Schools White Paper 2016 (Educational Excellence Everywhere) was published on 17th March 2016. The governance related parts (Chapter 3) are as below. (text in bold is my emphasis).
Strategic leadership and oversight by skilled governing boards
3.27. As we move to a more autonomous school-led system, it is increasingly vital that schools operate under effective governing boards. As the key decision maker and accountable body for their school(s), governing boards have a vital strategic role, which they should deliver in a dynamic and professional manner: focusing strongly on their core functions of setting the vision and ethos for their school(s), holding school leaders to account and making sure money is well spent.
3.28. The growth of MATs will improve the quality of governance – meaning that the best governing boards will take responsibility for more schools. As fewer, more highly skilled boards take more strategic oversight of the trust’s schools, MAT boards will increasingly use professionals to hold individual school-level heads to account for educational standards and the professional management of the school, allowing school-level governing boards to focus on understanding and championing the needs of pupils, parents and the wider local community. This does not mean less accountability – MATs must publish a clear scheme of delegation to set out how their governance is organised, including any functions they choose to delegate to regional or school level.
3.29. In recent years we have given governing boards more freedom to appoint the best possible people with the skills the board needs to be effective.
3.30. We will expect all governing boards to focus on seeking people with the right skills for governance, and so we will no longer require academy trusts to reserve places for elected parents on governing boards. We will offer this freedom to all open and new academies, and as we move towards a system where every school is an academy, fully skills-based governance will become the norm across the education system.
3.31. Parents often have these skills and many parents already play a valuable role in governance – and will always be encouraged to serve on governing boards. We will also expect every academy to put in place arrangements for meaningful engagement with all parents, to listen to their views and feedback.
3.32. To encourage everyone involved in governance to develop their skills, we will work with schools and MATs to develop a competency framework defining the core skills and knowledge needed for governance in different contexts. We will also set a new, stronger requirement on all governing boards to ensure that individuals are properly inducted, and receive the training or development they need to develop the skills set out in the competency framework. We have extended licensed delivery of NCTL training programmes for chairs and clerks until September 2017, and will review our approach to governance training programmes in light of the new competency framework.
3.33. Clear, high quality information about performance is essential for good governance, and so we will make it easier for members of governing boards to access high quality, objective data about their school’s educational and financial performance.
3.34. In March 2016 we launched a new, clearer website displaying school performance tables, making it easier for governing boards, parents and others to find key information and compare the results of schools (see more in chapter 7). We will continue to develop this in response to feedback to make it easier than ever to understand a school’s performance. Where data suggests that there may be an issue within a school or MAT, we will pilot a proactive approach to alert governing boards so that they can investigate and, if necessary, take action.
3.35. We have a long and rich tradition of voluntary trusteeship and we expect the vast majority of those involved in governance will continue to be unpaid, volunteering to serve their community and give their school(s) the benefit of their expertise and commitment. As the scale of the challenge in governing large and growing MATs increases, we may see more of them seeking Charity Commission authorisation to offer payment to attract the very best people into key positions such as the chair of the board.
We will establish a database of everyone involved in governance. We intend to legislate so we can bar unsuitable individuals from being governors of maintained schools (as we can already in academies and independent schools).
The crucial role of governance makes it more important than ever to ensure that only the right individuals are involved. So we will extend Edubase to establish a database of everyone involved in governance, requiring schools and MATs to start providing information from September 2016, and we intend to legislate so that we have the power to bar unsuitable individuals from being governors of maintained schools, to mirror the existing barring power for academies and independent schools.