GOVERNANCE LEADERSHIP

Transcription

1 GOVERNANCE LEADERSHIP

2 Why is governance important?

3 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

4 What does the evidence say?

5 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

6 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

7 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

8 Freedom and Autonomy for Schools - National Association What research and evidence do you currently use to inform the development of your governing board/ trust board?

9 The essential differences between governing a maintained school, single academy trust and multiacademy trust

10 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.

11 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.

12 For Academies and Multi-Academy Trusts Your legal duty Act in your Trust s best interests Manage your Trust s resources responsibly Act with reasonable care and skills It is vital that you: Deal with conflicts of interest Implement appropriate financial controls and manage risks Ensure your Trust is accountable

13 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.

14 Members Trust Board Committees LGBs 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 Comply with Scheme of Delegation No legal recognition

15 Ethical governance

16 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 )

17 Does your governing board or trust board put the Principles of Public Life at the heart of governance? Freedom and Autonomy for Schools - National Association 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?

18 What do Governance Leaders and Governance Professionals need to know and be able to do? (Government s new expectations)

19 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.

20 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

21 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

22 Freedom and Autonomy for Schools - National Association 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?

23 Our Governance Development Programmes 1. Governance Leadership Programme 2. Professional Clerking Programme

24 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: Register interest here:

25 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

26 Governance Leadership Programme What does the curriculum look like? 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.

27 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.

28 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

29 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 Implications for clerking in the maintained and academy sector Clerking in a MAT structure The professional clerk as an information provider Risk, compliance, effectiveness, and efficiency Conflicts of interest Assurance and prevention of fraud Recruitment and performance management Accountability to Ofsted and other external bodies; including clerking within the context of special notice (i.e. Financial Notice to Improve or Special Measures)

30 @LeoraCruddas Chief Executive, FASNA Professional Development Specialiat, ISBL Drop either of us an with questions, for a copy of the slides and for more information about our either of our governance development programmes Thank you!

31 Come and see us today Stand no. 458 Stand no. 102

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33 Access to seminars and workshops focusing on: 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

34 Office: Website: