The Competency Framework was published last week alongside the revised Governance handbook. DfE have identified six features of effective governance in the handbook. The framework lists 16 competencies for these six features. It has tried to “define more clearly the knowledge, skills and behaviours needed for governance to play its full part in this [enough good school places for every child] vision.” The framework has been organised so that it first details the knowledge and skills needed by everyone and then explains what’s needed by chairs and finally those skills and knowledge which at least someone on the board must have. The framework lists some of the ways boards can make use of it (how to carry out a skills audit (NGA are revising their skills audit in light of this framework), define training needs, self evaluation etc). Sir David Carter pointed out on Twitter that the framework should not be used a checklist but as a tool. Also remember that, depending upon your context, parts of this may not apply to you.
There have been some comments that the framework is over burdensome. I had a read and decided to split it into three sections; applicable to all, applicable to chairs and finally competencies which at least someone should have. When you split it this way and then read it, I don’t think anyone can argue that this is what we should be aiming for. In fact I would argue that all “good” boards are already doing this and it would help others on their journey to becoming the type of board each and every school deserves. Again, this is not a checklist. Use it to inform your training needs, for example, or to drive your recruitment.
This blog lists the knowledge and skills which at least one person on the board should have or develop with training. The previous blogs dealt with knowledge and skills needed by everyone and those needed by chairs.
2.ACCOUNTABILITY FOR EDUCATIONAL STANDARDS AND FINANCIAL PERFORMANCE
- Educational improvement
- Has knowledge of the requirements relating to the education of children with Special Educational Needs and Disabilities (SEND)
- Has knowledge of the requirements relating to the safeguarding of children in education including the Prevent duty, th e duties and responsibilities in relation to health and safety in education
- Is confident in their challenge to executive leaders on strategies for monitoring and improving the behaviour and safety of pupils/students
- Rigorous analysis of data
- Reviews and analyses a broad range of information and data in order to spot trends and patterns
- Financial frameworks and accountability
- Has knowledge of the organisations’ current financial health and efficiency and how this compares with similar organisations both locally and nationally
- Uses their detailed financial knowledge and experience, which is appropriate for the scale of the organisation, to provide advice and guidance to the board
- Staffing and performance management
- Has knowledge of human resource (HR) education policy and the organisation’s processes in relation to teachers’ pay and conditions and the role of governance in staffing reviews, restructuring and due diligence
- Monitors the outcome of pay decisions, including the extent to which different groups of teachers may progress at different rates and checks processes operate fairly