Reviewing the self-assessment of governing body performance in colleges and schools in England

Abstract

This study considers the rhetoric and practice of self-assessment by governing bodies of schools and colleges. The context expects governing bodies to reflect on their performance and this is supported by theoretical approaches to self-assessment of ‘boards’. However, there are both general notes of caution and interview evidence of the complexities and limitations of self-assessment by governing bodies. The article includes advice on the basic conditions necessary for undertaking self-assessment by school and college governing bodies. In the light of the evidence and case presented, the authors urge care and sophistication when practising or considering the outcome of self-assessment by school and college governing bodies.