI Annual Report 2009/10 ii. iii. These guidelines aim to provide a framework for Governors contribution to the School Reflective Practice Policy (3:viii) which provides the information and depth of understanding about the school to enable Governors to fulfil their statutory duties and their strategic responsibilities for the development and improvement of the school. (Appendix 2; Ofsted School Inspection Handbook: Quality of Leadership in, and management of, the school: Governance April 2013) Through involvement in the whole school self-evaluation process we aim to give Governors the opportunity to use the skills they bring, and the information they have about the school to ask challenging questions which are focussed on improvement and hold leaders to account for students outcomes (Ofsted: School Governance leading from the best, May 2011)
3. The statement of content Governors are involved in whole school self-evaluation in a variety of contexts. The following guidelines provide a focus and framework for each context. i. Information gathering: To ensure that they have an accurate understanding of the school s strengths and areas for development. Governors seek a range of good quality information including: concise, focused reports from the Headteacher, Senior Leadership Team, and Middle Leaders; external reports, for example from the school improvement partner, consultants and accrediting bodies; presentations from school staff, students and external experts; internal performance monitoring information; internal and external analyses of national tests using both benchmarking and comparative information; school selfevaluation reports; formal and informal visits to the school; questionnaires; discussions with parents, pupils and staff. (Ofsted: School Governance leading from the best, May 2011) ii. School Development Plan Links: Governors and SLT members are given responsibility for the monitoring and evaluation of each whole school development Plan priority. The Governor and SLT link will meet during the year to reflect on progress towards the objective at a time appropriate to the content of the objective. SLT members will provide the link Governor with focussed and detailed information and Governors ask challenging questions to evaluate impact such as; What will be different for students/parents/staff/partners? iii. Governors Committees: Each committee reviews school polices appropriate to the focus of committee and is given focussed and detailed information about progress towards development plan objectives through regular written updates, presentations from staff, and from the link SLT member for each committee. iv. Link Governors: Governors, together with a member of SLT, are appointed as links to subject and support teams across the school. The system of link Governors exists to support staff and to inform Governors. For full details of the role of Link Governors please refer to Appendix 3: Link Governors and Appendix 4: Governors Reflective Practice Record and Feedback. v. Governors Visits: Governors visit school to talk to staff, students and parents and to see the school in action. Governor visits provide the governing body with a broader understanding of the context for their work and help inform their strategic decisions. For full details of the protocol for Governors visits please refer to Appendix 5: Governors Visits.
4. The lines of responsibility i. The Deputy Headteacher is responsible for Quality Assurance which is achieved through the consistent application of the Reflective Practice Policy. These guidelines give details of the Governing Body s contribution to this policy. ii. The guidelines provide details of good practice to enable Governors to fulfil their statutory duties and their strategic responsibilities for the development and improvement of the school. 5. The procedure for monitoring and review i. Governors Curriculum Committee with review these guidelines together with the Reflective Practice Policy every 3 years. Governors will monitor the effectiveness of these guidelines in the summer term meeting each year when considering the impact and effectiveness of Reflective Practice across the school. ii. Appendices Appendix 1; Governance: DfE Website April 2011 Appendix 2; Ofsted School Inspection Handbook: Quality of Leadership in, and management of, the school: Governance April 2013 Appendix 3: Link Governors Appendix 4: Governors Reflective Practice Record and Feedback Appendix 5: Governors Visits.
Appendix 1; Governance: DfE Website April 2011 While not a statutory requirement, the Department recommends that the governing body draws up a policy on governor visits to the school. This policy should take the following into account: Governors do not have any rights of access to the school. Visits should be undertaken as part of a strategic programme to: improve governor knowledge of the school, its staff, needs, priorities, strengths and weaknesses monitor and assess the priorities as outlined in the development plan assist the governing body in fulfilling its statutory duties. Before visiting the school the governor(s) should: inform the school of the visit and seek approval of the arrangements ensure that they are familiar with health and safety procedures including what to do in the event of a fire. After visiting the school the governor(s) should: complete a visit report outlining the objectives and results of the visit report back to the committee or governing body as appropriate provide constructive feedback as appropriate. It is important that governors remember the purpose of governor visits is not to assess the quality of teaching provision or to pursue issues that relate to the day-to-day management of the school other than as agreed with the headteacher or SMT. A manual for governing bodies and their clerks, is published by the Information for School & College Governors. It includes suggestions for a suitable school visits policy and a protocol for governor visits. You can order an updated version from the ISCG website. The document Policy and protocol for governor visits is based on the 2003 edition of the manual and is available to download. DFE April 2012
Appendix 2; Ofsted School Inspection Handbook: Quality of Leadership in,and management of, the school: Governance April 2013 Outstanding (1) : Quality of Leadership in, and management of, the school The pursuit of excellence in all of the school s activities is demonstrated by an uncompromising and highly successful drive to strongly improve, or maintain, the highest levels of achievement and personal development for all pupils over a sustained period of time. All leaders and managers, including those responsible for governance, are highly ambitious for the pupils and lead by example. They base their actions on a deep and accurate understanding of the school s performance, and of staff and pupils skills and attributes. Governors, or those with a similar responsibility, robustly hold senior leaders to account for all aspects of the school s performance. There are excellent policies which ensure that pupils have high levels of literacy, or pupils are making excellent progress in literacy. Leaders focus relentlessly on improving teaching and learning and provide focused professional development for all staff, especially those that are newly qualified and at an early stage of their careers. This is underpinned by highly robust performance management which encourages, challenges and supports teachers improvement. As a result, teaching is outstanding, or at least consistently good and improving. The school s curriculum provides highly positive experiences and rich opportunities for high quality learning. It has a very positive impact on all pupils behaviour and safety, and contributes very well to pupils academic achievement and their spiritual, moral, social and cultural development. The school has highly successful strategies for engaging with parents to the benefit of pupils, including those who find working with the school difficult. The school s arrangements for safeguarding pupils meet statutory requirements. Staff model professional standards in all of their work and demonstrate high levels of respect and courtesy for pupils and others. Through highly effective, rigorous planning and controls, governors ensure financial stability, including the effective and efficient management of financial resources such as the pupil premium funding. This leads to the excellent deployment of staff and resources to the benefit of all groups of pupils.
Inspectors should consider.the effectiveness of governance including how well governors: ensure clarity of vision, ethos and strategic direction contribute to the school s self-evaluation and understand its strengths and weaknesses support and strengthen school leadership provide challenge and hold the Headteacher and other senior leaders to account for improving the quality of teaching, pupils achievement and pupils behaviour and safety use performance management systems, including the performance management of the Headteacher, to improve teaching, leadership and management ensure solvency and probity and that the financial resources made available to the school are managed effectively operate in such a way that statutory duties are met and priorities are approved engage with key stakeholders use the pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics.
Appendix 3: Link Governors Governors - Links with the Curriculum Sept 2012 Team Head of Team Link Senior Leader Link Governor Art Miss Kate Pritchard Mrs Kelly Tarlowski Mrs Sue Walker Design Technology Mr Simon Gilham Mrs Kelly Tarlowski Mr Simon Shattock Child Protection Mr Ian Duffelen Mr Ian Duffelen Mrs Gillian Hoskins Drama Ms Joni Holohan Mrs Sam Hammett Miss Julie Bannon English Miss Kathy Hamilton Miss Nicky Ferguson Mrs Heather Morgan Geography Mrs Joan England Mr Ian Duffelen Dr Chris Buckingham History Mrs Marie Wilkinson Mr Ian Duffelen Dr Paul Cooke ICT & e safety Mrs Catrin Barnes Mr Andrew Hubbard Mr Johno Berry Mathematics Miss Sam Hancock Miss Nicky Ferguson Mr John Rogers MFL Miss Jo Edwards Mr Andrew Hubbard Rev d Alan White Music Miss Harriet Faith Mrs Kelly Tarlowski Mrs Sue Walker Physical Education Mr Paul Ruff Mrs Sam Hammett Mr Mark Barriball Religious Education Miss Hazel Parker Mrs Sam Hammett Mrs Gillian Hoskins Science Mr Seb Swana Miss Nicky Ferguson Mr Trevor Mills SEN Mr Ian Duffelen Mr Ian Duffelen Mrs Gillian Hoskins Careers & Guidance Key Stage 3 Key Stage 4 Library / Study Skills Mrs Theresa Falconer Miss Nicky Ferguson Mr Andrew Leadbetter Mr Ben Hunt Mr Dave Saunders Mr Martin Hawker Mr Dave Roberts Mr Jonathan Baker Mrs Maria De Lisle- Asher Mr Andrew Hubbard Mrs Kathryn Hough Miss Nicky Ferguson Rev d Paul Morrell Mr Mark Bennett Mr Trevor Mills Student Leadership Miss Alison Sinden Miss Lyn Bourne Mr John Rogers Support Staff Mr Mark Bennett Miss Lyn Bourne Mr Trevor Mills CPSHE Programme Yeargroup Learning Leaders Miss Nicky Ferguson Mr Andrew Leadbetter Language College Mr Andrew Hubbard Mr Mark Bennett Rev d Alan White Quality Assurance Mr Ian Duffelen Miss Lyn Bourne Mr Trevor Mills
Link Governors Governors, together with a member of SLT, are appointed as links to subject and support teams across the school. The system of Link Governors exists to support staff and to inform Governors. The task of Link Governors is to be involved in the link team s Reflective Practice, understand its strengths and weaknesses and contribute to shaping its strategic direction by asking challenging questions and offering support. Team Leaders will: o Send Link Governors a copy of the Team SEF after each Reflective Practice update meeting o Send Link Governors a copy of the Team Development Plan each year (March/April) with regular updates throughout the year to report on progress. o Invite Link Governors to visit the team regularly (on at least 2 occasions) to speak to students and staff and to see the school in action. Team leaders will devise a programme for the Link Governor Visit including some of the reflective opportunities listed in Appendix 4. o Invite the SLT Link to take part in at least one visit o Inform Link Governors of items of interest concerning the team such as events, resources, articles or achievements so that Governors may be involved where possible. Link Governors will: o Reflect on the Team Development Plans and Team SEFs provided to help inform school visits and frame questions for discussions with staff and students. o Visit the Link Team regularly to talk to students and staff and see the school in action, recording the evidence and feedback for the Link Team and Governors Curriculum Committee on the Governors Reflective Practice Record and Feedback form (Appendix 4). o Be involved in interviews and/or be informed of appointments in the department concerned. o Attend link team events where possible, such as parent information evenings, presentations, assemblies or performances etc. o Raise matters of concern with the Headteacher or Link Senior Leader in the first instance.
Appendix 4 Link Governors Reflective Practice Key Questions 20 /20 Reflective Opportunity Date Key Questions/focus Team SEF Is there clear evidence to support the judgements made? Are all 4 areas of the SEF complete and supported by relevant, recent and triangulated evidence? Team Development Plan How are all of the whole school priorities addressed? What difference will the plans make to student progress/staff development/parent engagement? Reflective Practice Update Meeting Record/attendance at meeting 2 or 3 Learning Walk 1- Achievement and targets 2- School Development Plan Input 3- Behaviour and Ethos 4- Review and Development Plan 5- Teaching and Learning 6- PDR/CPD Strategy Learning walks that focus on behaviour, ethos and overall effectiveness (8 see year plan for details) Learning Walks as part of a Link Governor Visit Governors Day Staff Discussions Time together considering a whole school priority, followed time with link teams and an opportunity to feedback. Team leaders: Questions concerning the key points listed overleaf under the SEF settings. Teachers and Support staff: Questions focussed on Student engagement, progress, behaviour and Christian ethos. Student Discussions (with Link SLT) Interview a group or groups of students with the link SLT member using the standardised list of questions to ensure consistency and enable SLT to gather evidence of impact across all areas. the students Interview questions School Event/ Interviews/Committees Gather feedback from parents and other members of the community - What went well? What would be even better if? How can we celebrate achievement and congratulate students and staff for their efforts? How can we strengthen the partnership?
Link Governors On-going Reflective Practice Record 20 /20 Governor: Link Team Leader: Reflective Opportunity Evidence/date Comments Team SEF Team Development Plan Reflective Practice Update Meeting Record/attendance at meeting 2 or 3 Learning Walk Governors Day Staff Discussions Student Discussions (with Link SLT) School Event/ Interviews/Committees Signed: important
Link Governors Reflective Practice Evidence Checklist 20 /20 Reflective Practice Focus Evidence Reference Achievement of pupils Proportion of pupils making expected progress, and comparison to national figures Progress against aspirational targets Progress of identified (vulnerable) groups, including Pupil Premium students Quality of teaching Proportion of observations judged to be outstanding, and good High expectations of students evident from team targets and objectives Contribution to reading, writing, communication and mathematical skills evident Consistent, high quality assessment and feedback evident Evidence that pupils are engaged in their learning Behaviour and safety Evidence of consistent, high quality behaviour management within the team Leadership & Management Evidence available of a regular, rigorous selfevaluation process Evidence that all members of the team are being held to account for students behaviour and progress in classes Team meetings/cpd are focused on improving learning and teaching Evidence available for all Ofsted sections (see above) Team staff deployed to enable maximum impact for students learning
Governor Visit Feedback Staff/Link Team Leader: Governor/Link Governor: Date and Time: Focus: Students engagement in learning, student progress, staff expectations of students and our Christian ethos. Agenda/Purpose: A selection of the following activities: Development Plan update/assembly/learning Walk/Work Scrutiny/Team Leader Meeting/Staff Discussion /Student Discussion (with SLT Link)/ Presentation/Reflective Practice Update Meeting/School Event. Reflection: Feedback on visits should be clear, concise and consistent and presented with care. Evaluative comments or judgements about the quality of teaching and names of individual students or staff must not be included. Learning Walk What does it feel like? Active Purposeful Demanding Analysis Solution focused Passive Purposeless Undemanding Little analysis Task driven Responsive Opportunity Independent Reflective Personalised Unresponsive Little opportunity Dependent Unreflective Nonpersonalised Fully engaged Not fully in learning engaged High Low Expectations Expectations Students aware Students not of targets aware Respectful Lacking respect Christian values Not Evident evident The biggest impression my visit made on me: Other observations: Key issues arising for Governors: Feedback from staff how might we work together to strengthen the partnership? Please return this feedback form to Lyn Bourne after your visit
Appendix 5: Governors Visits. Governors Visits are a valuable opportunity for Governors to talk to staff and students and to see the school in action. Governors make a range of formal and informal visits each year including visits to their Link Teams, Governors Day, Whole School Worship, school events and Development Plan monitoring meetings with members of SLT. All Governors visits have a clear purpose and explicit protocol making it clear to staff and governors alike that the visits are not to judge the quality of teaching, as that is the role of the Headteacher and the leadership team, but to provide governors with a broader understanding of the context for their work and help inform their strategic decisions. Visits will include an opportunity to talk to staff and students to find out about their experience of school, with a clear focus on students engagement in learning, student progress, staff expectations of students and our Christian ethos. Governor visits should: be prearranged with all parties involved have a clear purpose and focus follow an agreed plan, including arrangements for recording and feedback provide an opportunity for exchange of information provide an opportunity to build relationships with staff and students be between 1-2 hours focus on learning, progress, expectations, behaviour and ethos involve a learning walk rather than full lesson observations be a positive experience for all involved be recorded and feedback given to the link team leaders, SLT Link and Governors Curriculum Committee Governor visits are not: to inspect the school to make judgements on the quality of teaching unannounced, unplanned or unfocussed