Inter-Board Inter-Board Governor Governor Support Support

ProgrammeProgramme

Every School Every School

a Good a Good

SchoolSchool

Objectives

• To increase Governors’ awareness of data analysis in the context of ‘Every School a Good School’ A Policy for School Improvement

• To consider the role of Governors in raising standards in schools

DE Policy & Guidance in relation to:

-Raising Standards for all

- Closing the Gap

• Underachievement…

• Too many (47%) not gaining 5 A* to Cs including Maths and English

• Social disadvantage and gender effect

• 20% at Key Stage 2 below Level 4

• NI slipping internationally (2003-06) OECD data

• Elements of low quality leadership and teaching

What is the context for ESaGS?

LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

Actual Performance Milestones11 Longer Term

Targets

2005/6 2006/7 2007/8 2008/9 2011/2012

2014/2015

2019/2020

KS2 Communication, in English (% of pupils at expected level)

78.0% 78.0% 78.8% 80.1% 83%12 86% 90%+13

KS2 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish

77.7% 83.1% 80.7% 82.0% 84%14 86% 90%+15

KS2 Maths (% of pupils at expected level) 80.0% 79.5% 80.6% 81.3% 84%16 86% 90%+17

KS3 Communication, in English (% of pupils at expected level)

76.6% 78.2% 79.2% 78.9% 81% 83% 85%+

KS3 Communication, in Irish (% of pupils at expected level) – pupils educated through the medium of Irish

86.1% 93.3% 88.1% 92.1% 85%18+ 85%+ 85%+

KS3 Maths (% of pupils at expected level) 72.9% 74.4% 74.1% 77.3% 80%19 82% 85%+

School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths

52.6% 54.2% 56.3% 58.4% 61%20 66% 70%+

LONGER TERM TARGETS FOR IMPROVING EDUCATIONAL OUTCOMES

Actual Performance Milestones Longer Term

Targets

2005/6 2006/7 2007/8 2008/9 2011/2012

2014/2015

2019/2020

School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Girls

58.4% 59.6% 62.6% 63.7% 65% 70+% 70%+

School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in English & Maths - Boys

47.0% 49.0% 50.2% 53.1% 56% 62% 70%+

School leavers with at least 5 GCSEs A*-C (inc GCSEs in English & Maths) – FSME21 pupils only

26.3% 27.1% 27.7% 29.7% 39%22 49% 65%+

School leavers with at least 5 GCSEs A*-C (or equivalent) inc GCSEs in Gaeilge, English & Maths – pupils educated through the medium of Irish

Validated Gaeilge data have not been collected as part of the School Leavers Survey. A process for collecting and validating these data will be established for results in the 2009/10 academic year.

TBC TBC 70%+

• Key Stage 2 – 90% level 4+

• Key Stage 3 – 85% level 5

• 5+ GCSE A* - C inc. English and Maths:

- 70%+ overall

- 65% for FMSE

• 5+ GCSE A* -C inc Gaelige, English and Maths (pupils in IM) – 70%+

Targets for 2020

What is at the heart of ESaGS?

‘‘Our vision is of schools as vibrant, self-improving, well-governed Our vision is of schools as vibrant, self-improving, well-governed and effectively led communities of good practice, focusing not on and effectively led communities of good practice, focusing not on institutions but on meeting the needs and aspirations of all pupils.’institutions but on meeting the needs and aspirations of all pupils.’

What do you think makes a ‘Good’

school?

‘Every School a Good School’

Child-centred provisionHigh quality teaching and learningEffective leadershipA school connected to its local community

The indicators of effective performance associated with each characteristic are clearly set out

What are the characteristics of a ‘Good’ School?

•Outstanding

•Very Good

•Good

•Satisfactory

•Inadequate

•Unsatisfactory

What would ‘good’ look like?

2 mins to agree 4 or 5 key aspects of your role as a Governor

What is your role as a Governor?

• Support and work in partnership with the Principal and staff

• Ask pertinent questions

• Make informed decisions

• Monitor progress

• Be accountable

What is your role as a Governor?

“The Board of Governors of a school has the responsibility for ensuring that the Principal, and the staff, put in place all the necessary arrangements and mechanisms to help each pupil to succeed and to achieve to her or his full potential”.

“The Principal and the Board of Governors will be accountable…for the quality of provision and the standards attained by their pupils…”

Every School A Good School p.35

What does ESaGS say about the role of governors?

“The Board of Governors should work with the school Principal in monitoring and evaluating the school’s performance and to promote self-evaluation as a means to achieve school improvement”.

Every School A Good School The Governors’ Role: A Guide for School Governors, Executive Summary, p3

What does ESaGS say about the role of governors?

What is self-evaluation?

How are we doing?

How do we know our

strengths and areas for

improvement?

What do we need to do about

the areas identified for

improvement?

How will we know we have

made the improvements?

What improvements have we made and what do we need to do now?

Workshop 1

Discuss in your group the questions that you might consider asking your Principal in order to determine how ‘good’ your school is in relation to pupil performance and standards.

Report back from each table

What is your role as a Governor in monitoring and evaluating?

‘Effective school governors support and challenge the work of the organisation. It is imperative that all boards of governors are tenacious in their focus on important school improvement issues, such as setting higher standards and expectations, and understanding better the quality of the learning taking place’ Chief Inspector’s Report 2010-2012

What do others say about the role of governors in relation to education standards?

‘…the Board of Governors should work with the school Principal in monitoring and evaluation the school’s performance and to promote self evaluation as a means to achieve school improvement’ Department of Education’s Governors’ Handbook, Chapter 6

‘monitor the school’s performance and address under performance at the earliest opportunity’ Department of Education’s Governors’ Handbook, Chapter 6

What do others say about the role of governors in relation to education standards?

Post-primary (Non-Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)

Grades A*-C including GCSE English & GCSE Maths 2010/11

R2 = 0.2148

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

% FSM Entitled 2010/11

% o

f yea

r 12

pupi

ls a

chie

ving

5+G

CSEs

(incl

equ

ival

ent)

Gra

des

A*-C

incl

udin

gG

CSE

Engl

ish

& G

CSE

Mat

hs 2

010/

11

Non-Grammar Schools 321-0124 Ballycastle High School Linear (Non-Grammar Schools)

36.4% 2010/11Non-Grammar Average

Individual School

Post-primary (Non-Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 5+GCSEs (incl equivalent)

Grades A*-C including GCSE English & GCSE Maths 2010/11

R2 = 0.2148

0

10

20

30

40

50

60

70

80

90

100

0 10 20 30 40 50 60 70 80 90 100

% FSM Entitled 2010/11

% o

f yea

r 12

pupi

ls a

chie

ving

5+G

CSEs

(incl

equ

ival

ent)

Gra

des

A*-C

incl

udin

gG

CSE

Engl

ish

& G

CSE

Mat

hs 2

010/

11

Non-Grammar Schools 323-0308 St Benedict's College Linear (Non-Grammar Schools)

36.4% 2010/11Non-Grammar Average

Individual School

Post-primary (Grammar) Schools% FSM Entitled and % of year 12 pupils achieving 7+GCSEs (incl equivalent)

Grades A*-C including GCSE English & GCSE Maths 2010/11

R2 = 0.0297

50

55

60

65

70

75

80

85

90

95

100

0 5 10 15 20 25

% FSM Entitled 2010/11

% o

f yea

r 12

pupi

ls a

chie

ving

7+G

CSEs

(incl

equ

ival

ent)

Gra

des

A*-C

incl

udin

gG

CSE

Engl

ish

& G

CSE

Mat

hs 2

010/

11

Grammar Schools 342-0068 Dominican College Linear (Grammar Schools)

90.4% 2010/11Grammar Average

Individual School

Workshop 2- A Case Study

As a governing body what further information would you require in order to inform discussions with the Principal regarding actions for improvement?

What is your role as a Governor in monitoring and evaluating?

• Key Stage Results• Computer-based Assessments• Standardised Tests• Special Educational Needs Register• Attendance data• Free School Meals• New-comer pupils/ English as an Additional

Language• Enrolment

What other information/data is available in school?

‘the school’s process of self-evaluation leading to improvement, is not making a significant impact on improving the overall quality of education in the school; it is not underpinned by rigorous analysis and interpretation of relevant qualitative and quantitative data, and insufficient cognisance is taken of all of the data available…’ Post-primary, 2012)

‘Based on the evidence available at the time of the inspection the governors are informed about some important aspects of the work and life of the school; they have a good knowledge of whole-school performance in public examinations, and maintain an overview of the outworking of the SDP. The governors could usefully strengthen their role in overseeing the strategic work of the school by encouraging the senior leaders to improve the quality of learning and teaching and develop further the curriculum to meet effectively the needs of all of the pupils.’ (Post-primary, 2012)

What do inspection reports indicate in relation to monitoring

‘It will be important that they (Governors) develop further their challenge function, including their role in reviewing the SDP, in order to influence improvements in learning and teaching and to support the Principal and teachers in raising the educational standards for all of the pupils.’ (Post-primary, 2012)

‘The governors support the Principal and staff well in the implementation of the school development plan… The staff provides the governors with appropriate information regarding the achievements and standards of the children.’ (Primary, 2012)

‘(There is) the need to :•Embed monitoring and self-evaluation of provision at all levels in the school to increase the level of challenge for the children and raise further the standards achieved.’ (Primary, 2012)

What do inspection reports indicate in relation to monitoring

• Principal• School Development Plan• School website• Department of Education Handbook for

Governors- www.deni.gov.uk • Education and Library Boards websites-

www.neelb.org.uk • Education and Training Inspectorate website-

www.etini.gov.uk

Where is other information available?