Monitoring and evaluation - the role of Governors at Mellor Community Primary School

The Governing Body has a specific statutory responsibility to-

provide strategic direction for the work of the school

support, challenge, monitor and evaluate the effectiveness of the school

hold the school to account for the educational standards and provision at the school

To do this work, governors will need to know well three key documents

The school's self-evaluation form (SEF)

The school improvement plan (SIP)

The budget

Additionally, the termly Headteacher's Report informs the governing body about the school's successes, enrichment opportunities and any challenges being addressed at the school.

Monitoring is about collecting or receiving evidence of what is happening at Mellor asking questions about progress and challenging where necessary.

Evaluation is about making judgements from the evidence or information on the effectiveness or impact of a process, task or outcome.

Effective monitoring and evaluation by the governors will enable us to

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The core work of monitoring is undertaken in governing body committees.The minutes of these meetings are available to all governors and will be discussed at full governing body meetings. This monitoring work focuses on governors' strategic role and not on day-to-day management issues.The type of monitoring can be seen in the attached governing body schedule of responsibilities table.

Monitoring is also undertaken in governor visits and working groups that may be established from time to time for specific purposes.Visits can help governors learn first-hand about:

 

Written reports need to be completed following the visit.These should state the purpose of your visit, the actions you have undertaken to gather information, and a clear evaluation of what you have seen, together with any recommendations you may wish to make to the Governing Body as a result of your evaluation.You will be asked to speak to your report and take questions on it at the next full Governing Body meeting after your visit has taken place.

The purpose of monitoring and evaluating is not just for its own sake, but to enable all governors to be confident about the value of our school to its community and to answer questions from OFSTED inspectors such as:

n  What are the strengths and weaknesses of the school and how do governors know what they are?

n  What are the strengths and areas for development of the governing body?

n  What are the main barriers to learning and what action has been taken to overcome them? How successful have these actions been?

n  What contribution does the governing body think it has made to improving provision, especially teaching, and learning outcomes for pupils?

n  To what extent is the governing body involved in the school's processes for self-evaluation and improvement planning?

n  How do governors monitor and evaluate the effectiveness of the school development plan?

n  Can governors give examples of how they have supported and challenged the school?

n  What are the procedures for safeguarding pupils and how have training needs been met?

n  How are governors involved in the life of the school?

n  Do governors have specific areas of responsibility and/or links with school classes/form/tutor groups/subjects/departments? What is the impact of these links?

n  How do governors consult parents/the local community?

n  How do governors ensure equality of opportunity? For example, what actions are taken to ensure that all groups of parents are engaged and that any barriers are removed?

n  Can governors give examples of when parental/community views have been sought and acted on?

n  How are the training needs of governors identified and addressed?

n  What training have governors undertaken recently and what has been the impact of this training?