Download - Ofsted and Community
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Ofsted and the schools
accountability to the community
SSGC Conference 2010Patricia Milhavy , Governor Training
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The stakeholder model of schoolgovernance
Staff governors
Parent governors Foundation governors
Local Authority governors
Community governors Sponsorship governors
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Accountability
To the school community
To the wider community
To OFSTED
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School and the Community
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Every School is part of its community, with arole of fostering the quality of life within that
community. This can take the form of
opening its doors for community use, orencouraging pupils to take part in community
activities. Above all, it is producing citizens of
the future, whose attitudes and ambitions will
have an impact on other people.Accountability- a practical guide for school governors ( S. Adamson )
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Extended schools 2001
Target for
completion 2010
Offering services ofschool to wider
community
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The wider community
Community cohesion
Race riots in north of England 2001
OFSTED given remit to inspect fromSept 2008
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When was OFSTED created?
1992 Education Act
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What is OFSTED? Non- ministerial
governmentdepartment
Reports to HerMajestys ChiefInspector forSchools
Publishes reportsinstead of reportingto Secretary of Statefor Education
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What does OFSTED inspect? All maintained schools
Colleges of FurtherEducation
Local Authorities
Childcare ( since 2001)
Childminders( since2001)
Some independentschools
Monitors the work of theIndependent SchoolsInspectorate
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Who are the inspectors?
In 2009
443 Her Majestys Inspectors
245 HMIs involved in school inspection
Supported by Additional Inspectorsworking for 3 Regional Inspection
Service Providers
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2005
The SEF
Self-evaluation
form
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2005
Short notice inspections
Shorter inspections
Focused on looking at management,
leadership, systems, processes
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OFSTED 2009 Continued importance of SEF
Short notice inspections
More involvement with whole school
staff
Less frequent inspections for most
schools
Frequent inspections focused on failing
schools
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Limiting judgementsLimiting grades will contribute to and
affect other inspection judgements,
including overall effectiveness.
Ofsted inspects ( 2009 ref. 080121 page 6)
A framework for all Ofsted inspection and regulation
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Limiting judgement 1Safeguarding
Inadequate: school not
meeting legal duties
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Limiting Judgement 2
Equality and
Diversity
i) Narrowing achievement
gap
ii) Promoting equality and
discrimination and
tackles discrimination
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What is community cohesion? Diversity appreciated and
valued
Equal opportunities Knowing rights and
responsibilities
Sense of belonging to the
same community
Shared values
Shared vision for the
community
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Local community National community
International community
School community
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School and local community Consulting parents
Consulting pupils
Consulting staff Being acquainted with the needs of the
local community
Being acquainted with the existingservices for the local community
Encouraging links with all relevant faith
groups and communities
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School and national community Links with schools where children may
be from a different social and cultural
backgrounds Visits to such schools
Visits to places of worship of all
religious faiths
Supporting national charities
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Schools and the international
community
Language awareness
Links with schools inEurope- penpals, video
links, visits
Links with schools in
other continents
NB British Council,Comenius scheme,
International Schools
Award
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OFSTED inspecting community
cohesion
Does the school know about the
communities it serves?
How has it used that knowledge to
promote community cohesion?
How does it know its strategies are
successful?
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OFSTED finding evidence of effective
community cohesion
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Curriculum Representation ( staff/ governors/
participation in surveys etc)
Number of racist incidents, ethos ,exclusions
Talking with learners- attitudes,
behaviour, interaction
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The SEFA2. Outcomes.
A2.8: The extent to which pupils
contribute to the school and the widercommunity
A2: 11 : The extent of pupils spiritual,
moral, social and cultural development
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The SEFA4 Leadership and management of
teaching and learning
The extent to which the school promotes
equal opportunities and tackles
discrimination
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Section C of the SEFC8 : The governing body has implemented
policies and practices to ensure that it does
not discriminate unlawfully against learners,job applicants or staff on the grounds of,
gender(including gender reassignment), race,
disability, sexual orientation , religion and
belief,marital/civil partnership status or age(where applicable).
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RAISEonlineShows the relative performance of
different groups of pupils
http://images.google.co.uk/imgres?imgurl=http://www.focus-education.co.uk/shop/images/Raise-Online.jpg&imgrefurl=http://www.focus-education.co.uk/shop/advanced_search_result.php%3Fsearch_in_description%3D1%26keywords%3DSimon%2520Camby%26page%3D1%26sort%3D2d%26osCsid%3D2kg2d35dssgn9a7nlj957s9hi4&usg=__9RH8lBUkK1nAAwxB3yGFUT6rfec=&h=595&w=842&sz=111&hl=en&start=3&um=1&itbs=1&tbnid=jdBKPdInC-wfJM:&tbnh=102&tbnw=145&prev=/images%3Fq%3Draise%2Bonline%26um%3D1%26hl%3Den%26sa%3DN%26tbs%3Disch:1 -
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Governors and OFSTED Fulfil their statutory
responsibilities
Know strengths and
weaknesses of the
school
Monitor effectiveness
Offer support and
challenge
Share leadership with
headteacher
appropriately
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Ask yourselves: WHAT ARE? Strengths and weaknesses of the school?
Strengths and areas for development of your
governing body? Barriers to learning?
Procedures for safeguarding pupils?
Procedures for ensuring all pupils are treatedfairly?
Link governors for?
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WHAT IS? Your contribution to school self-
evaluation and improvement planning?
Your involvement in the life of theschool?
The impact of your committees and link
governors? The impact of any training you have
received?
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WHICH.? Training courses have you attended ?
Examples can you give of how you have
supported and challenged the school?
Link governors do you have ?
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HOW? Has the school taken action to tackle weaknesses?
Have you contributed to teaching and learning?
Is the governing body involved in the life of theschool?
Does the governing body consult parents and thelocal community?
Is the work of your link governors scheduled?
Do governors with delegated responsibility report
back to the governing body? Do you support the school yet offer challenge?
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WHY?... Are we doing better in one subject than
in another?
May external performance indicators bemisleading?
Are some schools doing better?
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Positive outcomes of OFSTED
2005-2009
2005/2006
11% of schoolsinspected wereoutstanding
8% of schoolsinspected wereinadequate
2008/2009
19% of schoolsinspected wereoutstanding
4% of schoolsinspected wereinadequate
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Annual report OFSTED 2008-2009
Over the cycle of maintained schoolinspections that started in September
2005, there has been a steady increaseeach year in the proportion of schoolsranked as good or outstanding, and this
figure reached 69% of schoolsinspected in 2008/2009
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source: BBC NEWS
New framework, during the first term2008/2009
19% of schoolsinspected wereoutstanding
4% of schoolsinspected wereinadequate
2009/2010 (Sept-Dec)
9% of schoolsinspected wereoutstanding
10% of schoolsinspected wereinadequate
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source BBC NEWS
2008/2009: 69% of schools inspected
were good or outstanding
2009/2010: 40% of schools inspected
were good or outstanding
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source: OFSTED News
Christine Gilbert, Her Majestys Chief
Inspector
Every time aninspectionframework isrevised,expectations are
raised and it is rightfor OFSTED to holdhigher expectationson behalf of pupils
and parents.
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Criteria for outstanding governance Vigorous/rigorous in ensuring staff and pupils are safe Robust systems for evaluating effectiveness/ fully involved
in evaluating the school
Keep the work of the school constantly under review
Confident/show determination in providing high levels ofprofessional challenge/challenging and supporting theschool
Hold the school to account
Engage effectively with parents, pupils and staff/have clear
systems for seeking the views of parents Well informed about users, views of the school
Use these views to inform priorities for development/ havemechanisms for acting on the views of parents
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IF ( with apologies to
RudyardKipling)If you can talk to kids as though they like you
And if their parents think you have the magic touch,
If neither forms nor teaching grades can hurt you
If all the staff believe youve done too much.
If you can fill the uninspected minute
With sixty seconds worth of secret fun
Yours is the report and everything thats in itAnd- for three more years at least- you can relax, my
son