Leading effective governance

Paul Bennett Director – Primary School Leadership

An executive agency of the Department for Education

Overview of the session

• National College for School Leadership • Key functions and priorities for governing bodies • Training for chairs of governors • National Leaders of Governance • Reviews of governance

Aims of the National College

• To assure the supply of leaders and improve the quality of leadership for schools, academies and children’s centres • Support head teachers, principals, children’s centre leaders and chairs of governors in leading the improvement of all schools, academies & children’s centres • Provide high-quality services that represent value for money and are founded on evidence of what works

“School leadership is second only to classroom teaching as an influence on pupil learning” Leithwood et al, 2008 “Student achievement in a school almost never exceeds the quality of its leadership and management and improvements in performance almost never occur in the absence of good leadership.” Fenton Whelan, Lessons Learned, 2009

The major challenge: Achieving high standards for all

60 50 40 30 20 10 0 Variation across schools: almost one third judged inadequate or satisfactory in latest Ofsted inspection (fig.1).

Fig. 1 Outstanding Good Satisfactory Inadequate Variation within schools: accounts for more than two thirds of the total variation in the English system and well above the international average (fig.2). OECD 2009 Fig. 2 Variation within schools Variation between schools

Drawing on the capacity of great teachers and leaders to drive wide-scale success: Across schools:

“school-to-school support structures will become increasingly common and their effectiveness will be a critical determinant of school improvement.”

Ofsted annual report 2010/11

Chains of Schools: The improvement in 5 A* Cs between 2009-2011 for sponsored chains of 3 or more academies was 15.0

percentage points (pp) compared to 12.2

and 11.0

include nearly 350 academies pp for standalone and chains of 2 academies, respectively. Sponsored chains of 3 or more now National Support Schools are achieving well above average rates of improvement in their client schools at both primary and secondary level: Federations: It is those federations led by effective schools – with a focus on supporting improvement in other schools – that had by far the greatest impact on pupil outcomes when compared with other schools:

College, 2011 A Study of the impact of federation on student outcomes, National

Role of Teaching Schools

As well as offering training and support for their

alliance

themselves, Teaching Schools will

identify and co-ordinate

expertise from their alliance, using the best leaders and teachers to: 1.

play a greater role in training

new entrants

to the profession 2. lead

peer-to-peer

professional and leadership development 3. identify and develop

leadership potential

4.

provide

support

for other schools 5.

designate and broker Specialist Leaders of Education

(SLEs)

6 engage in

research and development

“I see a very strong relationship between governorship and leadership and expect the College to take a key role in supporting chairs of governing bodies to make sure that they have the skills, knowledge and confidence to undertake their role. Chairs of governing bodies must be able to provide strategic direction; as a ‘critical friend’ to the headteacher and ensure accountability.”

Michael Gove, Secretary of State To read the remit letter, please visit our website

There is growing consensus that high quality governance is crucial

• To making the most of the time and energy of hundreds of thousands of dedicated volunteers; • As a key part of the system for holding head teachers to account for continued progress on education standards; • To realising the benefits of new Academy freedoms.

DfE work to improve governance is based on 5 core objectives

1. Sharpen accountability

 A new approach to governance by Ofsted and a robust response from DfE on underperformance

2. Promote re constitution 3. Liberate and empower 4. Support and inform 5. Clarify our expectations

 Less central prescription on representation allowing stronger local focus on skills    A review of all rules and regulations to cut prescription while equipping governing bodies with good performance data An expanded NLG and National College training offer, and better information so all governors understand their role A vision for the role of governance and the core functions of a governing body, and a compelling case for change

All governing bodies need the skills to carry out their demanding functions

Rationale

• Governing bodies / Academy Trusts best placed to determine appropriate constitution • Size can undermine effectiveness and productivity • Representation is key but can be secured e.g. via Parents’ Forums • Recruitment and training should focus on where skills are missing

Policy

• • • New constitution regulations from Sept 2012 for maintained schools Number of governors stipulated in regulations reduced from 9 to 7 DfE funding to SGOSS who help recruit highly skilled new governors – new project to map how professional skills map into governing body context

OFSTED inspection of governance

1. Ensure clarity of vision, ethos and strategic direction 2. Contribute to the school’s self-evaluation and understand its strengths and weaknesses 3. Support and strengthen school leadership 4. Use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management 5. Ensure solvency and probity and that the financial resources made available to the school are managed effectively 6. Operate in such a way that statutory duties are met and priorities are approved 7. Engage with key stakeholders 8. Use the pupil premium and other resources to overcome barriers to learning.

Governing Body effectiveness

Research and practice (from a range of sectors) tells us there are eight key ingredients to ensure governing bodies fulfil their role well: • The right people round the table; • Understanding the role & responsibilities; • Good chairing; • Professional clerking; • Good relationships based on trust; • Knowing the school – the data, the staff, the parents, the children, the community; • Committed to asking challenging questions; • Confident to have courageous conversations in the interests of the children and young people. National Governors’ Association

National College, Chairs of Governors’ development module

Designed to develop chairs’ knowledge, skills and understanding of: • • • the role of the chair effective governance improving the school Pilot delivery undertaken April to September 2012 Module now available nationally via 11 licensed organisations. Over 1,000 chairs and aspiring chairs already registering for the programme.

Leadership development training - licensees

National Leaders of Governance (NLG)

• A designation for system leaders in governance •

Highly effective

chairs of governors who use their skills and experience to support chairs in other schools and academies • Purpose is to

increase leadership capacity

to help raise standards so that improvements can be sustained •

First cohort

NLGs were designated in April 2012. Now 113 + 40 awaiting training and induction

Who can be an NLG?

• Three years’ experience as a chair in the last five years, and still be a governor (less by exception) • Demonstrate how their leadership of the governing body has contributed to school improvement • Part of a good leadership team, and in a school with good and improving standards • Supported by their headteacher and governing body • Able to commit 10 + days per year and prepared to travel when necessary

What qualities are expected of an NLG?

• Excellent

leadership

skills •

Understanding

of governance in a changing educational landscape • Consistent and appropriate

support and challenge

leading to improved school performance • Excellent

interpersonal skills

, including the ability to develop a successful team and a strong working relationship with the headteacher • Activity that drives

school improvement

• Ability to use and

analyse data

to support school improvement

What might an NLG do?

Raising school performance:

• raising standards and leading improvement • understanding and interpreting school data including RAISEonline

Providing support and challenge for the headteacher:

• providing more effective support and challenge to the headteacher • developing the chairs’ relationship with the headteacher

Governance process:

• developing the chairs’ leadership, effectiveness and confidence • mentoring a chair to provide support through a particular process

Reviews of Governance after an Ofsted inspection

• Ofsted and the National College have ‘piloted’ external reviews of governance during Autumn 2012 / Spring 2013 • Recommended for schools judged to be ‘requiring improvement’ following Ofsted inspections and where governance is deemed to be ineffective • Based on the principle of supported self-review to help the school explore options for improving governance • How to access a review of governance

Key messages for Chairs of Governors

1.

Provide support and challenge; 2.

Be open to new ways of collaborating with other schools; 3.

Investing in your own development may be just what the school needs; 4.

Be proactive in the changing landscape rather than a victim.