ABSTRACT

From September 1998, governing bodies were required to set school targets for development in curriculum, personnel, environment, finance and the community. This book is a comprehensive guide which will be welcomed by governing bodies and staff. It offers an explanation of how we can measure schools, how we can evaluate the performance of the governing body and ways of helping everyone involved in school management and governance to work out how well their school is doing. It serves as a fine companion volume to Nigel Gann's successful first book Improving School Governance.

chapter |4 pages

Introduction

part |2 pages

Part I Measuring Schools

part |2 pages

PART II Leading a Quality School

chapter |1 pages

SOME EXAMPLES OF TARGETS IN THE CURRICULUM Input Targets The school meets statutory requirements in the delivery and assessment of the curriculum: (Quotes from Ofsted, 1995, are from the Guidance on Inspection — page numbers are quoted from the version for secondary schools but are also in the versions for primary and special schools) • The curriculum meets statutory requirements to teach the subjects of the National Curriculum, religious education and sex education, where these apply (p. 78). • The governing body is monitoring pupil progress. • The curriculum displays breadth — all pupils come into contact with all areas of learning. • The curriculum displays balance — each area of learning is given appropriate attention. • The curriculum is relevant to the needs of all pupils. • The curriculum displays different kinds of provision for each pupil. • The curriculum displays progression for all pupils. • The curriculum displays continuity for all pupils. • The curriculum promotes pupils’ intellectual, physical and personal development and prepares pupils for the next stage of education, training or employment (ibid). • The curriculum provides equality of access and opportunity for pupils to learn and to make progress (ibid). • The curriculum meets the requirements of all pupils on the school’s Code of Practice special educational needs register (ibid). • The curriculum is planned effectively (ibid). • The curriculum is enriched by extra-curricular provision, including sport (ibid). • The curriculum includes, for pupils of secondary age, careers education and impartial guidance, drawing on the careers service (ibid). • There are effective systems for assessing pupils’ attainment (ibid). • Assessment information is used to inform curriculum planning (ibid).

chapter |1 pages

• The governing body has agreed and published, and regularly reviews, the aims of the curriculum. • The governing body has considered and adopted (and, if desired, modified) its curriculum policy, where required in line with the local authority’s policy. • The governing body determines a policy for delivering a broad and balanced curriculum within the statutory framework in consultation with the headteacher (DfEE, 1996b, p. 7). • The headteacher draws up a school curriculum plan within the overall statutory framework and the policy framework set by the governing body (ibid). • The headteacher ensures the implementation of the curriculum plan and reports on it to the governing body (ibid). • The governing body ensures that appropriate monitoring arrangements are in place and that outcomes are being evaluated through reports from the headteacher (ibid). • The governing body has determined the level and composition of staffing within the school. • The governing body ensures that the curriculum meets the needs of all pupils. • The curriculum promotes the spiritual, moral, cultural, mental and physical development of pupils (Ofsted, 1995, p. 79). • The curriculum prepares pupils for the opportunities, responsibilities and experiences of adult life (ibid). • The school provides health education, including education about drug misuse (ibid). In addition: • Appropriate opportunities for choice are provided for all pupils. • Appropriate support is provided for all pupils. • Appropriate information about the curriculum, syllabuses and schemes of work is given to pupils and parents. • Teacher assessments of pupils’ attainment at the end of Key Stage tests will fall within x per cent of test results. • A satisfaction questionnaire will be delivered to all pupils once a year, covering areas such as learning outcomes, social aspects of the school, safety, confidence, enjoyment, values. • The governing body will agree patterns of rewards and sanctions used withn the school, and receive reports on their use by year and by department/subject area/class.

chapter |1 pages

• Extra-curricular activities will be offered to all pupils after school/ during lunchtimes on x days a week throughout the year. • The range of extra-curricular activities will include academic, social, cultural and physical activities. • The size of classes will not exceed x. Process Targets • The proportion of (boys/girls) pupils participating in all extracurricular activities will be x per cent. • The proportion of year X pupils participating in extra-curricular activities will be x per cent. • All pupils will participate in a school visit with two nights away from home during year X. • All pupils will have at least one hour’s swimming lessons during year X. • All pupils will spend at least x hours per week with exclusive access to a computer. • All pupils will spend at least x hours each week working cooperatively in small groups. • All pupils will spend at least x hours each week engaged in literacy-related work. • All pupils will spend at least x hours each week engaged in numeracy-related work. • All pupils will be introduced to the rudiments of foreign language work during year X. Output Targets Government Targets for the year 2002: Foundation Targets: • By age 19, 85 per cent of young people to achieve five GCSEs at grade C or above, an intermediate GNVQ or an NVQ Level 2 (currently at about 72 per cent). • By age 19, 75 per cent of young people to achieve Level 2 competence in communication, numeracy and information technology, and 35 per cent to achieve Level 3 by age 21. • By age 21, 60 per cent of young people to achieve two GCE Advanced levels, an Advanced GNVQ or an NVQ Level 3 (currently about 50 per cent).

chapter |1 pages

Lifetime Targets: • 50 per cent of the workforce to be qualified to NVQ Level 3, Advanced GNVQ or two GCE A level standard (currently about 42 per cent). • 28 per cent of the workforce to have a vocational, professional, management or academic qualification at NVQ Level 4 or above (currently about 25 per cent). • 70 per cent of all organizations employing 200+, and 45 per cent of those employing 50+, to be recognized as Investors in People (though only 22 per cent and 10 per cent respectively, this is expected to be met on current commitments). (Sources: DfEE, QCA and Ofsted, 1997; NACETT, 1998) For the year 2002: • At the end of Key Stage 2, 80 per cent of 11-year-olds will achieve Level 4 or above in English. • At the end of Key Stage 2, 75 per cent of 11-year-olds will achieve Level 4 or above in mathematics. (These targets have been extrapolated for individual LEAs) Mandatory School Targets: • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in English will be . . . • At the end of Key Stage 2, the percentage of pupils attaining Level 4 or above in mathematics will be . . . • At the end of Key Stage 4, the percentage of pupils attaining five or more GCSEs or equivalent at grades A–C will be . . . • At the end of Key Stage 4, the percentage of pupils attaining 1 or more GCSEs or equivalent at grades A–G will be . . . • At the end of Key Stage 4, the average GCSE or equivalent points score per pupil will be . . . (Targets will have to be set each autumn term, starting in 1998, and relating to those pupils taking National Curriculum tests or GCSE examinations or equivalent towards the end of the following school year i.e. five terms later) (Source: DfEE, 1998b) Additional School Targets: • All pupils will add two levels to their performance between Key Stage 2 at 11 and Key Stage 3 at age 14.

chapter |1 pages

• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.

chapter |1 pages

EXAMPLES OF TARGETS FOR THE SCHOOL ENVIRONMENT Input Targets • Policies for the environment will focus on fitness for purpose of delivering the curriculum. • The resources provided by the school will be the most appropriate for delivering the curriculum within the budget available. • The ethos and culture of the school is evident throughout the environment. • The governing body will have in place a long-term plan for the development of the buildings and grounds agreed with the school’s funding agency. • The governing body will have in place a five-year maintenance plan for the improvement of the environment in line with its overall strategic plan. • The unit expenditure per pupil on premises maintenance will be between £x and £y. • The unit expenditure per pupil on other premises related costs will be between £x and £y. • The unit expenditure per pupil on total premises costs will be between £x and £y. • The unit expenditure per square metre on premises maintenance costs will be between £x and £y. • The unit expenditure per square metre on other premises related costs will be between £x and £y. • The unit expenditure per square metre on total premises costs will be between £x and £y. • The governing body will receive annually a detailed report on the current condition of the buildings and grounds, including a room/ curriculum analysis. • The governing body will protect the health of all employees, pupils and visitors. • The governing body will consider the health and safety implications of all school activities. • The governing body will designate a committee (or individual) on the governing body responsible for liaising and reporting on health and safety matters. • The governing body will have a policy on health and safety meeting statutory requirements (where appropriate, the LEA policy will

chapter |1 pages

be supplemented by a statement of organization), monitor its implementation and evaluate its effectiveness. • The governing body will ensure that the policy is drawn to the attention of all staff. • The school will have clear procedures for identifying and controlling health and safety risks, and for reporting and dealing with irregularities. • There will be codes of practice for staff and pupils for the use of classrooms, general use areas and specialist areas, which will be shared with them, monitored and evaluated. • There will be adequate procedures for first aid in the event of accident and illness. • Certificates of inspection of equipment and resources will be maintained according to statutory and local requirements where appropriate. • Outdoor equipment will be checked on a regular basis for safety by the appropriate body. • The school will meet (or exceed) required standards and current codes of practice regarding escape in the event of fire. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the staff handbook for all staff, and in guidance notes for temporary staff. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the handbook for pupils and parents. • All seating will be appropriately sized and safe for its users. • Any vehicles used by school pupils or staff in the pursuit of their work will be checked for safety, and all relevant documents will be available for inspection by the appropriate committee or individual. • All staff driving pupils will have appropriate qualifications for the vehicle. • The costs of breakages and vandalism will be monitored on a . . . ly basis by the Environment Committee. • The Environment Committee will agree and monitor a policy on the conservation of energy within the buildings and grounds.

chapter |1 pages

• The governing body will receive an annual report on the fuel costs per pupil. • The school has a policy for community use of the premises, allowing subsidized use by local, voluntary and low-income organizations. • Appropriate detailed guidance on health and safety issues regarding the buildings, grounds, fixtures and fittings will be provided in the handbook for all users, and displayed in appropriate places around the building. Process Targets • The premises will be inspected by senior staff at intervals of . . . weeks, with particular regard to the following areas: . . . • The siting and proper functioning of fire-fighting equipment will be checked every . . . weeks. • Health and safety training in the use of the buildings, grounds, fixtures and fittings is provided for all staff (details). • Health and safety training in the use of the buildings, grounds, fixtures and fittings is provided for all pupils (details). • Movements around the building are conducted in appropriate ways which enhance health and safety and the working atmosphere of the school. • There is a daytime security system for the supervision of all visitors to the site. • Within the context of a secure environment, visitors will be able to gain access to the premises and the buildings easily. For example, the telephone number will be easy to locate; the building will be easy to find; the entry to the premises will be clearly signed and attractive; the reception area will be easy to find. • Visitors will feel welcome to the building. For example, the telephone will be answered in a professional but friendly style; there will always be an adult on duty in reception, or there will be clear signs as to how to find them; the arrival of visitors is welcomed; staff are pleased to see parents visiting; appointments with staff can be easily made and are not always necessary. • The physical appearance is pleasing: the school entrance is clean and tidy; the reception area has attractive displays; visible

chapter |1 pages

staff are neat in appearance; the school is well decorated; furniture and fittings are appropriate to adult visitors. • The school gives off appropriate sounds: Appropriate languages and registers are spoken; ‘sounds off’ are appropriate positive and working sounds; all people address each other appropriately; there is a friendly formula for addressing visitors. • There is appropriate community use of the premises in and out of school hours. • Neighbours of the school will be consulted on any school matters that are likely to affect them. • There is a clear and accessible complaints process for pupils and adults applying to every function of the school. • Outdoor areas are checked daily for safety hazards. • Waste bins in the school and grounds will be checked and emptied after every break during the school day. • Toilets will be inspected and restocked after every break during the school day. • Toilets will be inspected by a member of staff in the course of each break during the school day. • Showers, footbaths and toilets will be inspected (regularly) for cleanliness and suitability. • There will be appropriate arrangements for the storage, administration and recording of medication. • There will be adequate provision and siting of appropriate first aid kits and facilities. • There will be clean and suitable arrangements for the consumption of food. • There will be suitable disposal arrangements for waste within the dining area and those parts of the school grounds to which pupils have access. • There will be appropriate arrangements for the supervision of preparation areas and compliance with necessary regulations. • The school will be generally clean, with surfaces and floors regularly cleaned. • There will be appropriate safe drinking water facilities. • There will be a suitable quiet area for the isolation of sick pupils.

chapter |1 pages

EXAMPLES OF TARGETS FOR THE SCHOOL PERSONNEL Input Targets • The proportion of the budget spent on teaching staff salaries will not exceed X per cent. • The proportion of the budget spent on support staff salaries will not exceed X per cent. • The proportion of the teaching staff budget spent on supply teaching will not exceed X per cent. • The average contact time for full-time teaching staff will be . . . per cent. Contact time will be no higher than . . . per cent and no lower than . . . per cent. • The extra non-contact time given to teachers with extra responsibilities will be . . . per cent (according to the responsibility). • The contact time for senior staff (head and deputy) will be no less than . . . per cent. Senior staff will be available to cover for absent colleagues, and will spend no less than . . . per cent, and no more than . . . per cent of school-time on management/ administrative tasks. • The overall teacher–pupil ratio will be no greater than . . . and no less than. . . . • A policy for staff development will ensure that all staff who wish to will be able to leave the school better qualified in experience and/or formal qualifications than when they arrived. • A sum proportionate to X per cent of the staffing budget will be put aside each year to support staff wanting to pursue further qualifications. • The administrator hours per pupil per annum will be not less than X and not more than Y. • The governing body will ensure that the headteacher is provided with the support necessary to enable her/him to meet the National Standards for Headteachers. • The governing body will ensure that subject leaders are provided with the support necessary to enable them to meet the National Standards for Subject Leaders. • The governing body will ensure that the Special Needs Coordinator is provided with the support necessary to enable her/him to meet the National Standards for Special Educational Needs Coordinator.

chapter |1 pages

• The governing body will ensure that all teachers are provided with the support necessary to enable them to continue to meet the National Standards for Qualified Teacher Status (TTA, 1998). • A health and safety policy which will protect the health of employees, pupils and visitors to the school will be implemented in consultation with staff. The policy will identify the organization for implementing the policy, describe how it is to be implemented, describe arrangements for telling staff about the policy, specify how health and safety performance will be monitored and reviewed, and commit senior managers to reviewing and developing the policy. (Health and Safety Commission, 1995). • There will be adequate procedures for first aid in the event of accident and illness. • The governing body or its representative(s) will consider the health and safety implications of all school activities, policies and procedures. • There will be a committee (or individual) on the governing body responsible for liaising and reporting on health and safety matters. • There will be a policy for the promotion of good health in the school. • The governing body will implement policies to regulate smoking, alcohol and drugs on school premises. • The governing body will implement a policy on the management of stress within the workplace. • The governing body will implement an appointment and selection procedure which will provide, by the selection of staff, the best possible learning environment for the pupils within the resources available; ensure that all appointments comply with education and employment legislation and equality of opportunity; ensure that the arrangements for recruiting and appointing staff offer applicants the best opportunity to demonstrate their ability to perform the advertised post. • The governing body will implement a policy on the provision and receipt of references which ensures that candidates for posts at the school are evaluated fairly and openly, and staff of the school applying for posts elsewhere have the contents of references about them shared with them.

chapter |1 pages

Process Targets • Staff attitudes and morale will be measured annually by anonymous questionnaire constructed in consultation with staff representatives. Results will be shared with the staff, and action taken to deal with any areas of concern. • An appraisal scheme will be implemented in consultation with staff, which will meet statutory and local requirements. Its purpose will be to identify training and development needs, and it will not be connected in any way with any competence or disciplinary procedures, or with performance-related pay. • X per cent of staff at any one time will be undertaking some form of further professional and personal development. • The annual turnover of teaching staff will be between x per cent and y per cent of the total over a five-year period. • The majority of departing staff will leave for promoted posts or some other advancement in their careers. • Staff will lose no more than x per cent of any non-contact time each month to cover for absent colleagues. Output Targets • The school staff will comprise, where possible, representative numbers of men and women in senior roles, and a cross-section of age, gender and ethnic profiles. • Staff absence other than on professional business will not exceed x per cent in the autumn term, y per cent in the spring term, and z per cent in the summer term. • The number of accidents recorded by staff on premises will decrease each year for the next five years. • The proportion of staff training needs to be met that are identified through the formal appraisal process will be not less than x per cent. Outcome Targets • The school will offer effective and efficient deployment of all staff. • All management and administration tasks will be directed at achieving the most effective learning environment for pupils. • Teaching staff will display professional and curricular expertise; class management and teaching skills; quality of relationships;

chapter |1 pages

EXAMPLES OF TARGETS FOR SCHOOL FINANCE Input Targets • The gross cost per pupil will be between £x and £y. • The teaching staff cost per pupil will be between £x and £y. • The educational support staff cost per pupil will be between £x and £y. • The administration and clerical staff cost per pupil will be between £x and £y. • The midday supervision staff cost per pupil will be between £x and £y. • The other staff cost per pupil will be between £x and £y. • The books and equipment cost per pupil will be between £x and £y. • The supplies and services cost per pupil will be between £x and £y. • The repairs and maintenance cost per pupil will be between £x and £y. • The fuel and light cost per pupil will be between £x and £y. • The transport cost per pupil will be between £x and £y. • The reprographics, stationery and telephone costs will be between £x and £y. • The average cost per teacher will be between £x and £y. • A formula will be agreed which distributes money to departments/ subjects/classes allowing them to provide sufficient basic resources for the delivery of the school curriculum. An additional element of the resources budget will provide finances for which staff may bid for larger or longer-term projects. • Between x per cent and y per cent of the total school budget will be delegated to committees of the governing body for spending decisions. • Proportions of the total budget spent on the main budget heads will vary by no more than x per cent. Process Targets • Between x per cent and y per cent of the budget will be delegated to staff. • Support and training in financial controls will be provided to all staff with spending powers.

chapter 10|12 pages

Quality Schools for Today and Tomorrow