ofsted and community

7/30/2019 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
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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




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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



2009/2010 (Sept-Dec)




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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.
http://www.google.co.uk/imgres?imgurl=http://i.dailymail.co.uk/i/pix/2009/01/09/article-1110942-05D6472B0000044D-440_468x338.jpg&imgrefurl=http://www.dailymail.co.uk/news/article-1110942/Ofsted-said-15-000-useless-teachers-worked-schools-Nine-years-fired-Just-10.html&usg=__C1GoACcEQAKS8hirYjb_hvHvA80=&h=338&w=468&sz=24&hl=en&start=7&itbs=1&tbnid=SAw6NdhHOx-QYM:&tbnh=92&tbnw=128&prev=/images%3Fq%3Dchristine%2Bgilbert%26hl%3Den%26gbv%3D2%26tbs%3Disch:1


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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

ofsted and community

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