Secondary school governance and accountability: Shaping the future Hampshire Governor Services Conference for Secondary School Governors of Maintained Schools and Academies February 2013 John Dunford
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Secondary school governance and accountability: Shaping the future
Hampshire Governor ServicesConference for Secondary School Governors of Maintained Schools and
Academies
February 2013
John Dunford
V I P
ValuesInnovationPartnership
School leaders and governors creating a new narrative
Shaping the future The climate Autonomy Professional networks Working in partnership Accountability and data Curriculum and assessment
The climate
Cameron: Freedom, fairness, responsibility Gove: Autonomy, accountability, leadership Schools: Values-led, moral purpose and social justice Classroom: Raising achievement and closing the gaps What values underpin your work as a governor?
Autonomy From constrained to confident
Taking ownership of your situation
Focus relentlessly on the quality of teaching and learning
Autonomy isn’t just for academies
Freedom to … not just freedom from …
Using your autonomy Curriculum Assessment Professional development Choosing your partners
How are you using your autonomy as a school?
Professional networks
Encouraging staff to build professional networks Looking out, not looking up Seeking out excellent practice Local, regional, national, international
Working in partnership: national context
Gove recognises success of S2S support London Challenge and later City Challenge National Support Schools – NLEs, LLEs, SLEs, CLGs School chains and groups – national and local Teaching schools Towards a self-improving system Unleashing greatness: report on academisation
A self-improving system
“A new vision of school improvement in which the school system becomes the major agent of its own improvement”
David Hargreaves, Creating a Self-improving System, National College, 2010http://www.nationalcollege.org.uk/docinfo?id=133672&filename=creating-a-self-improving-
school-system.pdf
A self-improving system
Strong clusters: groups of schools working together, sharing resources and expertise
Local solutions: local self-evaluation leading to local action
Raising aspirations across the area Building leadership capacity across groups of
schools
Working in partnership: Hampshire
Achieving more together Single school too small as an effective professional
development community Building collaborative professional relationships Sharing resources to do more – and better Involving young people, parents and the community Focus How strong are your school’s partnerships?
Accountability Centralisation and decentralisation – the lesson from history
Changes in Ofsted inspection framework Importance of the GB in Ofsted inspection
The governing body’s place in the accountability structure
Accountability for results
Accountability for impact of the pupil premium
Accountability to students
Accountability direct to parents
Accountability and data Intelligent accountability
In-school accountability
Quality assurance = external + internal
Data is critical to success Collecting / Interpreting and analysing / Using
Data for accountability and data for improvement
Using data to increase ownership
The role of the effective governing body
Self-evaluation after the SEF
Build your own data
What data could your school be collecting / analysing / using?
Curriculum freedoms
National Curriculum review A more limited range of knowledge Key stage 2 tests, GCSE results and the English
Baccalaureate The school curriculum is more than the National
Curriculum
Curriculum freedoms
School curriculum
NationalCurriculum
An international perspective
“Today schooling needs to be much more about ways of thinking, involving creativity, critical thinking, problem-solving and decision-making.”
Andreas Schleicher – OECD
TES 16 November 2012
Using curriculum freedoms
What curriculum does a C21 young person need? Developing knowledge, skills and personal qualities What skills and personal qualities to develop? CBI list? Your own list? Prepared for effective study, work-ready, life-ready
Building a “whole education” www.wholeeducation.org
Using curriculum freedoms
Knowledge
Assessment Changes in GCSEs and A-levels Assessment for learning Assessment for school improvement Improving assessment quality: rigour Solid basis for target setting and intervention Improving assessment nationally Chartered assessors www.ciea.org.uk
Shaping the future
Values OwnershipInnovation DataPartnership Focus
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