Multi Academy Trust. Secure Governance

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1 Multi Academy Trust Secure Governance

2 REAch2 Who Are We? 4 th Year of Operation 52 Primary Academies 18 Local Authority Areas Initially 10 MATs and an Umbrella Trust - now one MAT Driven by a simple vision Driven by a clarity of ambition Business model matched with governance model

3 Securing the Trust? Trustees must ensure that the Trust operates according to its articles and in accordance with regulations. Regulators ensure that the Trust operates within the principles set out in charity law and regulations issued by the Education Funding Agency (EFA). Failure to operate in accordance with the Trusts articles is a breach of its funding agreement with the Secretary of State.

4 The Articles Charitable objects Members Trustees Clerking Conflicts of Interest Related Parties

5 The Board Steve Lancashire, CEO - NLE and Executive Headteacher of Hillyfield Primary Academy Peter Little Business investor and advisor Rt. Revd. David Rossdale Former Bishop of Grimsby Dr Louise Askew International war crimes interpreter of UN and NATO, Chair of Governors of an outstanding academy. Prof. John West-Burnham - Professor of Educational Leadership at St Mary s University College, Twickenham Clare Walsh Founder of Metia Media Jeremy King Entrepreneur and McKinsey Management Consultant Tony Gilbey Head of a Global Banking Division Victoria Pigott Legal Partner with Mishcon de Reya Mike Peters Education Consultant and former Director of Education of York City and Lambeth Borough Councils.

6 Activity 1 Skills Profile Identify the top 10 skill areas that you would ideally require from your Trust Board. Match the skill strengths of each of your current trustees against your top 10 skill areas to create a Trustee skill profile. What are the skill gaps in your Trust Board? How will you use a skills profile in your Trustee recruitment strategy?

7 REAch2 Trustee Skills Audit Leadership and Policy Education Performance and Curriculum Finance Risk and Audit Constitutional Governance Strategic Partnerships, External Relationships and Public Relationships Engagements with internal stakeholders Human Resources Estates and Property Health, safety and safeguarding

8 Vision & Ambition Does the Trustee Board have a clear vision and strategic priorities for the next three to five years, to which all academies contribute and which is understood by each of its academies? How effectively do these strategic priorities drive the governance structure, activities and agenda setting at all levels of the Trust? What vision does the Trustee Board have for the size of the Trust and how does the strategy ensure that there is the capacity to support any additional academies well?

9 Activity 2 - Governance Structure Does the Trustee Board have a scheme of delegation, is it published on its website and those of its academies? Where should the following key governance functions be exercised: Determining each individual academy s vision, ethos and strategic direction? Recruiting each academy s Principal/Head of school? Performance management of each academy s Principal/Head of school? Determination of Human Resources policy and practice? Oversight of each academy s budget? Assessment of the risks for each academy?

10 MAT Without LGBs?

11 MAT with LGBs

12 Multi-Hub MAT

13 accountability Local 3 CoGBs on Regional boards Regional delegation of powers reps attend each other s meetings as advisers National Governance Executive Trust Board Accountable body; remains responsible even for functions delegated to regions, LGBs or executive 3+ meetings a year 4 committees: education, HR,, risk CEO is an ex officio trustee Executive team CEO = Accounting Officer; together with 3 other directors, can delegate executive functions to other staff at any level Central team/services parent governor event Pupil Forum staff governors event Regional Boards sub-committees of Trust Board, providing scrutiny, challenge & support to LGBs/academies, ensuring info/comms flow 3+ meetings a year 4 committees as above EPs attend Regional boards Regional teams Led by Executive Principals, responsible for standards and activities across academies in the region Cross-functional teams: school improvement but also HR, finance, governance support CoGB Forums Pupil Forums HT Forums Local Governing Bodies Appointed by Trust Board to provide scrutiny, challenge and support to academy leadership teams 3+ meetings a year Committees as approved by Trust Board HTs are on LGBs Academy leadership teams Day-to-day leadership & management of individual academies

14 Activity 3 - Assurance How well does the Trustee Board understand its academies performance data, and how do Trustees know that pupils in all their academies are making the best progress they can? What mechanisms does the Trustee Board use to ensure there is a strong and effective executive leadership structure and personnel in place across the Trust with the right skills, clear line-management and reporting mechanisms? How does the Trustee Board ensure senior leaders within academies are challenged to improve the education of pupils, and what intervention would be used if improvement is not progressing according to plan at an academy? How does the Trustee Board ensure that the Trust s financial capability and management systems are robust to ensure compliance with the Academies Financial Handbook, best value for money and deliver the long-term strategy?

15 Governance Charter The Trust Board delegate authority to three key groups in order to ensure the effective leadership and governance of the Academy Trust. The three key groups are: Executive leadership and management team ("the Executive Team"); Regional Boards; Local Governing Bodies. The relationship between the Trust Board and the Executive Team, the Regional Boards and the Local Governing Bodies is characterised as a partnership to realise a common vision and a common purpose. In the case of the Regional Boards and the Local Governing Bodies the relationship between the three tiers of governance is also based on the principles of: No duplication of governance. Governance should be as close to the point of impact of decisionmaking as possible.