1. Effective school governance in changing times Emma Knights, Chief Executive National Governors’ Association www.nga.org.ukwww.nga.org.uk 0121 237 3780

2. Who are we? A membership organisation representing the voice of school governors in England –governors from all state funded schools, both LA maintained schools and academies We aim to improve the effectiveness of governing bodies by providing expert and tailored information and advice

3. What’s been happening? Academies Act 2010 gave decision making to governing bodies November 2010: The Government promised in the Schools White Paper promised to raise the status of governors and clerks Lord Hill, minister for schools, at NGA’s Annual Conference: ‘ the most important decision-making group in any school is the governing body’; ‘governing bodies should set the overall strategic direction of a school, hold the headteacher to account and have a relentless focus on driving up standards – but not get dragged into micro-managing the school or the minutiae of its day-to-day activities’.

4. What’s been happening con’d April 2011: National College was given the remit for developing chairs of governors June 2012: HMCI, Sir Michael Wilshaw, announced there would be an increased focus on governance July 2012: All-Party Parliamentary Group on Education Governance and Leadership published ‘20 questions’ Sept 2012: new Ofsted framework Sept changes to allow more flexibility in size & composition of GBs with more emphasis on skills Ongoing: House of Commons Education Select Committee carrying out an enquiry into governance & a public debate about paying governors

5. DfE’s evidence to the committee The Government believes that high quality governance in all types of schools is characterised by a relentless focus on the three core strategic functions: a.Setting vision, ethos and strategic direction b.Holding headteachers to account for teaching, achievement, behaviour and safety, and challenging and strengthening their leadership; c.Ensuring finances are managed well leading to probity, solvency and effective use of recouces

6. What is changing ?

7. Higher aspirations Higher floor standards for attainment Emphasis on progress, including of different groups Closing the gap: use of the pupil premium All schools should be ‘good’ or better Better performance management Governors must understand the data, have an emphasis on the quality of teaching, impact of interventions, CPD and performance management

8. Funding Changes to local authority funding formulae take effect from April SEN high needs costs, plus further changes in the pipeline Capital allocations squeezed Less ring-fenced funding Pupil premium increasing – what is its impact? NGA asks for three year indicative budgets in order to aid strategic planning

9. Freedom and diversity More autonomy for schools: –more decision making at school level –more procurement for schools –more academies, including UTCs & free schools –more risks and responsibilities Reducing bureaucracy – less guidance More diversity in schools structures & groupings Much more data in the public domain More powers for the Secretary of State in the Education Act 2011

10. School to school support Reduced LA funding for support services Fewer quangos & support programmes NLEs, LLEs and now NLGs Collaboration vs competition Teaching schools More chains & federations Converting academies supporting another school Partnerships for procurement or support services Debate about the ‘middle’ tier

11. Effective governance 1.The right people round the table 2.Understanding role & responsibilities 3.Good chairing 4.Professional clerking 5.Good relationships based on trust 6.Knowing the school – the data, the staff, the parents, the children, the community 7.Committed to asking challenging questions 8.Confident to have courageous conversations in the interests of the children and young people

12. Making an impact Set the ethos, including curriculum Stay strategic & focussed on improvement: leave the operational to school leaders Don’t get overwhelmed by compliance & reviewing policies: focus on principles & delegate procedures Recruit good school leaders and trust them to recruit good staff Ensure school leaders are equipped to do their jobs, including HR aspects, procurement Need to ensure access for GB to support & expertise

13. Making an impact Listen to your stakeholders and report to them Encourage collaboration – new forms of partnership Work with other GBs Review GB structure and practice –e.g two committee structure; streamline agendas Review GB effectiveness: 20 questions, GovernorMark, Target Tracker’s GSET, external review, use Stronger Governance material Innovation from the charity sector: performance review for governors