The role of governance in self-assessment NATSPEC conference Sue Preece HMI March 24 2010.
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Transcript of The role of governance in self-assessment NATSPEC conference Sue Preece HMI March 24 2010.
The role of governance in self-assessment
NATSPEC conference
Sue Preece HMI March 24 2010
To better inform participants about:
the Common Inspection Framework
use of the Ofsted inspection handbook
features of good self-assessment role of governors in self-
assessment
Objectives of the session
New Common Inspection Framework 2009
a strengthened approach to judging capacity to improve, in recognition of the drive for self-regulation
a greater focus on how colleges and providers meet users' needs
a greater focus on learning through teaching, training & assessment
grades for equality and diversity, safeguarding and value for money that will contribute to the judgement on leadership and management
more emphasis on Every Child Matters as outcomes
an increased focus on the progress made by different groups
the introduction of limiting judgements that will affect the maximum grade which can be achieved for some aspects – safeguarding, equality and diversity and capacity to improve
Structure of grades
Overall effectiveness
Quality of provisionOutcomes for learners Leadership and management
Partnerships
Care, guidance and support
Enjoy and achieve
Achieve economic and social well-being
Stay safe
Make a positive contribution
Ambition and prioritisation
User engagement
Self-assessment
Equality and diversity*
Safeguarding*
Value for money
Main grades
Contributory grades denoted by a grade descriptor in the report and a grade on the RMF
Meeting needs and interests of users
Capacity to improve*
* These grades may limit the overall effectiveness grade
Be healthy
Teaching, learning and assessment
Ofsted inspection handbook
C2. How effectively do governors and supervisory bodies provide leadership, direction and challenge?
Inspectors will take into account:
how well governors & supervisory bodies monitor the quality learner experiences and their outcomes
how effectively governors & supervisory bodies monitor financial management and health, including value for money
procedures to ensure the accountability of the chief executive and senior post holders, or equivalent
Ofsted inspection handbook
C2. How effectively do governors and supervisory bodies provide leadership, direction and challenge?
Inspectors will take into account:
procedures for governors and supervisory bodies to assess and monitor risk
how well governors and supervisory bodies ensure that legislative requirements are fulfilled, such as those for disability, safeguarding, and health and safety.
Self-assessment
SARs provide Ofsted inspectors with crucial evidence to support judgements about the
CIF’s main aspects contributory grades for equality and diversity
and safeguarding capacity to improve.
Inspectors will use the report to assess risk, monitor standards and plan for inspection.
During the inspection, findings will be compared with those in the provider’s self-assessment report, and a conclusion reached on the accuracy of those judgements.
The best providers:
involve all staff, and where possible learners, in the production of an honest and objective report
relate the report to their vision
demonstrate how they can meet learners’ needs
use the process as a way of finding out about their provision in order to make significant improvements
address all aspects in the CIF and make clear judgements
provide accurate evidence as the basis for making their judgements
have a realistic, well monitored quality improvement action plan which includes SMART targets
Is your SAR fit for purpose? Is it:
a descriptive account of the provision so that an external observer can quickly understand what you do
or
a document which evaluates the quality and effectiveness of every part of your provision against all aspects of the CIF, and is clearly at the centre of all of your quality improvement activities
Governance
Governance deals with
approving, reviewing and monitoring the educational character and mission of the college, its services and academic activities
formulating the medium and long term strategies of the college including quality and monitoring the performance of the Principal as CEO against that strategy
assuring the overall ethos of the college and how it conducts its business ensuring the college's financial solvency
Governance
College management, led by the Principal, is responsible for
developing and proposing the educational character and mission of the college to the governing board
developing and managing services and academic activities
implementing the medium and long term strategies formulated by the governing board
the day to day running of the business of the college.
Excellence begins in the boardroom
The college self-assessment and improvement process must be led and managed effectively – and should be an integral part of leadership, management and governance.
Systematic and robust self-assessment and improvement of performance by the governing board, governors and managers is indicative of leadership by example, and such senior post holders have a key role to play in the process throughout the college.
Excellence begins in the boardroom
While college governors and managers have a shared role in leading college self-assessment and improvement, governors have two distinct roles:
reviewing the college's self-assessment and monitoring the resulting Quality Improvement Plan (QIP)
being involved in self-assessment of the board
the governing board, therefore, needs to take ownership of its own self-assessment and of the quality of the board's performance, as well as monitoring the performance of the college.
Excellence begins in the boardroom
Governors can achieve this by:
ensuring there is a framework for systematically collecting and analysing issues and views from all areas of the college and that material is brought together with college data in the SAR & QIP
reviewing the self-assessment process and draft self-assessment report as a board through a committee
using a small group of governors in a task group
Excellence begins in the boardroom
Governors can achieve this by:
one or more governors sitting on a college SAR validation panel
reviewing results of surveys of staff, students, employers; observations of teaching and learning; inspection grades
monitoring progress against the QIP (as a board or through a committee) and ensuring that real improvement is taking place.
The governing board must approve the SAR before it is submitted to the LAs and Ofsted
Examples of questions governors should be asking about the SAR
How evaluative is the text?
There should be at least one judgement in every sentence. Eg; are there sufficient judgements about outcomes rather than processes?
- good systems for collecting learners views x
- good use of learner views to improve provision such as …..
Are all quantifiable judgements underpinned by data? If not, what other data could be used?
Are you confident that the SAR covers all aspects of the CIF and provides all the grades required?
Does the QIP contain clear targets which can be efficiently monitored? Are there milestones?