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These competencies enable the Governing Body to know that the information that they are receiving about the educational performance of children and young people is accurate, to challenge appropriately where necessary and to hold leaders to account for improving outcomes for all young people. Holding leaders to account is about establishing clear expectations, ensuring clear lines of responsibility, putting in place systems for monitoring appropriately, ensuring evaluation and taking action in response to that evaluation.
Everyone on the Governing Body
Everyone on the Governing Body
Knowledge:
the importance and impact of high-quality teaching to improving outcomes and the systems, techniques and strategies used to measure teaching quality, pupil progress and attainment Quality First Teaching
the importance of a broad and balanced curriculum
the rationale for the chosen curriculum and how this both promotes the ethos of the organisation and meets the needs of the pupils/students
the relevant national standards for the phase and type of education and how these are used for accountability and benchmarking
the relevant statutory testing and assessment regime
the purposes and principles of assessment outlined in the final report of the Commission on Assessment Without Levels.
the rationale behind the assessment system being used to monitor and measure pupil progress in the organisation
the key principles, drivers and cycle of school improvement
the relevant indicators for monitoring behaviour and safety including information about admissions, exclusions, behaviour incidents, bullying and complaints
the role of behaviour in maintaining a safe environment and promoting learning
Skills & Effective Behaviours:
establishes clear expectations for executive leaders in relation to the process of educational improvement and intended outcomes
defines the range and format of information and data they need in order to hold executive leaders to account
seeks evidence from executive leaders to demonstrate the appropriateness and potential impact of proposed improvement initiatives
questions leaders on how the in-school assessment system in use effectively supports the attainment and progress of all pupils, including those with a Special Educational Need or Disability (SEND)
Someone on the Governing Body
Someone on the Governing Body
Knowledge:
the requirements relating to the Education of Children with Special Educational Needs and Disabilities (SEND)
the requirements relating to the Safeguarding of Children in Education including the Prevent duty
the duties and responsibilities in relation to health and safety in education
Skills & Effective Behaviours:
Is confident in their challenge to executive leaders on strategies for monitoring and improving the behaviour and safety of pupils/students
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