In-school support is a real growth area as more and more governing bodies recognise that this form of training:
For more information or to book please email firstname.lastname@example.org or phone 01332 706806.
This is not time limited – the support can be tailored to your need and budget. Experienced school practitioners who are also serving governors deliver all support. We often tailor these sessions to run at the times your governing body normally meets.
Examples of in school support delivered include sessions on:
“Quite an eye opener- I have learned so much.”
“An excellent session.”
“So good to have this training specifically for us and our situation.”
“Good, concise, informative, lots to think about. We are leaving with very clear objectives.”
The DGP external audit review process is based on the good practice identified by the National College for Teaching and Leadership and is informed by their pilots.
Increasingly more schools are seeing the benefits of these reviews to improve their governance practices. It is a positive process, which will help your governing body improve and set clear targets for further developments.
You need not wait for Ofsted to tell you to do this – you can act now and commission an external audit yourselves.
The audit review process includes core activities and a final written document:
The audit is carried out by experienced serving governors, former Ofsted inspectors, NLGs.
‘That was excellent; I can’t tell you how helpful this has been.’
‘The review has given us a real focus and direction.’
‘So useful to get that external perspective on our work.’
An opportunity to be part of a new process where professionally facilitated triads of Chairs of Governors will meet to support and collaborate with each other to review and develop their role to support strong school governance.
Each of the three Chair of Governors completes a DGP questionnaire on the following areas:
Completed questionnaires are shared in confidence by email with the two others in the review plus the experienced external facilitator who is also a Chair of Governors. These are then presented and reviewed at a half day peer review meeting of the three chairs with the external facilitator. Each chair will take a turn at being constructively and supportively questioned by the others about their answers to clarify what is working well and identify areas for development. Experience shows that chairs involved in this process learn as much from acting as a reviewer as they do from being the reviewee. Each Chair of Governors will leave the session with areas for development identified within a personal action plan.