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BOWDEN ROOM

BOWDEN ROOM. Ensuring education is fit for purpose. Ensuring education is fit for purpose. Emma Knights Chief Executive, National Governors’ Association. Ensuring education is fit for purpose Emma Knights Chief Executive, National Governors’ Association. What is NGA?.

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BOWDEN ROOM

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  1. BOWDEN ROOM Ensuring educationis fit for purpose

  2. Ensuring education is fit for purpose Emma Knights Chief Executive, National Governors’ Association

  3. Ensuring education is fit for purposeEmma KnightsChief Executive, National Governors’ Association

  4. What is NGA? • A membership organisation representing school governors in England: governors from all state funded schools, both LA maintained schools and academies • We aim to improve the effectiveness of governing bodies by providing expert and tailored information, advice and support, and challenge when needed • School governing bodies can join us: www.nga.org.uk: and we publish Welcome to Governance and the Chair’s Handbook

  5. The purpose of governance To act as the accountable body for the organisation in the interests of the students The core responsibility of governing bodies is to ensure education is fit for purpose Good school leaders understand the benefits of strong governance “What governing bodies should expect from school leaders and what school leaders should expect from governing bodies” published with ASCL and NAHT

  6. Accountability Inspection: judgments by Ofsted Transparency: publication of data; the media, social & commercial A ‘market’: regulated by parental choice Board: Governing body/Board of Non- Exec Directors Stakeholders: engaging with & reporting to parents, pupils & the community Democratic: national & local

  7. Governance in the spotlight • The great & the good are taking an interest • More autonomy brings more responsibility & more risks but organisations with strong governance do not fail • More decision-making is being devolved eg. Academy conversion, performance related pay • Academy governance: members, Trustees & Directors • The Sept 2012 Ofsted framework raised the expectations • Limited resources requires greater efficiency • Learning from other sectors

  8. Debates at national level • House of Commons Select Committee inquiry on the Role of School Governing Bodies 2013 • Pay: volunteer does not mean amateur • Stakeholders vs business-like: false choice • Size & effectiveness • GBs getting deflected by minutiae • Training: should it be mandatory? Moving onto: • Governing more than one school • How to engage employers

  9. The focus described by DfE High quality governance in all types of schools is characterised by a relentless focus on 3 core strategic functions: a. Setting vision, ethos and strategic direction; b. Holding head teachers/ principals to account for teaching, achievement, behaviour and safety, and challenging and strengthening their leadership; and • Ensuring finances are managed well leading to probity, solvency, and effective use of financial resources. DfE Governors’ Handbook May 2013

  10. 8 Elements of effective governance • The right people round the table • Understanding 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

  11. Is governance having an impact? • Is it strategic & focussed on improvement? • Do the development priorities drive the GB’s business? • Is it encouraging and monitoring CPD for all? • Are school leaders equipped to do their jobs, including HR aspects, procurement, without operational support needed from governors? • Is there access to support & expert advice, both for the GB and senior leaders? • Carry out an impact assessment of the GB: eg. ‘20 questions’, GovernorMark, Target Tracker’s GSET, and external reviews • Consider performance reviews for individual governors • The bottom line should be development targets are being met i.e. children’s and young peope’s outcomes are positive But are the priorities in the development plan right?

  12. Is the education fit for purpose? • Young people equipped to engage well with the world • So what knowledge, skills & behaviours do our young people need to leave our school with? • What must we offer to them? • Are we too constrained by other forms of accountability: Ofsted and performance data? • Are we using the freedoms we have with courage & confidence? • Boards & school leaders need to work together to find the answers, and then set the right development priorities & targets • Engage with the wider education system – collaboration & federation

  13. Ensuring educationis fit for purpose

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