Monitoring
All Governors are:
1 Aware of and support and contribute to the schools’ overall ethos and vision for the
future.
2 Aware of the targets in the School Improvement Plan, what needs to be done to achieve
them, how the school is progressing towards them, and participate in monitoring and
evaluating progress
3 Familiar with the range of policy statements in the school, when these need to be
reviewed, and have measures in place to evaluate effectiveness
All Governors know how:
4 The school’s results compare with those of previous years
5 The school’s results compare with National standards.
6 The school’s results compare with those of similar schools.
7 Results in different subjects compare
All Governors:
8 Focus on the issue of raising standards and regularly review progress.
9 Actively participate in monitoring through focused visits and activities.
10 Have a shared understanding of the strengths of the school
11 Have a shared understanding of the areas of the school which need development and
provide support.
12 Make certain the school’s budget is spent as planned, through participation in
monitoring and review.
13 Know how parents, pupils and staff feel about the school by attending school activities
and actively seeking comments and feedback.
Showing posts with label self review tool. Show all posts
Showing posts with label self review tool. Show all posts
Tuesday, 19 July 2011
Monday, 18 July 2011
Quick Governing Self Review: Managing Governing Body Business
Managing Governing Body Business
1. Individual Governors attend regularly.
2. There are no long-term vacancies (more than 1 term)
3. Our Governors represent a wide range of experience and expertise, including links with
industry and the community
4. Our new Governors are effectively inducted into their role.
5. Governors attend training courses regularly, sufficient to enable them to carry out
their role
6. All our Governors are fully involved in the work of the Governing Body and with the
Committees
7. Meetings do not overrun
8. Adequate time is given to each item
9. There is a culture of mutual respect within the Governing Body
10. We are loyal to collective decisions and respect confidentiality
11. There is a clear programme of meetings throughout the year, published in advance.
12. All Governors are encouraged to participate and all views are taken into account.
13. As a Governing Body, we regularly celebrate achievement and offer praise and thanks to
those concerned in the school.
14. Governors are encouraged to participate and take part in training.
15. There is an effective partnership between Head, Chair and Clerk.
1. Individual Governors attend regularly.
2. There are no long-term vacancies (more than 1 term)
3. Our Governors represent a wide range of experience and expertise, including links with
industry and the community
4. Our new Governors are effectively inducted into their role.
5. Governors attend training courses regularly, sufficient to enable them to carry out
their role
6. All our Governors are fully involved in the work of the Governing Body and with the
Committees
7. Meetings do not overrun
8. Adequate time is given to each item
9. There is a culture of mutual respect within the Governing Body
10. We are loyal to collective decisions and respect confidentiality
11. There is a clear programme of meetings throughout the year, published in advance.
12. All Governors are encouraged to participate and all views are taken into account.
13. As a Governing Body, we regularly celebrate achievement and offer praise and thanks to
those concerned in the school.
14. Governors are encouraged to participate and take part in training.
15. There is an effective partnership between Head, Chair and Clerk.
Saturday, 16 July 2011
School Governance Self Review Tool: Policies and Procedures
Policies and Procedures
1 Do you have all the legally required policies and procedures? (See list below)
2 Do you have all the appropriate policies and procedures to help the school achieve its goals and vision?
3 Do you have a proactive review regime to keep your policies and procedures up to date and to ensure their effectiveness?
All policies should be reviewed regularly (at least annually for those legally required) and could be included in a managed review cycle, spreading the review load across the Governing Body membership over an appropriate period.
The following documents are legally required:
• Accessibility Plan
• Admissions Policy
• Allegation of Abuse Against Staff Policy
• Attendance Targets (not nursery)
• Central Record of Recruitment and Vetting Checks (Single Staffing Record)
• Central record of recruitment and vetting checks
• Charging Policy
• Child Protection Policy
• Collective Worship Policy (not nursery)
• Community Cohesion Policy
• Complaints Procedures
• Curriculum Policy
• Disability Equality Policy
• Designated Teachers (for LAC)
• EYFS Policy
• Exclusions of Pupils Policy
• Freedom of Information Publication Scheme
• Gender Equality Policy (can be a join policy with Race)
• Governors’ Allowances (scheme for paying – if school has agreed to pay expenses)
• Governors Annual Report to Parents (only maintained Nurseries)
• Health and Safety Policy
• Home/School Agreements (not nursery)
• Instrument of Governance
• Minutes and Papers of GB meetings (non confidential)
• Performance Management Policy
• Prospectus (not nursery)
• Race Equality Policy
• Register of Business Interest of Head teachers and Governors
• Register of Pupils
• Review of Staffing Structure Document
• Risk Assessments
• School companies (all schools where a company is established)
• School Discipline and Pupil Behaviour Policy
• Sex Education Policy (not nursery)
• Special Educational Needs Policy
• Staff Discipline, Conduct and Grievance (procedures)
• Target Setting (not nursery)
• Teachers’ Pay Policy
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Do you have all the legally required policies and procedures? (See list below)
2 Do you have all the appropriate policies and procedures to help the school achieve its goals and vision?
3 Do you have a proactive review regime to keep your policies and procedures up to date and to ensure their effectiveness?
All policies should be reviewed regularly (at least annually for those legally required) and could be included in a managed review cycle, spreading the review load across the Governing Body membership over an appropriate period.
The following documents are legally required:
• Accessibility Plan
• Admissions Policy
• Allegation of Abuse Against Staff Policy
• Attendance Targets (not nursery)
• Central Record of Recruitment and Vetting Checks (Single Staffing Record)
• Central record of recruitment and vetting checks
• Charging Policy
• Child Protection Policy
• Collective Worship Policy (not nursery)
• Community Cohesion Policy
• Complaints Procedures
• Curriculum Policy
• Disability Equality Policy
• Designated Teachers (for LAC)
• EYFS Policy
• Exclusions of Pupils Policy
• Freedom of Information Publication Scheme
• Gender Equality Policy (can be a join policy with Race)
• Governors’ Allowances (scheme for paying – if school has agreed to pay expenses)
• Governors Annual Report to Parents (only maintained Nurseries)
• Health and Safety Policy
• Home/School Agreements (not nursery)
• Instrument of Governance
• Minutes and Papers of GB meetings (non confidential)
• Performance Management Policy
• Prospectus (not nursery)
• Race Equality Policy
• Register of Business Interest of Head teachers and Governors
• Register of Pupils
• Review of Staffing Structure Document
• Risk Assessments
• School companies (all schools where a company is established)
• School Discipline and Pupil Behaviour Policy
• Sex Education Policy (not nursery)
• Special Educational Needs Policy
• Staff Discipline, Conduct and Grievance (procedures)
• Target Setting (not nursery)
• Teachers’ Pay Policy
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Friday, 15 July 2011
School Governance Self Review Tool: GB Organisation and Relationships
GB Organisation and Relationships
1 Governing Body Operation
a) Do you regularly discuss how the GB operates as a team?
b) How do you enable all governors to contribute positively to discussions and activities?
c) Do you have effective arrangements to build and maintain good teamwork within the GB and with the school staff? Identify.
d) Do governors have a clear understanding of the respective roles of Head teacher and governors in line with DfE guidance? Where are these identified?
e) Do you keep under regular review the timing and frequency of GB meetings and committees?
f) Are the membership and terms of reference for you committee reviewed and updated regularly? When were they last updated?
g) Is there a Clerk appointed for each committee; could be internal or external clerk? (is this something that needs to be planned for in the future?)
h) Do you conduct an annual review of your schools clerking arrangements? i.e. is the GB/committee clerking efficient and meeting your requirements?
2 New Governor Induction
a) How do you welcome new governors to the GB and make them feel valued and needed?
b) How do you provide them with information regarding school context, roles and responsibilities?
c) Do you provide them with an induction pack specific to the school?
d) Do you provide them with a preliminary visit to the school accompanied by the CoG or Head?
e) Do you appoint a mentor (an experienced governor) to help them settle in and find information?
f) How do you welcome them to their first GB and make introductions?
g) How do you identify key CPD needs for new governors?
3 Have you assigned those tasks to individuals as are legally required?
a. Child Protection, Safeguarding
b. SEN and looked after children (LAC)
4 Has the GB published the school’s Complaints Procedure? Where?
5 Extended Schools
a) Do you have arrangements to monitor extended schools arrangements?
b) Are these arrangements reviewed on a regular basis? How/when?
6 Do you meet the legal requirements in respect to the School Prospectus?
7 Does the school have a process for identifying all Health and Safety risks and issues, and are these documented and reviewed regularly? (could be at committee level)
8 Business and Pecuniary Interests:
a) Do you have a register of such interests for governors and staff?
b) Is it up to date? How often is it reviewed?
c) Is there a process for governors and staff to make declaration whenever their interest or circumstances change? What/how?
9 Critical Friend
a) Have you established a climate of mutual respect? How?
b) Do you support the school management team by appropriately challenging advice and proposals, in order to test their robustness from the perspectives of the various constituencies of the community that the school services? How do you do this effectively?
10 Governor and GB development
a) Do you have a GB development plan? Who was involved in writing this document?
b) Do you have a Link Governor to organise training and is there a training plan for individual governors and the full GB?
c) Do you have a succession/rotation plan for key roles e.g. GB and committee Chairs SEN to ensure development of skills?
d) Do Governors receive sufficient information i.e. policies. Heads report, committee minutes etc to feel well informed to enable them to play an active part in GB business? What key documents provide this info?
e) Do you regularly audit the skills the GB needs to carry out its work and cross-reference this to its members?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Governing Body Operation
a) Do you regularly discuss how the GB operates as a team?
b) How do you enable all governors to contribute positively to discussions and activities?
c) Do you have effective arrangements to build and maintain good teamwork within the GB and with the school staff? Identify.
d) Do governors have a clear understanding of the respective roles of Head teacher and governors in line with DfE guidance? Where are these identified?
e) Do you keep under regular review the timing and frequency of GB meetings and committees?
f) Are the membership and terms of reference for you committee reviewed and updated regularly? When were they last updated?
g) Is there a Clerk appointed for each committee; could be internal or external clerk? (is this something that needs to be planned for in the future?)
h) Do you conduct an annual review of your schools clerking arrangements? i.e. is the GB/committee clerking efficient and meeting your requirements?
2 New Governor Induction
a) How do you welcome new governors to the GB and make them feel valued and needed?
b) How do you provide them with information regarding school context, roles and responsibilities?
c) Do you provide them with an induction pack specific to the school?
d) Do you provide them with a preliminary visit to the school accompanied by the CoG or Head?
e) Do you appoint a mentor (an experienced governor) to help them settle in and find information?
f) How do you welcome them to their first GB and make introductions?
g) How do you identify key CPD needs for new governors?
3 Have you assigned those tasks to individuals as are legally required?
a. Child Protection, Safeguarding
b. SEN and looked after children (LAC)
4 Has the GB published the school’s Complaints Procedure? Where?
5 Extended Schools
a) Do you have arrangements to monitor extended schools arrangements?
b) Are these arrangements reviewed on a regular basis? How/when?
6 Do you meet the legal requirements in respect to the School Prospectus?
7 Does the school have a process for identifying all Health and Safety risks and issues, and are these documented and reviewed regularly? (could be at committee level)
8 Business and Pecuniary Interests:
a) Do you have a register of such interests for governors and staff?
b) Is it up to date? How often is it reviewed?
c) Is there a process for governors and staff to make declaration whenever their interest or circumstances change? What/how?
9 Critical Friend
a) Have you established a climate of mutual respect? How?
b) Do you support the school management team by appropriately challenging advice and proposals, in order to test their robustness from the perspectives of the various constituencies of the community that the school services? How do you do this effectively?
10 Governor and GB development
a) Do you have a GB development plan? Who was involved in writing this document?
b) Do you have a Link Governor to organise training and is there a training plan for individual governors and the full GB?
c) Do you have a succession/rotation plan for key roles e.g. GB and committee Chairs SEN to ensure development of skills?
d) Do Governors receive sufficient information i.e. policies. Heads report, committee minutes etc to feel well informed to enable them to play an active part in GB business? What key documents provide this info?
e) Do you regularly audit the skills the GB needs to carry out its work and cross-reference this to its members?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Thursday, 14 July 2011
School Governance Self Review Tool: Target Setting and Management
Target Setting and Management
1 How are you involved in the setting and approving statutory and other targets?
2 Do you have a sufficient range of targets and objectives to ensure the school’s timely progress towards your goals and vision? Where are these identified?
3 Have you information to ensure that targets are sufficiently challenging?
4 Is a named governor involved in determining action to meet relevant targets, e.g. SEN, Literacy? Where is this info kept?
5 Do you have arrangements for monitoring progress towards targets? How is this information shared with full GB and others?
6 Do you publish statutory targets and achievement against them to inform the school’s stakeholders of progress?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 How are you involved in the setting and approving statutory and other targets?
2 Do you have a sufficient range of targets and objectives to ensure the school’s timely progress towards your goals and vision? Where are these identified?
3 Have you information to ensure that targets are sufficiently challenging?
4 Is a named governor involved in determining action to meet relevant targets, e.g. SEN, Literacy? Where is this info kept?
5 Do you have arrangements for monitoring progress towards targets? How is this information shared with full GB and others?
6 Do you publish statutory targets and achievement against them to inform the school’s stakeholders of progress?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Wednesday, 13 July 2011
School Governance Self Review Tool: Equality of Opportunity
Equality of Opportunity
1 Race/Gender Equality
a) Do you have a written policy/ies?
b) Does your policy cover all aspects of the schools’ work?
c) Does you policy make clear the key roles and responsibilities?
d) Does you policy make clear the action if the policy is not followed?
e) Do you have an action plan on Race Equality?
2 Disability Discrimination Act
a) Does you school comply with the 2005 amendment, e.g. by providing appropriate access to all meetings?
b) Does the GB publish access plans and arrangements for disabled pupils and information about what it does to ensure that disabled pupils are treated fairly?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Race/Gender Equality
a) Do you have a written policy/ies?
b) Does your policy cover all aspects of the schools’ work?
c) Does you policy make clear the key roles and responsibilities?
d) Does you policy make clear the action if the policy is not followed?
e) Do you have an action plan on Race Equality?
2 Disability Discrimination Act
a) Does you school comply with the 2005 amendment, e.g. by providing appropriate access to all meetings?
b) Does the GB publish access plans and arrangements for disabled pupils and information about what it does to ensure that disabled pupils are treated fairly?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Tuesday, 12 July 2011
School Governance Self Review Tool: School Curriculum
School Curriculum
1 Do you have a curriculum statement that is reviewed regularly?
2 Are you confident that the school meets the statutory requirements for availability of the full national curriculum? Particularly in relation to:
a) Religious Education;
b) Collective worship;
c) Sex and Relationships Education?
3 Do you have a system for monitoring the access that pupils have to the National Curriculum, particularly:
a) that all do have equal access, or
b) dis-application procedures are in place and are being followed
How is this info shared with the full GB?
4 How are you kept updated about the implementation and impact of national curriculum strategies?
5 Does the wider curriculum promote a culture of sustainability through:
a) addressing the social and emotional needs of pupils;
b) promoting healthy living;
c) valuing and respecting diversity;
d) being aware of local and global environments;
e) fostering children’s confidence in their ability to make a difference.
6 Do you have named governors for areas of significant importance for your school e.g. Literacy,
Numeracy, Foundation Stage etc?
How do they report back to the full GB?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Do you have a curriculum statement that is reviewed regularly?
2 Are you confident that the school meets the statutory requirements for availability of the full national curriculum? Particularly in relation to:
a) Religious Education;
b) Collective worship;
c) Sex and Relationships Education?
3 Do you have a system for monitoring the access that pupils have to the National Curriculum, particularly:
a) that all do have equal access, or
b) dis-application procedures are in place and are being followed
How is this info shared with the full GB?
4 How are you kept updated about the implementation and impact of national curriculum strategies?
5 Does the wider curriculum promote a culture of sustainability through:
a) addressing the social and emotional needs of pupils;
b) promoting healthy living;
c) valuing and respecting diversity;
d) being aware of local and global environments;
e) fostering children’s confidence in their ability to make a difference.
6 Do you have named governors for areas of significant importance for your school e.g. Literacy,
Numeracy, Foundation Stage etc?
How do they report back to the full GB?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Monday, 11 July 2011
School Governance Self Review Tool: Budget Planning and Management
Budget Planning and Management
1 How do you annually review the budget in relation to the school’s priorities for improving standards? How often do you review financial policies and procedures?
2 Have you completed any Financial Standard Self- Evaluation?
3 Do you complete the Statement of Internal Control? How often? How do you share this information with the full GB?
4 How do you agree the budget and ensure it reflects the school’s priorities, e.g. as set out in the school improvement plan?
a) Is this clearly minuted?
5 Have you delegated authority to the Head teacher in relation to financial matters and is this recorded and reviewed?
6 Does the governing body receive:
a) budget information from the school’s financial management system (Cost Centre System or equivalent);
b) A virement schedule;
c) details of any variance between the school’s and LA’s records on a regular basis (maybe at committee level)
7 In making financial decisions do you have evidence that you apply the principles of Best Value?
a) Do you CHALLENGE how and why services are provided to the school and consider alternative providers?
b) Do you COMPARE your school’s performance against other schools? How?
c) Do you have mechanisms to CONSULT parents, pupils and other stakeholders such as community groups? How?
d) Do you work to secure efficient and effective services for the school through the COMPETITIVE market?
e) Do you have a Best Value Policy?
8 How does the GB ensure that the budget is sustainable? How does the GB discuss surplus issues?
9 How do you consider/discuss Audit/OFSTED recommendations?
10 How does your school undertake medium to long term financial forecasting linked to the School Improvement Plan?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 How do you annually review the budget in relation to the school’s priorities for improving standards? How often do you review financial policies and procedures?
2 Have you completed any Financial Standard Self- Evaluation?
3 Do you complete the Statement of Internal Control? How often? How do you share this information with the full GB?
4 How do you agree the budget and ensure it reflects the school’s priorities, e.g. as set out in the school improvement plan?
a) Is this clearly minuted?
5 Have you delegated authority to the Head teacher in relation to financial matters and is this recorded and reviewed?
6 Does the governing body receive:
a) budget information from the school’s financial management system (Cost Centre System or equivalent);
b) A virement schedule;
c) details of any variance between the school’s and LA’s records on a regular basis (maybe at committee level)
7 In making financial decisions do you have evidence that you apply the principles of Best Value?
a) Do you CHALLENGE how and why services are provided to the school and consider alternative providers?
b) Do you COMPARE your school’s performance against other schools? How?
c) Do you have mechanisms to CONSULT parents, pupils and other stakeholders such as community groups? How?
d) Do you work to secure efficient and effective services for the school through the COMPETITIVE market?
e) Do you have a Best Value Policy?
8 How does the GB ensure that the budget is sustainable? How does the GB discuss surplus issues?
9 How do you consider/discuss Audit/OFSTED recommendations?
10 How does your school undertake medium to long term financial forecasting linked to the School Improvement Plan?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Sunday, 10 July 2011
School Governance Self Review Tool: Staffing and Performance Management
Staffing and Performance Management (PM)
1 Performance Management
a) Do you have a PM Policy in place for teachers (statutory) and support staff (recommended)? Is it linked to Pay Policy?
b) Do all governors understand the school PM process (this is good practice)? How is it shared?
c) Is you PM Policy implemented and effective throughout the school? How do you monitor this?
d) Is the PM policy linked to CPD? How? What feedback do you receive on the effectiveness of CPD?
e) Head Teacher-
• Have you agreed annual performance objectives (SIP involvement)?
• Do you check the targets are commensurate with the SDP/SIP?
• How do you monitor these throughout the year?
2 Work/life Balance and Staff Morale
a) What effective mechanisms have you put in place to monitor Head Teacher/staff morale and work/life balance? How are these communicated to staff and how do you know they are effective?
b) How do you effectively discharge GB responsibilities for the work/life balance of the Head teacher?
c) What arrangements have you put in place to ensure effective Dedicated Head teacher Time?
3 Do you have an effective mechanism in place to review the staff salaries? What/how?
4 Do you have a recruitment and selection policy with appropriate delegations?
5 Do you have appropriate arrangements in place to deal with staff grievances and disciplinary issues?
6 Do you monitor how effectively support staff are deployed in relation to the needs of pupils/groups? (i.e. SEN provision mapping etc) How?
7 How many governors have completed Safer Recruitment training? Do you ensure that there is always a Safer Recruitment governor on all key recruitment panels?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Performance Management
a) Do you have a PM Policy in place for teachers (statutory) and support staff (recommended)? Is it linked to Pay Policy?
b) Do all governors understand the school PM process (this is good practice)? How is it shared?
c) Is you PM Policy implemented and effective throughout the school? How do you monitor this?
d) Is the PM policy linked to CPD? How? What feedback do you receive on the effectiveness of CPD?
e) Head Teacher-
• Have you agreed annual performance objectives (SIP involvement)?
• Do you check the targets are commensurate with the SDP/SIP?
• How do you monitor these throughout the year?
2 Work/life Balance and Staff Morale
a) What effective mechanisms have you put in place to monitor Head Teacher/staff morale and work/life balance? How are these communicated to staff and how do you know they are effective?
b) How do you effectively discharge GB responsibilities for the work/life balance of the Head teacher?
c) What arrangements have you put in place to ensure effective Dedicated Head teacher Time?
3 Do you have an effective mechanism in place to review the staff salaries? What/how?
4 Do you have a recruitment and selection policy with appropriate delegations?
5 Do you have appropriate arrangements in place to deal with staff grievances and disciplinary issues?
6 Do you monitor how effectively support staff are deployed in relation to the needs of pupils/groups? (i.e. SEN provision mapping etc) How?
7 How many governors have completed Safer Recruitment training? Do you ensure that there is always a Safer Recruitment governor on all key recruitment panels?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
Saturday, 9 July 2011
School Governance Self Review Tool: Strategic Planning and Management
Strategic Planning and Management
1 Shared Purpose and Values:
a) Does your school have a statement of shared intent e.g. vision/values/aims?
b) How do you regularly review these in the light of changing circumstances, aspirations and stakeholder expectations?
c) Do you routinely use your statements to test your processes, policies and plans to ensure that the all fully contribute? How? When do you review them?
2 Do you have, regularly review and use to inform your planning, evidence of your school’s strengths and weaknesses? e.g.
a) Do you have a system for monitoring pupil achievement, e.g. by groups such as ethnicity, gender, core subject? How does this link into your school key issues?
b) How do you compare such information with past years to identify trends? How do you share this information with parents?
3 Development/Improvement Plan:
a) How are governors involved in determining school priorities and in building a plan (feeding into the School Improvement Plan)? How does this link to the SEF?
b) Does the plan address:
• Your vision
• Inspection/review/audit issues;
• stakeholder feedback;
4 Monitoring Progress:
a) What system do you have for monitoring both the implementation and impact of your action plans? How is this information shared with the GB and others?
b) Have you identified key indicators/milestones that enable you to track progress towards your own school goals?
c) Is the monitoring of these plans and indicators/milestones a regular agenda item at governors’ meetings or committees?
d) Does a representative from your GB attend School Improvement Partner meetings to support your Head teacher? How do you receive and discuss the termly report from your School Improvement Partner and any points arising from the meeting?
e) Do you have a policy and protocol for governor visits to the school to monitor progress against key school priorities?
f) How often do governors visit the school for monitoring and are these visits focussed on the key areas for school improvement?
g) How are governor visits reported back to the full GB? Do you have a written guidance on this?
5 How do you report on the progress and impact of your school plans to parents?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
1 Shared Purpose and Values:
a) Does your school have a statement of shared intent e.g. vision/values/aims?
b) How do you regularly review these in the light of changing circumstances, aspirations and stakeholder expectations?
c) Do you routinely use your statements to test your processes, policies and plans to ensure that the all fully contribute? How? When do you review them?
2 Do you have, regularly review and use to inform your planning, evidence of your school’s strengths and weaknesses? e.g.
a) Do you have a system for monitoring pupil achievement, e.g. by groups such as ethnicity, gender, core subject? How does this link into your school key issues?
b) How do you compare such information with past years to identify trends? How do you share this information with parents?
3 Development/Improvement Plan:
a) How are governors involved in determining school priorities and in building a plan (feeding into the School Improvement Plan)? How does this link to the SEF?
b) Does the plan address:
• Your vision
• Inspection/review/audit issues;
• stakeholder feedback;
4 Monitoring Progress:
a) What system do you have for monitoring both the implementation and impact of your action plans? How is this information shared with the GB and others?
b) Have you identified key indicators/milestones that enable you to track progress towards your own school goals?
c) Is the monitoring of these plans and indicators/milestones a regular agenda item at governors’ meetings or committees?
d) Does a representative from your GB attend School Improvement Partner meetings to support your Head teacher? How do you receive and discuss the termly report from your School Improvement Partner and any points arising from the meeting?
e) Do you have a policy and protocol for governor visits to the school to monitor progress against key school priorities?
f) How often do governors visit the school for monitoring and are these visits focussed on the key areas for school improvement?
g) How are governor visits reported back to the full GB? Do you have a written guidance on this?
5 How do you report on the progress and impact of your school plans to parents?
Each question in the Self-Review Tool should be answered using a simple traffic light status indication by writing in the status column one of three letters:
G – green We fully meet the requirements in this area
A – Amber We partially meet requirement – see notes for outline action plan
R – red We do not meet significant elements in this area – see notes for outline action plan
The full Self Review Tool from Ealing
http://www.egfl.org.uk/categories/governance/support/selfreview.html
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