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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 ArticlesAppoint Trustees Guardians of the public asset
Charity Trustees /Company DirectorsDetermine vision, values, strategic directionDefine Scheme of DelegationAppoint 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 Programme2. Professional Clerking Programme
Governance Leadership Programme –Partners & costsFASNA 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/
Governance Leadership Programme –Who is the programme for?
The programme is primarily designed for chairs of trust boards and governing
boards of standalone or maintained schools.
We will accept applications from all of the following:
• Chairs, vice chairs, directors and trustees of multi-academy trust (MAT)
governing boards
• Chairs, vice chairs, directors and trustees of Trust boards
• Chairs of governing bodies of standalone maintained schools
• Chairs of LGBs in a MAT will be considered on a case-by-case basis. We
will consider the level of delegation to the LGB and the number of chairs
who would be in attendance from across the MAT
The eight core topics are delivered through an inspiring and developmental
two-day residential and five self-directed online learning modules.
The core topics are:
• Setting direction, managing change and working collaboratively
• Ethical leadership, culture and values
• Managing compliance, risk and reputation
• Ensuring data-driven accountability and educational improvement
• Financial performance and accountability
• Getting structures and processes right
• Building an effective team
• Board evaluation and effectiveness
Alongside the core curriculum, participants will also be invited to attend optional
Masterclasses on a range of topics.
Governance Leadership Programme –What does the curriculum look like?
Governance Leadership Programme –Impacting on Board effectiveness
In addition to the core topics above, participants will undertake a competency
based board assessment. The head/CEO and at least one other governor/
trustee will also be asked to undertake the board assessment to triangulate
results.
Based on feedback, participants will then develop an action plan for
improving the effectiveness of their board.
Participants will be supported by an experienced governance mentor who will
continue to review the progress of their action plan across the 12 months.
Professional Clerking Programme -Partners, costs & who is it for?
• Designed, developed, and delivered by experts and governance practitioners
• Integration of effective clerking with all activities of school business leadership
• Working in partnership with -
• Institute of School Business Leadership (ISBL)
• Chartered Institute of Public Finance and Accountancy (CIPFA)
• Time – approx. 60 hours over a year’s commitment
• Cost - just £75. DfE is providing funding worth £350 per person, which can be
used against the full cost of the programme, which is £425
• Participants will develop many transferable skills, which can be used in
clerking roles in all kinds of settings & phases
• Includes risk, compliance, effectiveness, and efficiency, accountability,
assurance & prevention of fraud and the professional clerk as an information
provider
Professional Clerking Programme -What does the curriculum look like?
Delivered through a blended learning, with two face-to-face days, self-review
against the DfE Clerking Competence Framework, 8 workbooks & reflective
activities, to put into practice the learning acquired.
The 8 module workbooks are -
1. Implications for clerking in the maintained and academy sector
2. Clerking in a MAT structure
3. The professional clerk as an information provider
4. Risk, compliance, effectiveness, and efficiency
5. Conflicts of interest
6. Assurance and prevention of fraud
7. Recruitment and performance management
8. Accountability to Ofsted and other external bodies; including clerking within
the context of special notice (i.e. Financial Notice to Improve or Special Measures)
@LeoraCruddas
Chief Executive, FASNA
Professional Development Specialiat, ISBL
Drop either of us an email with questions, for a copy of the slides and for more
information about our either of our governance development programmes
Thank you!
Come and see us today
Stand no. 102Stand no. 458
• Converting to academy status, starting, growing or joining a MAT
– a complete package of on-going support
• Professional development for Trustees and governors
• Dealing with rising cost pressures – a curriculum-led model
• Role of Clerk to Governors
• Bespoke governance reviews
• Admissions and admission appeals
• All of our seminars can be offered as bespoke sessions for your school
Access to seminars and workshops focusing on:
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