Primary Blogging

Collecting blogs about primary education

Ofsted Skills and Knowledge Gap Analysis. Post supplied by Andy Scotland @asctty

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1 How well do Governors know the School
What are the academic strengths?

 

Maths and Reading – Refer to crib sheet
Results – do you know the floor targets and how the school compares with them?

 

This year’s floor target was 65%

We achieved a combined score of 83%

Maths 92%

Reading 96%

Writing 83%

See crib sheet for progress levels

What are the predictions for this year KS2?

 

Maths 87%

Reading 87%

Writing 91%

Based on last year’s Year 5 results

 

Inspectors would find it difficult to accept these reductions of 5% in Maths and 9% in Reading as predictions. They would be expecting the school to put in the necessary interventions to match last year’s results if you can’t exceed them.

I would explain that the 2014 Y6  cohort is weaker on entry (if it is) and  their performance to date would indicate lower scores for Maths and Reading but you are working hard to address this to at least match last years.

As discussed, this the tough one.  Trying to paint a realistic picture when there are real no-hopers in the cohort.  I would prefer to be honest and reach and exceed realistic targets rather than fail to achieve unrealistic ones.  We can’t just make up expectations with no audit trail back to real data for last year’s Y5 achievements.  Can we make sure our expectations of points progress are crystal clear instead?

Which areas are weaker academically and need to improve?

 

Literacy and Incorporating reading into writing

Spelling and grammar

CLL for boys – Communications, Language and Literacy

Increase number of children achieving level 5 in all SATS subjects

What is the school doing about these? School Development Plan (SDP) Short, Medium and Long Term

Curriculum based a book for all in the class (from Pupil Premium)

Step for success for the children to be independent and aim high

(No longer using RAP)

What is attendance like? 96% last term

94% over last year

Suggest you give attendance figures for the full year  2011 – 2012 then overall for 12 -13 but highlight the last term’s figure of 96%

This is a fair comment

What other successes / accolades / achievements are you as a GB most proud of?

 

Crib Sheet (examples such as):

I would highlight the transformational impact of the school on the socialisation of these  students from their starting points of very deprived backgrounds (some even in nappies!) and the fostering of a love of learning and enjoyment of school.

Again this is OK.

  • Conversion to Academy
  • Other schools coming to see the Wyndham Way
  • Sharing outstanding teacher programme with other schools (Paula & Kirsty)
  • Sharing leadership model with other schools
  • Excellent in-house leadership skill to provide mentoring to other teachers
  • Case Study school for iPads
  • Nest
  • Awards
  • Wyndham Towers
  • Points progress across the school
  • Attendance
  • Minibus
What are the barriers to the school being ‘good’ / outstanding? High mobility of children – i.e. no consistency through the school

Parental engagement – hard to reach parents

Lack of aspiration in the community

How can we use the strengths to overcome any barriers?

 

Trust/Teaching school

Challenge the gap programme

Staff CPD plan

Links with the Trust and sharing of best practice with outstanding schools (looking outwards)

Using our outstanding practitioners to further develop the practice of other staff within the school. Fine

2 How do Governors shape the vision for the school?

 

Working with Principal and SLT to develop and monitor implementation of SDP

Joint ‘Away day’ for future planning and visioning? Fine

3 What self evaluation processes are in place?

 

To be listed on crib sheet…

 

–          Data analysis external through Raise0nline and FFT

–          Data analysis internal – O track analysis of student progress by year group, vulnerable group, and individuals;

–          Lesson observations by peers, senior staff, governors  and external evaluators

–          Learning walks

–          Work trawls

–          Listening to students read

–          Teacher self-evaluation

–          Governor’s self-evaluation and reflection time

The summary outcomes of all these processes inform the Self Evaluation document and the actions arising are contained in the School Development Plan.

No problem with this either.

 

4 What role do Governors play in the writing of the SEF?

 

Governors see the outcomes of the self evaluation processes at full governors meetings. They review the SEF at the Standards Committee meeting.  Fair comment.
5 How do you hold senior and middle leaders to account?

 

Governors are allocated specific areas to monitor across each phase of the school based on the SDP for that term

Please think of a visit you have conducted

6 Can you give an example how you have challenged the Principal?

 

This is for each governor to recount.

 

I would collate the responses from Governors here so that you all have some idea what each is saying

Easier said than done but we can try I suppose.

7 Can you give an example how you have persuaded against a certain course of action?

 

This is for each governor to recount.
8 Approximately how much does the school receive for pupil premium; how is it spent and what has been the impact?
£5,000 Family Learning
£12,480 Premier Sports
£18,500  (additional Class Teacher)
£15,800  (additional TA)
£23,000  (LM) inc Breakfast Club
£1,290  Breakfast Club
£15,000 Coaches
£4,110 Uniform (£30 voucher)
£160 Happy Hens
£500 Nurture Group
£15,000 Mini bus
£5,000 Climbing Frame
£6,000 Class reading book
£1,199.74 Carried over from 2012-2013 (handwriting)
£123,039.74  

 

 

At the side of each you need to demonstrate any impact

I have asked xxxxx to expand on this already.

 

9 How do you ensure performance management leads to improvement particularly in the quality of teaching?

 

New enhanced Performance management policies

New approach to governor monitoring visits based on SDP

Holding the phase managers to account by asking questions the monitoring system for quality of teaching

 

Analysis of Teacher grades showing improvement

This will be hard to show without naming teachers which we have agreed we don’t want to for all governors especially staff ones.

10 What is the outcome/ impact of Governor visits to the school? New approach to governor monitoring visits based on SDP.

Monitoring visit forms to be reviewed by Principal and major recommendations relayed to governors for review at full LGB meeting.

 

Any changes / improvements or other impact arising from  Governor visits?

Given the lack of monitoring visits this will be a tall order.  We can at least reflect on decision made at the meeting to make improvements in specific areas as requested by you.

11 How do Governors ensure they fulfil their statutory duties?

 

Clear Vision and involvement in planning via SDP approval

Challenge of Principal

Financial Management – via Resources sub-committee

Review of statutory policies

12 How do Governors ensure safeguarding of children in their care? Designated Safeguarding Governor (Jean)

All Safeguarding and Child Protection Policies recently reviewed and approved

All governors to complete online CP training

(formal training to be arranged with DCC)

13 What is the mechanism and procedures for setting the school priorities?

 

See crib sheet
14 What are the priorities for 2012 – 13?               and 2013 – 14?

 

See crib sheet
15 How have you arrived at these?

 

SEF, SATS results, Raise online and O track assessment
16 Are governors attached to specific priorities?

 

Yes as per below
17 How do you monitor progress against the School Action Plan? New approach to governor monitoring visits based on SDP.

Review of data by Standards Committee

Monitoring visit forms to be reviewed by Principal and major recommendations relayed to governors for review at full LGB meeting.

 

 

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Author: cherrylkd

SLT, SLE, CPD & Assessment leader, ITT NQT Mentor at an outstanding special school in Blackpool. MA in SEN/Inclusion. Writer for Bloomsbury.

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