Management Information Sheet
Governing Body Self Evaluation
From: Fred Corbett, Deputy Director, Children's Services
Previous documents have been drafted with the Ofsted Framework for Inspection very much in mind. The intention was that the governing body would judge its own performance against the same criteria that the inspection team would use. In turn, this would help the governors to gain some idea of the grade that they might receive at inspection, and assist them in making improvements where necessary.
We were very pleased that over 90% of governing bodies undertook the review in the first year, and last year the figure rose to 93%. The process is designed to support governing bodies, not just by identifying those aspects of governance of the school that require further development, but also in highlighting the training needs that emerge as a result of the discussion.
As you are aware, the Ofsted inspection process was revised with effect from September 2005. Under the new system the governing body is no longer graded separately, but as part of the overall leadership and management of the school. The process also looks much more closely at the ability of the school's leaders to make improvements, and focuses on the school's own Self Evaluation Form (SEF) as a means of establishing whether the leadership team really understands the school's strengths and areas for development.
The new Governing Body Self Evaluation document will, we hope, assist your governing body in deciding how well it matches with those aspects of the school that inspectors are most likely to take into consideration when making their judgement about Leadership and Management. When undertaking the evaluation, it is important that governors ensure that there is real evidence to support the answers to the individual questions. It may be necessary to ask subsidiary questions, such as 'How do we really know?' or 'What evidence can we show that will support what we are saying?'
Section 6 of the SEF focuses on Leadership and Management, and it is important to include an evaluative statement about the role of the governing body in the school. This should cover involvement in taking appropriate strategic decisions, monitoring and evaluating progress, agreeing development priorities, and ensuring accountability. It is, therefore, good practice for the governing body to agree a 'grade' for itself, based on the new Ofsted grades, as follows:
Grade 1 = Outstanding
Grade 2 = Good
Grade 3 = Satisfactory
Grade 4 = Inadequate
An evidence sheet, which asks the governing body to insert an agreed grade, follows each section of the document. Finally, the document asks for an overall grade. We shall be very pleased if either the chair of governors or clerk, or another member of the governing body, would send to the GSS a copy of the final response sheet, including the final grade. This can be done either by post or via the school's courier service, or by e-mailing it to: governorsupport@norfolk.gov.uk. Additionally, it would be good practice to include the grade at Section 6 of the SEF, to show inspectors that the governing body is aware of how well it meets the criteria for leadership and management.
If your governing body needs help with self-evaluation the GSS offers an in-school session based around the completion of the document. In addition, we believe that a positive outcome from the process is the production of a Development Plan for the governing body. The GSS has worked with over 1/3rd of governing bodies to facilitate a session, following this by producing a Development Plan for them. Because of the length of time involved in doing this there will be a fee for writing the plan, but it does mean that the document is totally objective and produced in a style that inspectors will immediately recognise. It also relieves a member of the governing body, or the headteacher, from undertaking the task. Please call the GSS on 01603 433276 if you would like to discuss this further.
Norfolk Children's Services is committed to self-evaluation, as it sees the exercise as being at the heart of school improvement. We also want to be proactive in supporting governing bodies in accepting their growing strategic role.
In thanking you for what you already do to help schools and children's education, we very much hope that governing bodies will take part in this self-evaluation process. By doing so, you will further develop not only your own working practices, but also your capacity to jointly lead schools in partnership with the headteacher and senior staff.
Guidance on completion of the Governing Body Self-Evaluation document
Governing Body Self-Evaluation allows each governor to take part in an individual reflection of:
their personal knowledge of the overall role and responsibilities of the governing body
the impact on the whole school of governing body decisions
The Self-Evaluation document should provide the governing body with an honest reflection of how well it is performing, as part of the leadership of the school with the Headteacher and senior staff. It is offered as a tool to help governing bodies work in a more focused way, as a team with the professionals. The document is looking for clear evidence of the governing body's role in the strategic management of the school. It does not relate to systems and practices put in place through the headteacher's day-to-day management.
The full governing body should discuss the document thoroughly, noting down evidence that supports answers relating to strengths. Open and honest discussion should also result in agreement of the aspects of the governing body's strategic role that require development. The final grade awarded should be as accurate as possible, so that the governing body can move forward positively.
All members of the governing body will need to have the document in advance of any meeting where it will be discussed. This will give governors time to reflect on the different sections, and bring their personal view to the discussion. The Governor Support Service (GSS) suggests that, at the meeting, the governing body should divide into three groups. Each group will look at sections of the whole document, possibly as follows:
Group 1 Sections 1 and 2
Group 2 Section 3
Group 3 Sections 4 and 5
The groups consider the section/s allocated, working through the main, underlined, Key Questions. Discussion will be based on governors' knowledge of the school and issues that have been raised in meetings. Reference to the additional questions in Italics will help to focus the group.
At the bottom of the response sheet for each section is a box where the group should tick a provisional grade, in line with the answers and evidence provided. This should also be a 'best fit' with the descriptors at the top of the section being discussion.
When this stage is complete the whole governing body should discuss the findings for each section of the document, and agree the final grade for each section. Newer members of the governing body can play an important part at this point, by challenging the perceptions of the more experienced governors. Suggesting that plans are in place and actions being taken, without providing evidence, will not help the governing body to convince inspectors that it is appropriately involved in the leadership of the school.
When each section has been discussed the overall response sheet should be completed, and a final grade awarded for the governing body. This will draw together the findings of the governors, and provide the basis for a plan for the further development of the governing body's role in the school.
The Governing Body Self-Evaluation can be delivered as a facilitated in-school session. A member of the GSS team will work with the governing body to help complete the document, and, for a fee of £110 will draw up a Governing Body Development Plan. This has been done for a number of schools. The plans have been welcomed by Ofsted inspectors as a sign of a governing body that is not only in tune with the school's plans for improvement, but also understands its own role in supporting children's education and welfare.
The school's Review and Development Adviser (RDA) will not be discussing the full Governing Body Self-Evaluation document with the Chair and Headteacher, although s/he will expect to see an evaluative statement about the role of the governing body included in the School Self-Evaluation Form (SEF).
The GSS wishes to be more proactive in supporting individual schools where governance is less well developed, and, where possible, draw upon the good practice of those schools where governance is very effective. Consequently, we would like all governing bodies to send us a copy of their overall response sheet, showing the grade awarded. This can be done through the Royal Mail, or the school's courier post, to:
Sue Platt - Senior Development Officer
Governor Support Service
Professional Development Centre
Woodside Road
Norwich NR7 9QL
or by e-mail to: governorsupport@norfolk.gov.uk
The information will also help us in deciding the focus of future governor training, so that all governors and governing bodies will benefit.
Governing Body Self Evaluation
Governing Body Self Evaluation
For the past two years, the Governor Support Service (GSS) has sent each school a Governing Body Self-Review document for completion. This has provided the governors with an opportunity to discuss their strategic role, focusing on those aspects that have a direct impact on their work with the school.Previous documents have been drafted with the Ofsted Framework for Inspection very much in mind. The intention was that the governing body would judge its own performance against the same criteria that the inspection team would use. In turn, this would help the governors to gain some idea of the grade that they might receive at inspection, and assist them in making improvements where necessary.
We were very pleased that over 90% of governing bodies undertook the review in the first year, and last year the figure rose to 93%. The process is designed to support governing bodies, not just by identifying those aspects of governance of the school that require further development, but also in highlighting the training needs that emerge as a result of the discussion.
As you are aware, the Ofsted inspection process was revised with effect from September 2005. Under the new system the governing body is no longer graded separately, but as part of the overall leadership and management of the school. The process also looks much more closely at the ability of the school's leaders to make improvements, and focuses on the school's own Self Evaluation Form (SEF) as a means of establishing whether the leadership team really understands the school's strengths and areas for development.
The new Governing Body Self Evaluation document will, we hope, assist your governing body in deciding how well it matches with those aspects of the school that inspectors are most likely to take into consideration when making their judgement about Leadership and Management. When undertaking the evaluation, it is important that governors ensure that there is real evidence to support the answers to the individual questions. It may be necessary to ask subsidiary questions, such as 'How do we really know?' or 'What evidence can we show that will support what we are saying?'
Section 6 of the SEF focuses on Leadership and Management, and it is important to include an evaluative statement about the role of the governing body in the school. This should cover involvement in taking appropriate strategic decisions, monitoring and evaluating progress, agreeing development priorities, and ensuring accountability. It is, therefore, good practice for the governing body to agree a 'grade' for itself, based on the new Ofsted grades, as follows:
An evidence sheet, which asks the governing body to insert an agreed grade, follows each section of the document. Finally, the document asks for an overall grade. We shall be very pleased if either the chair of governors or clerk, or another member of the governing body, would send to the GSS a copy of the final response sheet, including the final grade. This can be done either by post or via the school's courier service, or by e-mailing it to: governorsupport@norfolk.gov.uk. Additionally, it would be good practice to include the grade at Section 6 of the SEF, to show inspectors that the governing body is aware of how well it meets the criteria for leadership and management.
If your governing body needs help with self-evaluation the GSS offers an in-school session based around the completion of the document. In addition, we believe that a positive outcome from the process is the production of a Development Plan for the governing body. The GSS has worked with over 1/3rd of governing bodies to facilitate a session, following this by producing a Development Plan for them. Because of the length of time involved in doing this there will be a fee for writing the plan, but it does mean that the document is totally objective and produced in a style that inspectors will immediately recognise. It also relieves a member of the governing body, or the headteacher, from undertaking the task. Please call the GSS on 01603 433276 if you would like to discuss this further.
Norfolk Children's Services is committed to self-evaluation, as it sees the exercise as being at the heart of school improvement. We also want to be proactive in supporting governing bodies in accepting their growing strategic role.
In thanking you for what you already do to help schools and children's education, we very much hope that governing bodies will take part in this self-evaluation process. By doing so, you will further develop not only your own working practices, but also your capacity to jointly lead schools in partnership with the headteacher and senior staff.
Guidance on completion of the Governing Body Self-Evaluation document
Governing Body Self-Evaluation allows each governor to take part in an individual reflection of:
The Self-Evaluation document should provide the governing body with an honest reflection of how well it is performing, as part of the leadership of the school with the Headteacher and senior staff. It is offered as a tool to help governing bodies work in a more focused way, as a team with the professionals. The document is looking for clear evidence of the governing body's role in the strategic management of the school. It does not relate to systems and practices put in place through the headteacher's day-to-day management.
The full governing body should discuss the document thoroughly, noting down evidence that supports answers relating to strengths. Open and honest discussion should also result in agreement of the aspects of the governing body's strategic role that require development. The final grade awarded should be as accurate as possible, so that the governing body can move forward positively.
All members of the governing body will need to have the document in advance of any meeting where it will be discussed. This will give governors time to reflect on the different sections, and bring their personal view to the discussion. The Governor Support Service (GSS) suggests that, at the meeting, the governing body should divide into three groups. Each group will look at sections of the whole document, possibly as follows:
Group 1 Sections 1 and 2
Group 2 Section 3
Group 3 Sections 4 and 5
The groups consider the section/s allocated, working through the main, underlined, Key Questions. Discussion will be based on governors' knowledge of the school and issues that have been raised in meetings. Reference to the additional questions in Italics will help to focus the group.
At the bottom of the response sheet for each section is a box where the group should tick a provisional grade, in line with the answers and evidence provided. This should also be a 'best fit' with the descriptors at the top of the section being discussion.
When this stage is complete the whole governing body should discuss the findings for each section of the document, and agree the final grade for each section. Newer members of the governing body can play an important part at this point, by challenging the perceptions of the more experienced governors. Suggesting that plans are in place and actions being taken, without providing evidence, will not help the governing body to convince inspectors that it is appropriately involved in the leadership of the school.
When each section has been discussed the overall response sheet should be completed, and a final grade awarded for the governing body. This will draw together the findings of the governors, and provide the basis for a plan for the further development of the governing body's role in the school.
The Governing Body Self-Evaluation can be delivered as a facilitated in-school session. A member of the GSS team will work with the governing body to help complete the document, and, for a fee of £110 will draw up a Governing Body Development Plan. This has been done for a number of schools. The plans have been welcomed by Ofsted inspectors as a sign of a governing body that is not only in tune with the school's plans for improvement, but also understands its own role in supporting children's education and welfare.
The school's Review and Development Adviser (RDA) will not be discussing the full Governing Body Self-Evaluation document with the Chair and Headteacher, although s/he will expect to see an evaluative statement about the role of the governing body included in the School Self-Evaluation Form (SEF).
The GSS wishes to be more proactive in supporting individual schools where governance is less well developed, and, where possible, draw upon the good practice of those schools where governance is very effective. Consequently, we would like all governing bodies to send us a copy of their overall response sheet, showing the grade awarded. This can be done through the Royal Mail, or the school's courier post, to:
Sue Platt - Senior Development Officer
Governor Support Service
Professional Development Centre
Woodside Road
Norwich NR7 9QL
or by e-mail to: governorsupport@norfolk.gov.uk
The information will also help us in deciding the focus of future governor training, so that all governors and governing bodies will benefit.
Governing Body Self Evaluation