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Teaching and leadership are the two greatest factors in improving pupil outcomes and middle leaders sit at the heart of this. They implement the improvement plan you have approved by overseeing the quality of teaching and pastoral care. They also directly control your ability to monitor the progress of that plan by quality assuring and moderating the pupil progress data you see. Without highly effective middle leaders it is impossible to implement or evaluate a successful school improvement plan.
As a governing board, you review lots of data which drive overall school performance. You review leadership and management data and look at your key progress and achievement indicators. What would this review look like if you included middle leadership?
You might consider:
Ofsted now looks at middle leadership in the inspection framework. The new primary curriculum and secondary data measures such as Progress and Attainment 8 will put a greater focus on results beyond English/literacy and maths/numeracy. According to the OECD, 75% of variation in pupil performance comes from within school so reducing within-school variation and increasing consistency of performance between subjects and year groups should be a key priority.
Changes to assessment without levels means middle leaders need to become more reliable and autonomous in assessing and moderating pupils’ work. The introduction of performance related pay and the move away from one-off lesson observation judgements puts an enormous pressure on middle leaders to accurately performance manage staff.
Check that your SLT is encouraging middle leaders, including by:
Governors can champion this through rigorous questioning of the data and reporting from your SLT, but you can also get to know your middle leaders as they are your succession plan.
Published: 03/09/2018, by Tom Fellows
Last Updated: 03/09/2018, by Tom Fellows