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Intro to Governance
Part 2: AccountabilityRon Fowler
Governor Support Service
Autumn 2019
Course outline
Part 1 of the course will consider:The key roles and responsibilities of governors
Part 2 of the course will consider:Accountability of the governing board
Part 3 of the course will consider:Knowing about your school
Core strategic functions
• GBs should operate as non-executive boards.• All boards, no matter what type of schools or how many schools they govern,
have three core strategic functions.
Ensuring clarity of vision, ethos and strategic direction
▪ Ensuring school’s vision and ethos are strongly reflected throughout the school and in its delivery of education functions
▪ Engaging with stakeholders▪ Meeting all statutory duties
Holding executive leaders to account for the educational
performance of the organisation and its pupils
▪ Using data to provide challenge and hold leaders to account for teaching, achievement, behaviour and safety
▪ Strengthening school leadership, inc GB skills
▪ Performance managing HT▪ Contributing to school self-
evaluation and evaluating GB’s impact.
Overseeing the financial performance of the
organisation and making sure its money is well spent.
▪ Ensuring solvency▪ Effective and lawful
personnel practices▪ Effective and lawful financial
management▪ Effective use of pupil
premium and other resources to overcome barriers to learning
1 2 3
Accountability
▪ Core strategic functions ▪ What does accountability mean?▪ Accountability in the context of governance▪ Accountability through reporting▪ Accountability in practice▪ Accountability and performance management▪ Accountability through inspection
Governing boards have corporate accountability.
• In strategic leadership, accountability is the acknowledgment and responsibility for actions, decisions and policies, including the governance and implementation, and encompassing the obligation to report, explain and be answerable for resulting consequences.
• Accountability cannot exist without proper accounting practices; in other words, an absence of accounting means an absence of accountability.
Accountability
The governing board:
• is required by law to conduct the school with a view to promoting high standards of educational achievement
• has the right to discuss, question and refine proposals
• should respect the professional roles of the headteacher and other staff
• must be prepared to account for the school’s overall performance and to explain its decisions and actions to anyone who has a legitimate interest
• is ultimately responsible for the use of public money in providing a quality education for pupils.
Accountability in context of governance
Schools financial value standard (SFVS)
• In the view of the governing board itself and of senior staff, does the governing board have adequate financial skills among its members to fulfil its role of challenge and support in the field of budget management and value for money?
• Does the governing board have a finance committee (or equivalent) with clear terms of reference and a knowledgeable and experienced chair?
• Is there a clear definition of the relative responsibilities of the governing board and the school staff in the financial field?
• Does the governing board receive clear and concise monitoring reports of the school’s budget position at least six times a year?
• Are business interests of governing board members and staff properly registered and taken into account so as to avoid conflicts of interest?
• Does the school review its staffing structure regularly?
• Is there a clear link between the schools budgeting & its plan for raising standards & attainment?
• Does the school benchmark its income & expenditure annually against similar schools & investigate where any category appears to be out of line?
• Is the governing board sure there are no outstanding matters from audit reports, or from previous consideration of weaknesses by the board?
• Does the school have an appropriate business continuity or disaster recovery plan,inc an up to date asset register & adequate insurance?
SFVS document for 2019/2020
SFVS Check List
Governance Accountability Ladder
Unaware of school’s real strengths and weaknesses - failing the pupils and staff
Making excuses, blame culture – failure to accept reality
Wait and hope for improvement - poor leadership and management
Acknowledge reality – we have to make changes for the better
Take ownership of the issue(s) – difficult conversations
Find solutions and action changes – seek support and make decisions
Track progress and impact of changes - what works well, even better if…
Review and report all outcomes – evidence in data, visible changes
IMPACT Making a real difference for pupils – achievement for all
Effective – Rated as ‘Good’ or ‘Outstanding’
Ineffective – Rated as ‘Requires Improvement’ or ‘Inadequate’ (Special Measures)
Accountability through reporting
• Headteacher’s report
• Board and committee minutes
• Pupil Premium reports
• PE and sports funding reports
• Schools’ Financial Value Standard (SFVS) (maintained schools only)
• Link governor reports
• Audit reports (H&S/safeguarding)
• School website
• Ofsted inspection reports
• Feedback from parent and staff surveys
• Annual Governance Statement/Report GB membership, pecuniary interests and meeting attendance details to be published on website
In addition academies:
• Must provide details of the academy trust’s governance arrangements in the annual governance statement published with its audited accounts.
• Must publish audited accounts on the trust’s website by the end of January following the financial year to which the accounts relate.
• Must publish, on the academy trust’s website, the relevant business and pecuniary interests of trustees and members.
• Asking questions about the information/data received
• Sometimes asking difficult questions for the good of the school
• Making difficult decisions as a corporate board
• Visiting the school with a clear focus (link governors)
• Reading, interpreting and questioning school data with support
• Ensuring that minutes reflect a true, clear record of the business transacted at meetings
• Impact of the governing board`s work should be clearly evidenced in the minutes
• Making an effort to ‘know your school’
• Being able to respond when questions are asked about the school`s progress
Accountability in practice
• GB to publish an annual governance statement as referenced in statutory guidance (academy trusts are required to do through the Accounts Direction)
• Statement explains how GB has fulfilled its responsibilities, particularly in relation to its key strategic functions
• The statement should include
▫ the governance arrangements that are in place, including the remit of any committees;
▫ the attendance record of individual governors at governing board and committee meetings;
▫ an assessment of the effectiveness and impact of the governing board and any committees with details of any particular challenges that have arisen.
Annual Governance Statement
A model of what goes wrong when processes to ensure accountability or drive change start to falter (source: Ofsted)
Governors fail to provide enough challenge to headteacher
Over-reliant on headteacher for knowledge of the school
Lack of urgency due to complacency or distractions
Factors influencing accountability:lack data skills and trainingexcessive trust or too friendlylack of external evidence, eg SIPheadteacher provides unbalanced
informationlack of own monitoring and informationmisplaced loyalty
Factors restricting capacity, eg:Chair of Governors in post a long time and
‘world has moved on’governors not strategic or evaluative in
thinkingdiverted by building plans, falling rolls,
academisation, etc.internal ‘turbulence’.
The governing board, not the headteacher, should determine the scope and format of headteacher’s termly reports. This will mean that it receives the information it needs in a format that enables it to stay focused on its core strategic functions and not get distracted or overwhelmed by information of secondary importance.
The headteacher and school should not be the only source of information for the governing board. That would make it hard to hold the headteacher to account properly. Governors need to make sure that at least once a year they see objective data from other sources so that they can feel empowered to ask pertinent and searching questions. A governing board can get annual performance data direct from a number of sources.
DfE 2015
Headteacher accountability through reporting
What is the report telling you?
What questions would you ask having read the report?
What do you think should be included in the report to governors?
Grove Lea Primary
What is the governing board`s role in staff performance?The governing board is responsible for ensuring high standardsof performance in the school. The performance of staff employedat the school will have an enormous effect on the learning ofpupils, and therefore their achievements. If the governing board isunaware of how well members of staff are performing in theirroles, it will be unable to evaluate the school’s progress. Ifteaching is not good, the governing board needs to know andensure actions are being taken to improve this in order to fulfil itsduty. The governing board also has to manage the performanceof the headteacher.
Accountability and performance management
Building positive staff relationships and leading people
1. How effectively are the staff appraised? 2. How effectively do we appraise the headteacher? 3. What should our pay policy say about performance and
progression? 4. What is the correlation between appraisal outcomes, pay, and
the quality of teaching and learning in our school? 5. How effective is performance management in improving
teaching and learning?
Five questions governing boards should ask and know answers to (performance management)
• Accountable to the public for the performance of the school which is funded by public money.
• Inspection provides an independent external evaluation of a school’s effectiveness.
• Contributes to school improvement by, for example, highlighting strengths and weaknesses, promoting a culture of rigorous self-evaluation and providing clear recommendations for future action.
• All maintained schools and academies are subject to inspection by Ofsted.
• Inspection Framework and Handbook can be found at: https://www.gov.uk/government/organisations/ofsted
• Section 5 Inspection (under the Education Act 2005) • Section 8 Inspection (under the Education Act 2005)
Accountability through inspection
Key Aspects of Inspection• Schools receive notice on the day before the first day of inspection• GB will be invited to send at least one member to a meeting with
inspectors. At the meeting governor(s) must demonstrate a good knowledge of the school, its strengths and areas for development and what strategies are in place to address those issues.
• More than one governor in attendance is highly recommended!• Inspection judgements (grades) are:
(1) Outstanding(2) Good(3) Requires Improvement(4) Inadequate (Special Measures)
• All inspection reports are published online (public access), https://reports.ofsted.gov.uk
Accountability through Inspection
Final Thoughts …
• Governors need to remember that they are developing a professional relationship with the school and to be a true friend of the school you must be willing to identify both the strengths and weaknesses, support in finding solutions and move forward together.
• A governing board that makes the effort to understand and truly values the views of the whole school community will take everyone on the journey with them.
“As a governing board if we do not hold ourselves to account in our own role and understand our duties and expectations to the pupils in our care, how can we challenge and hold others to account? It is important that we lead by example.” Governor at a Hillingdon school
Who knows …. a future prime minister could be a pupil currently at your school!
Part 2 of the course 9th October at 6.30pm
Part 3 of the course 16th October at 6.30pm
GSS Contact details
Governor Support Service Unit 1, Britannia Court The Green West Drayton UB7 7PN 01895 717321, or 07881 238127 [email protected] Website: www.governor.support Follow us on Twitter @GovsandClerks Find us on Facebook https://www.facebook.com/governorsupport
Sch
ool re
port
In
spectio
n o
f Box C
hurch
of E
ngla
nd
Prim
ary
Sch
ool
Hig
h S
treet, B
ox, C
orsh
am
, Wiltsh
ire S
N13 8
NF
Insp
ectio
n d
ate
s: 11–12 S
epte
mber 2
019
Ove
rall e
ffectiv
en
ess
Go
od
The q
uality
of e
duca
tion
Go
od
Behavio
ur a
nd a
ttitudes
Go
od
Perso
nal d
evelo
pm
ent
Go
od
Leadersh
ip a
nd m
anagem
ent
Go
od
Early
years p
rovisio
n
Go
od
Overa
ll effe
ctiveness a
t pre
vio
us
insp
ectio
n
Outsta
ndin
g
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
2
Wh
at is
it like
to a
tten
d th
is s
ch
oo
l?
Most p
upils e
njo
y it a
t Box P
rimary
Sch
ool. T
hey a
re sa
fe, a
ttend w
ell a
nd h
ave
positiv
e a
ttitudes to
learn
ing. S
taff e
xpect p
upils to
behave
and fo
llow
the sch
ool ru
les.
Pupils a
re p
olite
and u
sually
show
resp
ect to
each
oth
er in
class. T
hey like
pla
ying w
ith
old
er a
nd y
ounger p
upils a
nd th
is create
s a re
al fa
mily
feel. P
upils sa
y th
at b
ully
ing
happens ra
rely
. Yet, th
ey d
o sa
y th
at o
ccasio
nally
pupils d
o te
ase
each
oth
er. If a
pupil
is unfrie
ndly
, pupils sa
y that a
dults h
elp
them
to so
rt it out.
The sch
ool’s g
ard
en is a
hive
of a
ctivity
. ‘Welly w
alk
s’ for th
e y
ounger ch
ildre
n in
spire
th
eir cu
riosity
. Whole
-school e
vents su
ch a
s ‘cam
p fe
st’ develo
p p
upils’ cre
ative
, m
usica
l and p
roble
m-so
lvin
g a
bilitie
s well. P
upils e
njo
y th
eir m
usic le
ssons a
nd p
erfo
rm
with
prid
e a
t com
munity
eve
nts. In
Years 4
and 6
, pupils g
o o
n re
sidentia
l visits. All
these
activ
ities b
uild
up ch
ildre
n’s co
nfid
ence
, team
work
and d
ete
rmin
atio
n.
Pupils sa
y th
at th
ey re
ally
enjo
y le
arn
ing. T
each
ers p
lan le
ssons th
at m
otiv
ate
pupils
and m
ake th
em
thin
k. P
upils u
sually
main
tain
their co
nce
ntra
tion w
ell. H
ow
ever, p
upils
say th
at th
ere
are
som
e o
ccasio
ns w
hen th
eir w
ork
is not h
ard
enough. W
hen th
is happens, p
upils d
o n
ot g
et o
n a
s well a
s they sh
ould
. W
ha
t do
es th
e s
ch
oo
l do
we
ll an
d w
ha
t do
es it n
ee
d to
do
b
ette
r?
Child
ren g
et o
ff to a
gre
at sta
rt in e
arly
years. T
he w
ell-th
ought-o
ut cu
rriculu
m is
excitin
g. C
hild
ren q
uick
ly g
ain
the co
nfid
ence
and th
e k
now
ledge th
ey n
eed to
thriv
e.
There
is a stro
ng fo
cus o
n e
arly
language skills a
nd a
love o
f books. C
hild
ren in
early
years a
re w
ell p
repare
d fo
r Year 1
. The sch
ool’s cu
rriculu
m co
vers th
e n
atio
nal cu
rriculu
m a
nd p
rovid
es w
ell fo
r pupils’
mora
l, spiritu
al a
nd cu
ltura
l understa
ndin
g. P
upils a
chie
ve w
ell in
readin
g, w
riting a
nd
math
em
atics. T
hey b
ehave w
ell in
lesso
ns, a
sk questio
ns, a
nd stick
at th
eir w
ork
. They
relish
opportu
nitie
s to ta
ckle
the m
ost d
ifficult w
ork
on o
ffer. E
ffective
teach
ing
pre
pare
s pupils w
ell fo
r seco
ndary
school. M
ost sta
ff have
strong su
bje
ct know
ledge.
The sch
ool o
rganise
s its curricu
lum
pla
ns so
that te
ach
ing b
uild
s on w
hat p
upils h
ave
learn
ed b
efo
re. H
ow
eve
r, leaders d
o n
ot ch
eck
on th
e im
pact o
f these
pla
ns in
class
well e
nough. S
om
e te
ach
ers ch
eck
on th
e skills th
at p
upils le
arn
rath
er th
an w
hat
pupils kn
ow
and re
mem
ber. P
upils e
njo
y scie
nce
, com
putin
g a
nd su
bje
cts such
as
histo
ry. T
he w
ide-ra
ngin
g e
xperie
nce
s beyond a
cadem
ic learn
ing d
eve
lop p
upils’
confid
ence
and d
ete
rmin
atio
n e
ffectiv
ely
. How
eve
r, pupils d
o n
ot a
lways re
mem
ber o
r apply
the k
now
ledge se
t out in
the sch
ool’s p
lanned cu
rriculu
m.
The m
ath
em
atics cu
rriculu
m is a
ppro
pria
tely
dem
andin
g a
nd p
upils e
njo
y it. M
ost
teach
ers d
eal w
ith p
upils’ m
isconce
ptio
ns a
s they a
rise. P
upils’ re
call a
nd a
pplica
tion o
f m
ath
em
atics a
re stro
ng.
Teach
ers w
ho a
re n
ew
to th
e sch
ool, o
r retu
rnin
g, b
uild
good re
latio
nsh
ips w
ith p
upils.
How
ever, a
t times, w
hat te
ach
ers d
eliv
er in
class is a
little to
o e
asy
or to
o d
ifficult. T
his
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
3
slow
s pupils d
ow
n in
their le
arn
ing.
The te
ach
ing o
f readin
g b
rings a
bout h
igh sta
ndard
s by th
e e
nd o
f key sta
ge 2
. The
vast m
ajo
rity o
f pupils le
arn
to re
ad a
ccura
tely in
Years 1
and 2
. Yet, th
e sm
all n
um
ber
of p
upils w
ho n
eed m
ore
help
do n
ot g
et p
recise
support q
uick
ly e
nough, so
it take
s lo
nger fo
r pupils w
ho stru
ggle
to re
ad to
catch
up.
Som
e se
quence
s of w
ork
for p
upils w
ith sp
ecia
l educa
tional n
eeds a
nd/o
r disa
bilitie
s (S
EN
D) a
re n
ot d
eve
loped o
r adapte
d to
meet p
upils’ n
eeds. P
upils w
ith S
EN
D m
ake
steady g
ain
s in th
eir w
ork
, but le
aders d
o n
ot h
ave a
good e
nough o
verv
iew
of h
ow
w
ell p
upils’ ta
rgets m
eet th
eir sp
ecific n
eeds.
The v
ast m
ajo
rity o
f pare
nts a
nd ca
rers ra
te th
e sch
ool h
ighly
and w
ould
reco
mm
end it
to a
noth
er p
are
nt. H
ow
eve
r, a sm
all n
um
ber o
f pare
nts sa
y th
at th
ey n
eed m
ore
effe
ctive co
mm
unica
tion w
ith le
aders a
nd sta
ff when th
ey ra
ise co
nce
rns.
Sa
feg
ua
rdin
g
The a
rrangem
ents fo
r safe
guard
ing a
re e
ffectiv
e. S
taff v
ettin
g ch
eck
s are
in lin
e w
ith
curre
nt le
gisla
tion a
nd a
re fit fo
r purp
ose
. Inductio
n fo
r new
staff is e
ffectiv
e. A
s a
resu
lt, staff a
pply
their k
now
ledge a
nd u
ndersta
ndin
g o
f their tra
inin
g w
ell. S
taff
know
how
to m
ake re
ferra
ls should
they b
e co
nce
rned a
bout a
pupil’s w
elfa
re. P
upils
are
safe
and h
ave a
strong u
ndersta
ndin
g o
f how
to k
eep sa
fe o
nlin
e.
Wh
at d
oe
s th
e s
ch
oo
l ne
ed
to d
o to
imp
rove
?
(Info
rma
tion
for th
e s
ch
oo
l an
d a
pp
rop
riate
au
tho
rity)
W
hile
most p
upils le
arn
well, so
me p
upils w
ith S
EN
D d
o n
ot re
ach
their fu
ll pote
ntia
l. The q
uality
of re
vie
w m
eetin
gs, a
nd co
mm
unica
tions b
etw
een sta
ff and
pare
nts, a
re n
ot su
fficiently
com
pre
hensiv
e. L
eaders n
eed to
ensu
re th
at th
e
conte
nt o
f pupils’ in
div
idual p
lans is w
ell ch
ose
n a
nd m
eets p
upils’ le
arn
ing a
nd
em
otio
nal n
eeds co
nsiste
ntly
well. C
om
munica
tion w
ith p
are
nts m
ust im
pro
ve so
th
at p
are
nts’ v
iew
s are
heard
, and a
ny co
nce
rns a
re d
ealt w
ith q
uick
ly.
T
he ra
ised e
xpecta
tions o
f the h
eadte
ach
er h
ave im
pro
ved te
ach
ers’ u
se o
f asse
ssment to
check
pupils’ u
ndersta
ndin
g a
nd in
form
teach
ing. T
his h
as
incre
ase
d th
e ch
alle
nge in
the cu
rriculu
m, fo
r exam
ple
in m
ath
em
atics. H
ow
ever,
leaders h
ave n
ot e
nsu
red th
at te
ach
ers w
ho a
re n
ew
to th
e sch
ool, o
r retu
rnin
g
afte
r an e
xte
nded a
bse
nce
, have h
ad th
e tra
inin
g th
at o
ther te
ach
ers h
ave
rece
ived p
revio
usly. L
eaders n
eed to
check
the im
ple
menta
tion o
f the cu
rriculu
m,
alo
ng w
ith h
ow
teach
ers u
se th
eir a
ssessm
ents, to
info
rm te
ach
ing m
ore
pre
cisely
acro
ss the sch
ool.
T
he va
st majo
rity o
f pupils re
ad w
ith a
ccura
cy a
nd u
ndersta
ndin
g b
y th
e e
nd o
f key sta
ge 2
. Most p
upils u
se a
nd a
pply
their k
now
ledge o
f phonics a
nd re
ad
accu
rate
ly. How
ever, th
ere
is not a
sharp
enough fo
cus o
r an e
ffectiv
e sy
stem
in
pla
ce to
ensu
re th
at th
ose
younger p
upils w
ho stru
ggle
to re
ad ca
tch u
p q
uick
ly
and sp
ell co
rrectly. P
upils d
o n
ot re
ceiv
e e
nough p
ractice
to a
pply
phonics to
read
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
4
whole
word
s accu
rate
ly. Leaders m
ust e
nsu
re th
at a
ll teach
ers a
nd su
pport sta
ff have stro
ng su
bje
ct know
ledge a
nd te
ach
phonics so
that p
upils re
ad w
ell.
Ho
w c
an
I fee
d b
ack
my v
iew
s?
You ca
n u
se O
fsted P
are
nt V
iew
to g
ive O
fsted y
our o
pin
ion o
n y
our ch
ild’s sch
ool,
or to
find o
ut w
hat o
ther p
are
nts a
nd ca
rers th
ink. W
e u
se O
fsted P
are
nt V
iew
in
form
atio
n w
hen d
ecid
ing w
hich
schools to
insp
ect, w
hen to
insp
ect th
em
and a
s part o
f their in
spectio
n.
The D
epartm
ent fo
r Educa
tion h
as fu
rther g
uid
ance
on h
ow
to co
mpla
in a
bout a
sch
ool.
If you’re
not h
appy w
ith th
e in
spectio
n o
r the re
port, y
ou ca
n co
mpla
in to
Ofste
d.
Fu
rthe
r info
rma
tion
You ca
n se
arch
for p
ublish
ed p
erfo
rmance
info
rmatio
n a
bout th
e sch
ool.
In th
e re
port, ‘d
isadvanta
ged p
upils’ re
fers to
those
pupils w
ho a
ttract g
overn
ment
pupil p
rem
ium
fundin
g: p
upils cla
imin
g fre
e sch
ool m
eals a
t any p
oin
t in th
e la
st six
years a
nd p
upils in
care
or w
ho le
ft care
thro
ugh a
doptio
n o
r anoth
er fo
rmal ro
ute
.
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
5
Sch
oo
l de
tails
U
niq
ue
refe
ren
ce
nu
mb
er
126302
Lo
ca
l au
tho
rity
Wiltsh
ire
Insp
ectio
n n
um
be
r 10086904
Typ
e o
f sch
oo
l Prim
ary
Sch
oo
l ca
teg
ory
M
ain
tain
ed
Ag
e ra
ng
e o
f pu
pils
4 to
11
Ge
nd
er o
f pu
pils
M
ixed
Nu
mb
er o
f pu
pils
on
the
sch
oo
l roll
178
Ap
pro
pria
te a
uth
ority
The g
overn
ing b
ody
Ch
air o
f go
ve
rnin
g b
od
y
Rob P
rice
He
ad
tea
ch
er
Jo F
rench
We
bsite
w
ww
.box.w
ilts.sch.u
k
Da
te o
f pre
vio
us in
sp
ectio
n
14 Ju
ne 2
010
In
form
atio
n a
bo
ut th
is s
ch
oo
l
There
have b
een co
nsid
era
ble
staff ch
anges o
ver th
e la
st two y
ears. T
here
is a
gre
ate
r pro
portio
n o
f staff w
ho a
re n
ew
to th
e sch
ool o
r retu
rnin
g fro
m a
n
exte
nded p
lanned a
bse
nce
.
T
here
is a n
ew
chair o
f govern
ors a
nd v
ice-ch
air w
ho to
ok u
p th
eir ro
les th
is year.
T
he sch
ool w
as la
st insp
ecte
d in
June 2
010, w
hen it w
as g
raded o
utsta
ndin
g.
There
was a
curricu
lum
and d
evelo
pm
ent v
isit in Ju
ne 2
011.
T
he sch
ool h
as six
classe
s. All cla
sses co
nta
in tw
o a
ge ra
nges.
T
he p
roportio
ns o
f pupils w
ith S
EN
D a
re in
line w
ith th
ose
seen n
atio
nally.
In
form
atio
n a
bo
ut th
is in
sp
ectio
n
We ca
rried o
ut th
is insp
ectio
n u
nder se
ction 8
of th
e E
duca
tion A
ct 2005. W
e
deem
ed th
e in
spectio
n a
sectio
n 5
insp
ectio
n u
nder th
e sa
me A
ct.
Insp
ecto
rs met w
ith th
e h
eadte
ach
er, o
ther se
nio
r staff, th
e le
aders o
f SEN
D,
class te
ach
ers a
nd th
ree g
overn
ors. A
n in
specto
r also
held
a co
nversa
tion w
ith a
re
pre
senta
tive fro
m th
e lo
cal a
uth
ority.
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
6
In
specto
rs visite
d le
ssons, lo
oked a
t pupils’ w
ork
and sp
oke to
them
about th
eir
experie
nce
of sch
ool.
T
he in
spectio
n co
nce
ntra
ted o
n re
adin
g, m
ath
em
atics, scie
nce
and co
mputin
g.
Insp
ecto
rs also
talk
ed to
pupils a
nd sta
ff about o
ther a
reas o
f the cu
rriculu
m. A
n
insp
ecto
r revie
wed th
e sch
ool’s p
lans fo
r pupils’ w
ider p
erso
nal d
evelo
pm
ent.
T
he sch
ool’s re
cord
s of sa
feguard
ing ch
eck
s and re
ferra
ls to th
e lo
cal a
uth
ority
w
ere
revie
wed. W
e sp
oke to
staff a
bout h
ow
they k
eep p
upils sa
fe. W
e a
lso a
sked
pupils h
ow
they k
eep th
em
selve
s safe
and w
hat to
do if th
ey h
ave co
nce
rns.
W
e o
bse
rved p
upils p
layin
g a
t bre
ak- a
nd lu
nch
times.
O
ne in
specto
r talk
ed to
pare
nts a
t the b
egin
nin
g o
f day tw
o o
f the in
spectio
n. W
e
took 7
7 re
sponse
s to O
fsted’s o
nlin
e su
rvey, P
are
nt V
iew
, into
acco
unt, a
long w
ith
32 fre
e-te
xt re
sponse
s. Fre
e-te
xt re
sponse
s were
opened w
hen th
e sch
ool
converte
d to
a fu
ll sectio
n 5
insp
ectio
n, in
line w
ith O
fsted’s g
uid
ance
.
Insp
ectio
n te
am
Julie
Carrin
gto
n, le
ad in
specto
r H
er M
aje
sty’s In
specto
r
Martin
Gre
enw
ood
Ofste
d In
specto
r
In
sp
ectio
n re
po
rt: Box C
hurch
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
7
The O
ffice fo
r Sta
ndard
s in E
duca
tion, C
hild
ren’s S
erv
ices a
nd S
kills (O
fsted)
regula
tes a
nd in
spects to
ach
ieve
exce
llence
in th
e ca
re o
f child
ren a
nd yo
ung
people
, and in
educa
tion a
nd sk
ills for le
arn
ers o
f all a
ges. It re
gula
tes a
nd
insp
ects ch
ildca
re a
nd ch
ildre
n’s so
cial ca
re, a
nd in
spects th
e C
hild
ren a
nd Fa
mily
Court A
dviso
ry a
nd S
upport S
erv
ice (C
afca
ss), schools, co
lleges, in
itial te
ach
er
train
ing, fu
rther e
duca
tion a
nd sk
ills, adult a
nd co
mm
unity
learn
ing, a
nd e
duca
tion
and tra
inin
g in
priso
ns a
nd o
ther se
cure
esta
blish
ments. It a
ssesse
s council
child
ren’s se
rvice
s, and in
spects se
rvice
s for ch
ildre
n lo
oke
d a
fter, sa
feguard
ing a
nd
child
pro
tectio
n.
If you w
ould
like a
copy o
f this d
ocu
ment in
a d
iffere
nt fo
rmat, su
ch a
s larg
e p
rint
or B
raille
, ple
ase
tele
phone 0
300 1
23 1
231, o
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ail e
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ay re
use
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n (n
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e o
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ediu
m, u
nder th
e te
rms o
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pen G
ove
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ent L
icence
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iew
this lice
nce
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fsted
© C
row
n co
pyrig
ht 2
019
Sch
ool re
port
In
spectio
n o
f Haw
kesb
ury
Church
of
Engla
nd P
rimary
Sch
ool
Hig
h S
treet, H
aw
kesb
ury
Upto
n, B
adm
into
n, S
outh
Glo
uce
stersh
ire G
L9 1
AU
Insp
ectio
n d
ate
s: 11–12 S
epte
mber 2
019
Ove
rall e
ffectiv
en
ess
Re
qu
ires im
pro
ve
me
nt
The q
uality
of e
duca
tion
Re
qu
ires im
pro
ve
me
nt
Behavio
ur a
nd a
ttitudes
Go
od
Perso
nal d
evelo
pm
ent
Go
od
Leadersh
ip a
nd m
anagem
ent
Re
qu
ires im
pro
ve
me
nt
Early
years p
rovisio
n
Go
od
Overa
ll effe
ctiveness a
t pre
vio
us
insp
ectio
n
Outsta
ndin
g
Wh
at is
it like
to a
tten
d th
is s
ch
oo
l?
Pupils e
njo
y th
eir tim
e a
t Haw
kesb
ury
Prim
ary
Sch
ool. T
hey g
et o
n w
ell w
ith e
ach
oth
er a
nd w
ith th
e a
dults in
school. P
upils sa
y th
at b
ully
ing is v
ery
rare
. If one p
upil
is unkin
d to
anoth
er, th
en th
ey h
ave co
nfid
ence
that a
dults in
the sch
ool w
ill step in
and h
elp
sort o
ut th
eir d
iffere
nce
s. The m
any v
isits, sportin
g a
ctivitie
s and co
mpetitio
ns, v
isiting sp
eakers a
nd clu
bs
pro
vid
e a
bro
ad ra
nge o
f opportu
nitie
s for p
upils. T
hey h
ave a
good u
ndersta
ndin
g
of d
iffere
nt cu
lture
s and th
e re
ligio
us b
elie
fs that p
eople
have. T
his is a
resu
lt of
their le
ssons a
nd th
e v
isits to d
iffere
nt p
lace
s of w
orsh
ip.
In cla
ss, pupils g
enera
lly b
ehave w
ell. F
rom
time to
time, te
ach
ers h
ave to
rem
ind
pupils a
bout h
ow
to b
ehave a
nd to
com
ple
te th
e ta
sks th
at th
e te
ach
ers p
lan fo
r th
em
. In
the R
ece
ptio
n cla
ss, child
ren g
et o
ff to a
flyin
g sta
rt. How
ever, a
s pupils m
ove
thro
ugh th
e sch
ool, th
e te
ach
ing th
ey re
ceive
is not p
lanned a
s well a
s it should
be.
As a
resu
lt, pupils d
o n
ot a
cquire
the k
now
ledge th
ey n
eed in
many su
bje
cts,
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
2
inclu
din
g re
adin
g a
nd m
ath
em
atics.
Wh
at d
oe
s th
e s
ch
oo
l do
we
ll an
d w
ha
t do
es it n
ee
d to
do
b
ette
r?
Over se
vera
l years, sta
ndard
s in re
adin
g a
nd m
ath
em
atics h
ave d
eclin
ed in
both
key
stage 1
and 2
. Leaders a
nd g
overn
ors a
re a
ware
of m
any o
f the re
aso
ns fo
r this.
How
ever, th
ey h
ave n
ot a
cted q
uick
ly e
nough. S
ince
the a
ppoin
tment o
f the
execu
tive h
eadte
ach
er in
Septe
mber 2
018, im
pro
vem
ents ca
n cle
arly
be se
en.
Teach
ers’ p
lans to
impro
ve p
upils’ p
rogre
ss in re
adin
g la
ck th
e d
eta
il that is n
eeded.
Leaders h
ave n
ot id
entifie
d th
e ro
ot ca
use
s sufficie
ntly. C
onse
quently, th
e p
upils w
ho
struggle
the m
ost a
re n
ot co
nfid
ent e
nough in
their p
honics. T
here
fore
, they a
re n
ot
able
to so
und o
ut n
ew
word
s and th
eir re
adin
g is h
am
pere
d. Te
ach
ing sta
ff are
help
ing p
upils to
catch
up b
ut it is n
ot q
uick
enough.
The te
ach
ing o
f physica
l educa
tion (P
E) a
nd re
ligio
us e
duca
tion (R
E) a
re stro
nger.
This is b
eca
use
teach
ers h
ave p
lanned se
quence
s of le
ssons th
at b
uild
on w
hat
pupils a
lready k
now
. Pupils sh
ow
good a
ttitudes to
learn
ing in
these
subje
cts. In P
E,
the sch
ool e
nte
rs team
s for m
any lo
cal co
mpetitio
ns to
ensu
re th
at p
upils h
ave
opportu
nitie
s to p
ractise
their sk
ills. In R
E, v
isits to ch
urch
es, ca
thedra
ls, a
synagogue a
nd a
mosq
ue a
re p
articu
larly
mem
ora
ble
for p
upils. T
his h
elp
s them
to
deepen th
eir u
ndersta
ndin
g o
f diffe
rent re
ligio
us b
elie
fs and cu
stom
s. In
oth
er su
bje
cts, such
as h
istory, te
ach
ing is n
ot stru
cture
d a
s clearly. In
these
su
bje
cts, pupils d
o n
ot h
ave th
e k
now
ledge th
ey n
eed to
build
their le
arn
ing o
n.
The te
ach
ing o
f math
em
atics h
as im
pro
ved o
ver th
e p
ast y
ear. T
he lo
cal a
uth
ority
ca
rried o
ut a
revie
w in
2018 to
identify
the m
ain
weaknesse
s. Teach
ers h
ave w
ritten
new
pla
ns. A
s a re
sult, te
ach
ers a
re n
ow
ensu
ring th
at p
upils co
ver a
ll of th
e
require
d a
spects o
f math
em
atics in
their te
ach
ing. H
ow
ever, p
upils still h
ave g
aps in
th
eir u
ndersta
ndin
g. C
onse
quently, th
ey stru
ggle
to so
lve trick
y p
roble
ms.
Leaders a
re sw
ift to id
entify
pupils w
ith sp
ecia
l educa
tional n
eeds a
nd/o
r disa
bilitie
s (S
EN
D). T
hey p
ut a
wid
e ra
nge o
f support in
pla
ce fo
r them
. How
ever, th
e su
pport
pupils re
ceiv
e d
oes n
ot fo
cus o
n th
eir in
div
idual n
eeds. O
ut o
f class, so
me o
f these
pupils re
ceiv
e e
ffectiv
e e
xtra
teach
ing. P
upils w
ith S
EN
D a
re m
akin
g p
rogre
ss, but
more
can b
e d
one to
help
them
. Sin
ce th
e e
xecu
tive h
eadte
ach
er jo
ined th
e sch
ool, cle
ar im
pro
vem
ents ca
n b
e se
en.
Pare
nts a
nd ca
rers w
ho sp
oke to
insp
ecto
rs com
mente
d o
n h
ow
much
bette
r co
mm
unica
tion is. T
hey a
lso fe
el th
e sch
ool is m
ore
settle
d. S
taff a
ppre
ciate
the
support th
ey re
ceiv
e a
nd th
e co
nsid
era
tion o
f their w
ork
load. N
everth
ele
ss, the
execu
tive h
eadte
ach
er a
nd g
overn
ors a
re u
nder n
o illu
sion a
bout th
e sig
nifica
nt
am
ount o
f work
to b
e d
one to
impro
ve th
e cu
rriculu
m a
nd th
e q
uality
of te
ach
ing.
Work
is under w
ay.
Sa
feg
ua
rdin
g
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
3
The a
rrangem
ents fo
r safe
guard
ing a
re e
ffectiv
e.
Leaders m
ake su
re th
at a
ll of th
e ch
eck
s are
carrie
d o
ut to
ensu
re th
at a
dults a
re
suita
ble
to w
ork
with
child
ren b
efo
re th
ey sta
rt work
at th
e sch
ool. S
taff a
re a
ware
of m
any o
f the risk
s that p
upils m
ay fa
ce. P
upils k
now
how
to k
eep th
em
selv
es sa
fe,
inclu
din
g w
hen th
ey a
re o
nlin
e. S
taff in
volv
e o
ther a
gencie
s to su
pport p
upils a
nd
their fa
milie
s when n
ece
ssary.
Wh
at d
oe
s th
e s
ch
oo
l ne
ed
to d
o to
imp
rove
?
(Info
rma
tion
for th
e s
ch
oo
l an
d a
pp
rop
riate
au
tho
rity)
T
he sch
ool h
as g
one th
rough a
perio
d o
f turb
ule
nce
in le
adersh
ip o
ver re
cent
years. T
his h
as re
sulte
d in
a d
eclin
e in
standard
s. Govern
ors sh
ould
ensu
re th
at
leadersh
ip sy
stem
s are
suita
bly
robust a
nd th
at p
lans a
re su
itably
pre
cise to
ensu
re th
at th
e sch
ool o
ffers a
consiste
ntly
good q
uality
of e
duca
tion.
P
upils’ re
adin
g sk
ills are
not a
s strong a
s they n
eed to
be. T
his is b
eca
use
le
arn
ing is n
ot p
lanned su
fficiently
well to
meet th
e n
eeds o
f learn
ers, p
articu
larly
th
ose
who stru
ggle
. Leaders n
eed to
ensu
re th
at te
ach
ers’ p
lans a
re b
ette
r m
atch
ed to
the n
eeds o
f pupils.
Te
ach
ing in
som
e o
f the fo
undatio
n su
bje
cts, such
as h
istory, is n
ot stro
ng
enough. C
onse
quently, p
upils a
re n
ot se
cure
in th
eir le
arn
ing a
nd th
e a
bility
to
reca
ll what th
ey h
ave b
een ta
ught in
these
subje
cts. Leaders m
ust m
ake su
re th
at
learn
ing is ca
refu
lly p
lanned a
nd ta
ught to
ensu
re th
at p
upils a
re a
ble
to k
now
m
ore
and re
mem
ber m
ore
.
P
upils b
enefit fro
m a
n e
xte
nsiv
e ra
nge o
f visitin
g sp
eakers, e
vents a
nd
educa
tional v
isits. How
ever, th
ese
experie
nce
s are
not h
elp
ing p
upils d
evelo
p a
nd
deepen th
eir u
ndersta
ndin
g. Te
ach
ers sh
ould
consid
er h
ow
visits a
nd e
vents ca
n
be u
sed to
maxim
ise th
eir im
pact o
n p
upils’ le
arn
ing.
Ho
w c
an
I fee
d b
ack
my v
iew
s?
You ca
n u
se O
fsted P
are
nt V
iew
to g
ive O
fsted y
our o
pin
ion o
n y
our ch
ild’s sch
ool,
or to
find o
ut w
hat o
ther p
are
nts a
nd ca
rers th
ink. W
e u
se O
fsted P
are
nt V
iew
in
form
atio
n w
hen d
ecid
ing w
hich
schools to
insp
ect, w
hen to
insp
ect th
em
and a
s part o
f their in
spectio
n.
The D
epartm
ent fo
r Educa
tion h
as fu
rther g
uid
ance
on h
ow
to co
mpla
in a
bout a
sch
ool.
If you’re
not h
appy w
ith th
e in
spectio
n o
r the re
port, y
ou ca
n co
mpla
in to
Ofste
d.
Fu
rthe
r info
rma
tion
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
4
You ca
n se
arch
for p
ublish
ed p
erfo
rmance
info
rmatio
n a
bout th
e sch
ool.
In th
e re
port, ‘d
isadvanta
ged p
upils’ re
fers to
those
pupils w
ho a
ttract g
overn
ment
pupil p
rem
ium
fundin
g: p
upils cla
imin
g fre
e sch
ool m
eals a
t any p
oin
t in th
e la
st six
years a
nd p
upils in
care
or w
ho le
ft care
thro
ugh a
doptio
n o
r anoth
er fo
rmal ro
ute
.
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
5
Sch
oo
l de
tails
U
niq
ue
refe
ren
ce
nu
mb
er
109161
Lo
ca
l au
tho
rity
South
Glo
uce
stersh
ire
Insp
ectio
n n
um
be
r 10111619
Typ
e o
f sch
oo
l Prim
ary
Sch
oo
l ca
teg
ory
Volu
nta
ry co
ntro
lled
Ag
e ra
ng
e o
f pu
pils
4 to
11
Ge
nd
er o
f pu
pils
M
ixed
Nu
mb
er o
f pu
pils
on
the
sch
oo
l roll
92
Ap
pro
pria
te a
uth
ority
The g
overn
ing b
ody
Ch
air o
f go
ve
rnin
g b
od
y
Mich
ael B
endry
Ex
ecu
tive
he
ad
tea
ch
er
Mik
e R
iches
We
bsite
w
ww
.haw
kesb
ury
prim
ary
school.co
.uk/
Da
te o
f pre
vio
us in
sp
ectio
n
Febru
ary
2014
Info
rma
tion
ab
ou
t this
sch
oo
l
In S
epte
mber 2
018, H
aw
kesb
ury
Prim
ary
Sch
ool p
artn
ere
d w
ith Iro
n A
cton
Prim
ary
Sch
ool. T
he e
xecu
tive h
eadte
ach
er o
verse
es th
e w
ork
of b
oth
schools.
Info
rma
tion
ab
ou
t this
insp
ectio
n
We ca
rried o
ut th
is insp
ectio
n u
nder se
ction 8
of th
e E
duca
tion A
ct 2005. W
e
deem
ed th
e in
spectio
n a
sectio
n 5
insp
ectio
n u
nder th
e sa
me A
ct.
Insp
ecto
rs met w
ith th
e e
xecu
tive h
eadte
ach
er, a
ll class te
ach
ers, fo
ur g
overn
ors
and a
loca
l auth
ority
office
r.
W
e v
isited le
ssons, lo
oked a
t pupils’ w
ork
and sp
oke to
them
about th
eir
experie
nce
of sch
ool.
T
he in
spectio
n co
nce
ntra
ted o
n th
e te
ach
ing o
f readin
g, h
istory, m
ath
em
atics a
nd
physica
l educa
tion.
T
he sch
ool’s re
cord
s of sa
feguard
ing ch
eck
s and re
ferra
ls to th
e lo
cal a
uth
ority
w
ere
revie
wed. W
e sp
oke w
ith sta
ff about h
ow
they k
eep p
upils sa
fe. W
e a
lso
ask
ed th
e p
upils a
bout h
ow
they k
eep th
em
selv
es sa
fe a
nd w
hat to
do if th
ey
have co
nce
rns.
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
6
W
e o
bse
rved p
upils p
layin
g a
t bre
aktim
e a
nd lu
nch
time.
O
ne in
specto
r spoke to
pare
nts a
t the e
nd o
f the sch
ool d
ay. T
he v
iew
s of th
e 5
2
pare
nts w
ho co
mple
ted th
e O
fsted P
are
nt V
iew
surv
ey w
ere
taken in
to a
ccount.
Insp
ectio
n te
am
Ia
in F
reela
nd, le
ad in
specto
r H
er M
aje
sty’s In
specto
r
David
Shears
Ofste
d In
specto
r
In
sp
ectio
n re
po
rt: Haw
kesb
ury
Church
of E
ngla
nd P
rimary
Sch
ool
11–
12
Se
pte
mb
er 2
01
9
7
The O
ffice fo
r Sta
ndard
s in E
duca
tion, C
hild
ren’s S
erv
ices a
nd S
kills (O
fsted)
regula
tes a
nd in
spects to
ach
ieve
exce
llence
in th
e ca
re o
f child
ren a
nd yo
ung
people
, and in
educa
tion a
nd sk
ills for le
arn
ers o
f all a
ges. It re
gula
tes a
nd
insp
ects ch
ildca
re a
nd ch
ildre
n’s so
cial ca
re, a
nd in
spects th
e C
hild
ren a
nd Fa
mily
Court A
dviso
ry a
nd S
upport S
erv
ice (C
afca
ss), schools, co
lleges, in
itial te
ach
er
train
ing, fu
rther e
duca
tion a
nd sk
ills, adult a
nd co
mm
unity
learn
ing, a
nd e
duca
tion
and tra
inin
g in
priso
ns a
nd o
ther se
cure
esta
blish
ments. It a
ssesse
s council
child
ren’s se
rvice
s, and in
spects se
rvice
s for ch
ildre
n lo
oke
d a
fter, sa
feguard
ing a
nd
child
pro
tectio
n.
If you w
ould
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copy o
f this d
ocu
ment in
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iffere
nt fo
rmat, su
ch a
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e p
rint
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raille
, ple
ase
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phone 0
300 1
23 1
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r em
ail e
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k.
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ay re
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n (n
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cludin
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e o
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rmat
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m, u
nder th
e te
rms o
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pen G
ove
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ent L
icence
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iew
this lice
nce
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ww
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nala
rchive
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k/d
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ove
rnm
ent-lice
nce
/, write
to th
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Info
rmatio
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olicy
Team
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atio
nal A
rchive
s, Kew
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mail:
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nala
rchive
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