The role of governance in self
assessment
Natspec governance conference
April 20th
With thanks to Sue Preece HMI, Ofsted
Objectives of the session
To inform participants about:
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the Common Inspection Framework (CIF)
use of the Ofsted inspection handbook
features of good self-assessment
role of governors in self-assessment
New Common Inspection
Framework 2009
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a strengthened approach to judging capacity to
improve
a greater focus on how colleges meet users' needs
a greater focus on learning through teaching &
assessment
grades for equality and diversity, safeguarding and
value for money that will contribute to the judgement
on leadership and management
more emphasis on Every Child Matters as outcomes
an increased focus on the progress made by different
groups
the introduction of limiting judgements – safeguarding,
equality & diversity and capacity to improve
Ofsted inspection handbook
C2. How effectively do governors and supervisory
bodies provide leadership, direction and
challenge?
Inspectors will take into account:
 how well governors monitor the quality of learner
experiences and their outcomes
 how effectively governors monitor financial
management and health, including value for money
 procedures to ensure the accountability of the chief
executive and senior post holders, or equivalent
Ofsted inspection handbook
C2. How effectively do governors and
supervisory bodies provide leadership,
direction and challenge?
Inspectors will take into account:
 procedures for governors to assess and
monitor risk
 how well governors ensure that legislative
requirements are fulfilled, such as those for
disability, safeguarding, and health and safety.
Self-assessment
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SARs provide Ofsted inspectors with crucial
evidence to support judgements about the
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CIF’s main aspects
contributory grades for equality and diversity and
safeguarding
capacity to improve.
Inspectors will use the report to assess risk,
monitor standards and plan for inspection.
 During inspection, findings will be compared
with those in the provider’s self-assessment
report, and a conclusion reached on the
accuracy of those judgements.
The best providers:
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involve all staff, and where possible learners, to
produce an honest and objective report
 relate the report to their vision
 demonstrate how they meet learners’ needs
 use the process to find out about their provision in
order to make significant improvements
 address all aspects in the CIF and make clear
judgements
 provide accurate evidence as the basis for making
their judgements
 have a realistic, monitored quality improvement action
plan which includes measurable targets
Is your SAR fit for purpose? Is it:
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a descriptive account of the provision
that tells someone what you do
or
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a document which evaluates the quality
and effectiveness of your provision
against all aspects of the CIF, and is at
the centre of all of your quality
improvement activities
Governance
Governance deals with
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approving, reviewing and monitoring the
mission of the college, its services and
learning activities
 formulating medium and long term strategies,
including quality, and monitoring the
performance of the SMT against those
strategies
 assuring the overall ethos of the college and
how it conducts its business, ensuring the
college's financial solvency
Management
College management, led by the Principal, is
responsible for
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developing and proposing the educational character
and mission of the college to the governing board
 developing and managing services and learning
activities
 implementing the medium and long term strategies
formulated by the governing board
 the day to day running of the business of the college.
Excellence begins in the boardroom
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The college self-assessment and
improvement process must be led and
managed effectively – and should be an
integral part of leadership, management
and governance.
Systematic and robust self-assessment and
improvement of performance by the
governing board and managers is indicative
of leadership by example. Senior post
holders have a key role to play in the
process across the college.
Excellence begins in the boardroom
While college governors and managers have
a shared role in leading college selfassessment and improvement, governors
have two distinct roles:
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reviewing the college's self-assessment and
monitoring the resulting Quality Improvement
Plan (QIP)
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being involved in self-assessment of the
quality of performance of the board itself
Excellence begins in the boardroom
Governors can achieve this by:
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ensuring there is a framework for
systematically collecting and analysing issues
and views from all areas of the college, which
together with college data, informs the SAR &
QIP
 reviewing the self-assessment process and
draft self-assessment report as a board or
through a committee
 using a small group of governors in a task
group
Excellence begins in the boardroom
Governors can achieve this by:
 having governors sitting on a college SAR validation
panel
 reviewing results of surveys of staff, students,
employers; observations of teaching and learning;
inspection grades
 monitoring progress against the QIP (as a board or
through a committee) and ensuring that real
improvement is taking place.
The governing board must approve the SAR before it
is submitted to the LAs and Ofsted