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Transcript of GOVERNANCE LEADERSHIP - ISBL development... · PDF file Governance leadership –what...

  • GOVERNANCE LEADERSHIP

  • Why is governance important?

  • Nelson Mandela said, “There can be no

    keener revelation of a society’s soul than the

    way in which it treats its children.”

    When we accept the role of governor and

    trustee, we assume the mantle of

    responsibility for the future chances of our

    children and young people. When we act

    irresponsibly or worse, negligently, we fail

    children.

    When we take on a governance

    leadership role, this is magnified…

  • What does the evidence say?

  • Governance leadership – what does the evidence say?

    • Trustees are the ‘guardians of purpose.

    • Agility is key to survival and achievement of mission.

    • This requires trustees to have an understanding of the changing context in which the board operates.

    • Trustees hold the responsibility of setting the culture and values of the organisation.

    • Good processes and practices will help boards to perform.

    Source: IT STARTS FROM THE TOP: IMPROVING GOVERNANCE, IMPROVING IMPACT, Joy and Murray, 2016

  • What does the OECD say?

    OECD’s Centre for Educational Research and Innovation’s Governing Complex

    Education Systems (GCES) project

    Research question: Which models of governance are effective in complex

    education systems and which knowledge systems are needed to support them?

    Three themes vital for effective governance and successful reform:

    • Accountability;

    • Capacity building; and

    • Strategic thinking.

    Source: Governing Education in a Complex World, Edited by Tracey Burns and Florian Köster, OECD Publishing, 2016

  • Factors making improvement possible (Ofsted 2016)

    Three critical factors:

    • Schools/Trusts became aware of the weaknesses in their governance arrangements.

    • Develop professional knowledge, understanding and insight within the governing board.

    • Establish clarity about governors’ roles, responsibilities and lines of accountability

    Source: Improving Governance: Governance Arrangements in Complex and Challenging Circumstances, Ofsted, 2016

  • Freedom and Autonomy for Schools - National Association

    www.fasna.org.uk

    What research and

    evidence do you currently

    use to inform the

    development of your

    governing board/ trust

    board?

  • The essential differences between governing a maintained school, single academy trust and multi-

    academy trust

  • For all Governing Boards

    All governing boards have duties as

    outlined in the Governance Handbook

    • Strategic leadership

    • Accountability

    • Building a team (people)

    • Compliance

    • Evaluation

    For maintained schools and VC schools,

    the Local Authority is the employer and

    provides an infrastructure of support.

  • For Academies and Multi-Academy Trusts

    In addition to the responsibilities on all

    governing boards, Academies Trusts and

    MATs have duties as outlined in the

    Academies Financial Handbook

    • Duties as company directors (Companies Act 2006)

    • Duties specified in Funding Agreement

    • Must publish annual, audited accounts – financial oversight of a legally

    autonomous organisation

    • Accounting officer is responsible to Parliament

    Academies are companies limited by

    guarantee and exempt charities.

  • For Academies and Multi-Academy Trusts

    Your legal duty It is vital that you:

    Act in your Trust’s

    best interests

    Deal with conflicts

    of interest

    Manage your

    Trust’s resources

    responsibly

    Implement

    appropriate

    financial controls

    and manage risks

    Act with

    reasonable care

    and skills

    Ensure your Trust

    is accountable

  • For Multi-Academy Trusts

    A multi-academy trust is a complex

    organisation.

    Governance of a multi-academy trust

    is dynamic – governance structures

    will change as the trust grows.

    The level of knowledge, skill and

    experience is therefore greater even

    than the requirements on a single

    academy trust.

  • Members

    Trust Board

    Committees

    LGBs Comply with Scheme of Delegation No legal recognition

    Signatories to the Articles Appoint Trustees Guardians of the public asset

    Charity Trustees /Company Directors Determine vision, values, strategic direction Define Scheme of Delegation Appoint committee members/ LGBs

    Trust Board determines remit and membership of any committees

  • Ethical governance

  • What is ethical governance?

    Ethical governance refers to the processes, procedures, cultures and values which ensure high standards of behaviour across the whole organisation.

    Can you name the 7 Principles of Public Life? (The ‘Nolan Principles’)

  • Freedom and Autonomy for Schools - National Association

    www.fasna.org.uk

    Does your governing board

    or trust board put the

    Principles of Public Life at

    the heart of governance?

    How does your governing

    board or trust board ensure

    that its decisions are

    ethical?

    Does it model ethical

    leadership?

    How does it ensure and

    uphold ethical / high

    standards of behaviour

    across the organisation?

  • What do Governance Leaders and Governance Professionals need to know and be able to do?

    (Government’s new expectations)

  • Three core functions of governance:

    • Ensuring clarity of vision, ethos and strategic direction;

    • Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff;

    and

    • Overseeing the financial performance of the organisation and making sure its money is well spent.

  • What your Chair should know and be able to do:

    Strategic leadership:

    • National and regional educational priorities and the implications of these for the board and the organisation

    • Leadership and management processes and tools that support organisational change

    • Thinks strategically about the future direction of the organisation and identifies the steps needed to achieve goals

    • Leads the board and executive leaders in ensuring operational decisions contribute to strategic priorities

    • Adopts and strategically leads a systematic approach to change management, that is clear, manageable and timely

    • Provides effective leadership of organisational change even when this is difficult

  • What your Clerk should know and be able to do:

    Working to the DfE Clerking Competency Framework, professional clerks will:

    • Require the knowledge, skills and behaviours to provide professional clerking to the governing boards of maintained schools, academies and MATs

    • Provide an invaluable contribution to the efficiency, effectiveness, productivity and compliance of the board

    • Work in partnership with the chair to keep the board focused on its core strategic priorities

    • Provide independent and expert advice and guidance to the board on its duties and functions

    • Deliver administrative support that makes everything work smoothly

    • Strive for the highest possible standards for themselves and the board

  • Freedom and Autonomy for Schools - National Association

    www.fasna.org.uk

    How explicit is your school

    or trust about what you

    want from your

    governance leaders and

    clerk/ governance

    professional?

    Would others on the

    governing board or trust

    board give the same

    answer?

    How do you know?

  • Our Governance Development Programmes

    1. Governance Leadership Programme 2. Professional Clerking Programme

  • Governance Leadership Programme – Partners & costs FASNA is working with Ambition School Leadership to develop and deliver a

    DfE-funded Governance Leadership Programme.

    If your governing board is a MAT governing two or more schools, OR governing

    a single school located in an Opportunity Area and rated 'requires improvement'

    or identified as 'coasting', then the programme (worth £2,000) will be free at the

    point of delivery. You will also receive a voucher worth £300 to purchase

    bespoke elements of support for you or your Board.

    If your school does not meet the criteria above, you can access £500 towards

    the cost of the programme and your school will need to contribute £1,200.

    See our website for more information:

    Https://www.fasna.org.uk/conferences/governance-programmes

    Register interest here: https://www.ambitionschoolleadership.org.uk/enquiry-

    governance/

    https://www.fasna.org.uk/conferences/governance-programmes https://www.ambitionschoolleadership.org.uk/enquiry-governance/