Accountability and Governance in Extended Schools and Childrens Centres

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Accountability and Governance in Extended Schools
and Childrens Centres

• DfES/Ofsted Conference
• 2005

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The socio-economic Challenge
Comparative rank cognitive ability
High SEG High early High SEG Low early Low SEG
High Early Low SEG Low early
2 4 6
8 10 AGE
1944 Education Act - free secondary
schooling 1947 Rosla to 15 1963
CSE 1965 Comprehensive schooling
1972 Rosla 1988 GCSE 1990s Primary
Strategy - EiC EMA Study support ..
2003 Targeted support - ECM Personalisation
Tackling the performance gap
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Social Context
A classification of Residential Neighbourhoods
(ACORN)
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Its not down to chance
Continuity of anti-social behaviour from age 5 to
17. Source Scott 2002
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Children in Care

• Their performance relative to all children
• At KS1 53 achieve L2, 85 nationally (32)
• At KS2 42 achieve L4, 78 nationally (36)
• At KS3 23 achieve L5, 69 nationally (46)
• 9 achieved at least 5 GCSEs compared with 53 of
  all children

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Key policy responses

• Children Act
• 5 Year strategy for Children and Learners
• 10 Year Strategy for childcare

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Children Act intended outcomes

• be healthy
• stay safe
• enjoy and achieve
• make a positive contribution
• achieve economic well being
• From September 2005 Ofsted will focus on
  these outcomes when inspecting schools and local
  authorities.
• Judgements are always made about the overall
  effectiveness of the services inspected and, of
  their leadership and management.
• Ofsted 2005

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Purpose of Governing Bodies

• To help the schools they lead provide the
  best possible education for pupils. This
  involves
• setting the schools values, vision and strategic
  aims, and agreeing plans and policies, making
  creative use of available resources
• monitoring and evaluating performance and acting
  as a critical friend to the headteacher and
  leadership team to support and challenge them in
  managing the school
• ensuring that the school is accountable to the
  children and parents it serves, to its local
  community and to those who fund and maintain it,
  as well as to the staff it employs
• Source Governing the School of the Future

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What?

• Legal accountability meeting statutory
  requirements, demonstrating value for money
• Moral accountability values driven. Deep rooted
  desire to improve the life chances of children
  and families

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Why?

• Targeting resources making a positive difference
• Impact measurement
• Inform future planning
• Secure resources/support

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Core Offer
Plus
All year round 8am-6pm
Wraparoundchildcare
Parenting support opportunities (including family
learning information)
Community-based health social care services
Study support
Specialised support services(swift and easy
referral)
Multi-agency behaviour support teams
A varied menu of activities (eg sport, music
tuition, visits, drama, arts crafts,
volunteering, business enterprise)
Community access to ICT, sports arts
facilities (including adult learning)
Parental consultation and involvement
community schools, healthy schools, inclusive
schools, enterprising schools (DfES Five
Year Strategy for Children and Learners)
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Key questions

• What support services are being provided for
  children, parents and the community and what
  difference are they making?
• Who is accountable?
• Why have these services been established and how
  well are they used?

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Key questions

• What is the range and extent of provision?
• Who are the key partners and how effective are
  relationships?
• What is the profile of children and families in
  the area and are there any particular barriers to
  learning?
• Source Ofsted. Inspecting extended schools.
  Briefing paper

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How to respond?

• Systems
• Self-evaluation NB regular monitoring, objective
  evaluation
• Needs analysis school and community
• Integrated planning-SMART objectives based on
  clear need baseline evidence success criteria
  to aid monitoring
• Delivery do it yourself/with others/
  commissioning. Clear lines of accountability
• Feedback and feed forward

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Study support

• Whats happening?
• Whos benefiting short term, longer term?
• What about those who dont attend?
• What qualitative and quantitative evidence
  could you consider to know if study support is
  effective?

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Other tools

• SEF and guidance (A NRwS Improving Performance
  through School Self-Evaluation)
• Extended schools training programme
• DfES guidance Evidence and Evaluation
• ContinYou self-evaluation framework
• Community Cohesion Standards
• NCSL pack Self - evaluation
• NB SUPPORT FROM NRT AND LA.

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GB Structures

• Governing bodies, management committees. What
  overall governance and management structure would
  provide
• statutory HT/GB accountabilities for
  school/childrens centre?
• safe procedures and evidence based accountability
• appropriate partnership with other agencies
• coherent, joined up services
• clarity of professional accountabilities, line
  mgt, performance mgt
• stakeholder representation

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Models of Governance 1
PTA/Friends (Community Association)
Governors
Committee
Staff
Students
Stakeholders (Partners)
Parents
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Models of Governance 2
Governors inc stakeholders
Committee
Staff
PTA/Friends (Community Association)
Students
Parents
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Models of Governance 3
Governors inc stakeholders
Other School
Committee
Staff
PTA/Friends (Community Association)
Students
Other School
Parents
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Models of Governance 4
Extended Schools Board
School 1(Governors)
School 2(Governors)
School 3(Governors)
Community Groups
Stakeholders