Inspection and Review
The inspection of a school provides an independent external evaluation of its effectiveness and a diagnosis of what the school should do to improve. It is based on a range of evidence available to inspectors that is evaluated against a national framework. When conducting an inspection, Ofsted will report on the quality of education provided in the school and must in particular cover:
- Effectiveness of leadership and management
- Quality of teaching, learning and assessment
- Personal development, behaviour and welfare
- Outcomes for children and learners.
The Governing Board is inspected as part of the effectiveness of leadership and management of the school and therefore will be judged under this heading. The Common Inspection Framework: education, skills and early year (August 2015) states that Inspectors will make a judgement on the effectiveness of leadership and management by evaluating the extent to which leaders, managers and governors:
- Demonstrate an ambitious vision, have high expectations for what all children and learners can achieve and ensure high standards of provision and care for children and learners.
- Improve staff practice and teaching, learning and assessment through rigorous performance management and appropriate professional development.
- Evaluate the quality of the provision and outcomes through robust self-assessment, taking account of users’ views, and use the findings to develop capacity for sustainable improvement.
- Provide learning programmes or a curriculum that have suitable breadth, depth and relevance so that they meet any relevant statutory requirements, as well as the needs and interests of children, learners and employers, nationally and in the local community.
- Successfully plan and manage learning programmes, the curriculum and careers advice so that all children and learners get a good start and are well prepared for the next stage in their education, training or employment.
- Actively promote equality and diversity, tackle bullying and discrimination and narrow any gaps in achievement between different groups of children and learners.
- Actively promote British values (for a definition of these values, see the Prevent Strategy)
- Make sure that safeguarding arrangements to protect children, young people and learners meet all statutory and other government requirements, promote their welfare and prevent radicalisation and extremism.
Impact of Governance
Inspectors will seek evidence of the impact of those specifically responsible for governance. This includes maintained school governors, proprietors, academy trustees or members of the school’s local board. Inspectors will consider whether governors:
- Work effectively with leaders to communicate the vision, ethos and strategic direction of the school and develop a culture of ambition.
- Provide a balance of challenge and support to leaders, understanding the strengths and areas needing improvement at the school.
- Provide support for an effective head teacher or are hindering school improvement because of a lack of understanding of the issues facing the school.
- Understand how the school makes decisions about teachers’ salary progression and performance.
- Performance manage the head teacher rigorously.
- Understand the impact of teaching, learning and assessment on the progress of pupils currently in the school.
- Ensure that assessment information from leaders provides governors with sufficient and accurate information to ask probing questions about outcomes for pupils.
- Ensure that the school’s finances are properly managed and can evaluate how the school is using the pupil premium and the primary PE and sport premium.
- Are transparent and accountable, including in recruitment of staff, governance structures, attendance at meetings and contact with parent.
Copies of the School Inspection Handbook may be downloaded from the Ofsted section of the .GOV website using the following LINK