Category Archives: Conference

Governors and #rEDRugby matters

On 15th June 2019 I made my way to Rugby to for researched Rugby organized by Jude Hunton. It was an amazing day and I heard from some fabulous speakers. Here I am going to write about the day from a governor’s perspective.

The first session I attended was by Ben Newmark. Ben is a Vice Principal, teacher and blogger. Ben’s talk looked to answer the question, “why teach?” Ben answered this by posing some more questions.

  • Do teachers make society more equal?
  • Do teachers make society happier?
  • Do teachers make society better?
  • Do teachers make society more productive?

Ben went through these questions and concluded that it was none of the above. Teachers teach because all children are entitled to be taught the best that has been thought and said in the world (Ben would add danced and drew and cooked).

It is a good idea to ask ourselves why we volunteer as governors (and be truthful in our answers). Is it because we want every child who walks through our doors to leave having been taught all that they are entitled to know? Are we able to serve in the best interests of all children and not only our own child or only children of our own school? Do we collaborate with other schools/trusts so that the interests of all the children are served? Ben said to the audience that if they ever feel disheartened they should go outside and look at children walking to school. Think how much more they know now than they did before and how much more they will know by the time they leave school and know that this increase in knowledge is why teachers teach. I think this is a very good exercise for governors to do as well. Look at children walking to and from school and know that your effective governance has had a hand in making sure they leave school knowing much more than they did when they joined.

The next presentation I attended was by Sam Strickland who is a Principal in Northampton. Sam talked about school improvement. For him school improvement has two strands; curriculum and behaviour. Get these two right and you will start to see improvement. Sam went through some of the non-negotiables which he believes makes his school a safe place for everyone. Sam is a great believer in “You permit what you promote; you promote what you permit”. As a governor my take-away message from Sam’s presentation was the importance of consistency and clear messages. As a governor, I am not going to tell you what your behaviour policy should be like. What I will say is that you should make sure that the policy is not at odds with the ethos and culture you want to promote in your school, that the policy is consistently applied so pupils, staff and parents all know where the red lines are, that it leads to a supportive environment where everyone is respected.

Sam also talked about curriculum. I loved the fact that hyperlinks to knowledge organisers are sent to parents so they know what their children are expected to know. As governors, we should ask our leaders how they communicate with parents about curriculum. Sam’s school places huge emphasis on CPD for teachers. This is another thing governors should ask the head about.

Besides the presentations, there were also two debates held on the day. On the panel for the first one were Kat Howard, Tom Rogers, Andrew Old and Karen Wespieser. Topics under discussion were teacher voice, Ofsted, parental and teacher responsibility and work load and teacher well-being. The second debate had Sam Strickland, Katie Lockett and Joe Nutt discussing social mobility. As I was chairing these debates, I didn’t take make any notes. Relying on my memory may not be the best way to write about what people had to say in these debates as it may not be accurate. What I will do instead is write the questions I put to each panel and one or two contributions which I did manage to jot down.

  • Do we get to hear the classroom teacher voice in discussions on exclusions etc?
  • Where does the teacher’s job end and the parent’s job begin?
  • Would you agree that workload and well-being is a teacher’s responsibility?
  • If you were to start designing school accountability from scratch, what would you keep and what would you get rid of as far as Ofsted were concerned?
  • Where do you see governors adding the most value in our schools?
  • Thinking about social mobility: Is social mobility desirable and is social immobility a more accurate term?
  • Is the purpose of school to make kids cleverer or is it to bring about social mobility?
  • Social mobility or social justice, which one would you go for?
  • Does didactic teaching, extra-curricular activities have an effect on social mobility?
  • How can governors support you in helping kids achieve?

Karen suggested that training on exclusions should be mandatory for governors. Katie made the case for diverse boards. Joe encouraged teachers to join governing bodies. The debate got heated when Ofsted came up! Joe made the point that Ofsted is well respected internationally.

All in all, it was a fabulous day. I really enjoyed the various presentations and the chance to network. I must thank Jude for inviting me to be part of the day. If you were to ask me if governors should attend researched, my answer would be a definite yes! If you are interested in reading more about the day, then have a read of the following.

#rEDRugby debates

My day at #rEDRugby

#rEDRugby blogs

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Governors and curriculum matters

On 11th June 2019 governors (Jo Penn, Jane Owens,  Fee Stagg and I) attended “Curriculum Thinking: Three Masterclasses which had presentations from Mary Myatt, Tom Sherrington and John Tomsett. I would like to thank Mary, Tom and John for inviting us. As we self-fund most of our CPD, this generous invitation was greatly appreciated. I am going to write about those parts of the day which I think will be of interest to governors.

The first presentation was by the wonderful Mary. She started by saying that wrong priorities and focusing on SATs had resulted in a narrow curriculum. I would urge governors to ask questions around the curriculum offer. Are you sure your school is offering broad and balanced curriculum? All children deserve to be taught a rich, broad and balanced curriculum and governors can ensure this by asking questions of our school leaders. As governors are you certain that the school has high expectations for all the students? How do you know this?

Mary went on to talk about high challenge and low threat. She said that we don’t mind being challenged or put under pressure as long as there are no threats and we aren’t made to look stupid. We are a challenge seeking species. She also stressed the need to separate the person from their work and making a judgement on the work and not on the person. This was in relation to students and their teachers but I think this relates to our work too. Our role as governors is to hold the school leaders to account. Do ask challenging questions but frame them in such a way that the senior leaders don’t feel threatened. If they do feel threatened then the chances are you may not get the information you want and need as they may be scared to give it to you. Don’t forget that we are supposed to challenge and support and act as critical friends where being a friend is very important too. Mary also talked about data collection and the uselessness of populating endless spreadsheets. As governors, we need to be very aware of this too. Are we asking for too much data and hence adding to teacher workload? Is the data we’ve asked for/are getting actually useful?

Mary was followed by Tom Sherrington. He started by saying that the curriculum defines your school. This is very important from governance point of view. Our first core function is to ensure clarity of vision and ethos. Do we know if our curriculum matches the vision we have of our school? Does our curriculum ties in with the ethos of our school? Some of the other questions Tom wants school leaders to ask while looking at the curriculum are the questions we should be asking in our governing body meetings too. Questions such as:

  • Do we understand the context of our school?
  • Is the curriculum a good fit for our context? Tom gave examples of teaching about Islam in Spain, Benjamin Zephaniah which would show that thought has been put into what to teach and why
  • What do we want our school to do that we can be proud of?
  • This is especially for primary school governors. How do our school leaders/we support our teachers who may not be subject specialists to get the support they need to design and develop the curriculum?
  • Does the curriculum allow excellence to develop?
  • What does a broad and balanced curriculum mean in practice?
  • Do you as governors understand why the number of options a student is allowed take is what it is? (More options mean there is greater breadth, fewer means there is greater depth)
  • Are the Ebaac and Progress 8 choices for the benefit of the school or the student?

The last speaker of the day was John Tomsett. He too made the point that our core purpose, our vision and our values should shape our curriculum. John quoted Christine Counsell.

As governors are we sure our curriculum helps our disadvantaged pupils to “gain the powers of the powerful”? Some more questions posed by John which governors can adapt.

John then showed us an extract from his school’s Ofsted report.

The curriculum reflects leaders’ integrity, because it is designed to match pupils’ needs and aspirations regardless of performance table measures

Do we as governors, have the confidence that this is true of our school also? This links back to what Tom had said about asking ourselves if the Ebaac/Progress 8 choices for the school or the pupils.

The day ended with a panel session with Mary, Tom and John taking questions from the audience. Someone wanted to know how to manage the curriculum in a school where there is a high degree of pupil movement. Mary mentioned MOD schools and that it may be an idea to have links with them. This is a question governors (who should know if their school falls into this category) can ask of their leaders. Jo asked who owns the curriculum and what is the role of governors in this? Tom said that it should belong to the stakeholders. John talked about the importance of governors hearing directly from subject leads and being prepared to ask critical questions. Governors absolutely have a role to play here. This is why I am grateful to Mary, Tom and John for inviting us. It was a great opportunity to hear from three people who have done so much work on curriculum design and development and hopefully this blog would have given you a flavor of the day and given you some questions to ponder on and to ask of your school leaders.

Tweets from the day have been collated here.

Teacher recruitment and retention matters

On 8th June 2019 I attended #BrewEdEssex This event was organised by Vic Goddard, Jean Louis Dutaut, Dean Boddington and John Bryant. The theme as teacher recruitment and retention. I’m very grateful to the organisers for letting me speak at this event and talk about the role governors can play in this. My slides from my session are below. I’m also adding a few lines of explanation so the slides make sense to those who weren’t there in person.

Slide 2:

Before we go on to discuss the role governors can play in recruitment and retention, a bit of back ground about who we are and what we do. Exact data isn’t available but there are around 250,000 of us. As we are legally not allowed to be paid, this makes us one of the largest volunteer forces in England.

Slide3:

We have three core functions.

Slide 4:

One of our core roles is ensuring there is clarity of vision and ethos in our school/academy/MAT. This is really important as ethos and culture of our schools will impact on retention. Governors play an important part in defining the vision and ethos and then we make sure that all our practices and policies reflect this. We need to ensure that the ethos in the schools we govern is one of mutual respect, of professional respect, of collaboration and support. If we can build up such a culture we will go a long way in ensuring that firstly teachers want to come at work in our schools and secondly, the teachers that do work in our schools stay in teaching. I’ve deliberately said stay in teaching and not stay in our schools because what we want is a school where we grow and develop our teachers so that they are ready to take the next step in their career and that may involve moving schools. This is the most positive thing we can do. In many cases we are the employer so it’s important that we recognise the role we play and the duty we have as employers.

Slide 5:

One way in which a school or trust can start to address the recruitment and retention problem is by showing itself to be an employer of choice. For this to happen we need commitment from governors to treat this as a priority and to aspire to be an employer of choice. So, what does this mean in practical terms? I’ll talk about retention first as I think if you can retain your teachers then the recruitment problem becomes less of an issue.

Slide 6:

So, why it is important to retain teachers? David Weston has blogged about this where he’s looked at research which showed that teachers get better over time, initially more quickly and then, typically, a little more slowly from around three to five years, More experienced teachers improve academic outcomes and non-academic outcomes, very experienced teacher is particularly effective at reducing absence of the most vulnerable pupils and experienced teachers make their colleagues more effective. So retaining experienced teachers is of huge importance.

Slide 7:

The first step to becoming an employer of choice is for governors to judge ourselves using staff satisfaction as one of the criteria of how successfully we are as leaders. How do we do that?

Slide 8:

Firstly, we must make sure staffing is discussed at every board meeting. We need to ask heads to report on staffing issues at every meeting. This will go a long way in making the head and SLT and staff realise that staff are important to us.

Slide 9:

We should also be surveying staff, at least annually. These surveys should give us an insight to how staff are feeling, what issues are causing a concern

Slide 10:

Obviously, positive feedback is good to have. Who doesn’t like to hear good things?

 Slide 11:

But perhaps more important is to be open to hear negative feedback and to act on it. If governors become defensive or don’t encourage heads and SLT to be open to hearing different views then it’s very difficult to bring about change. Staff should be made to feel valued and one way to do that is to seek their views and change things which are negatively impacting on them.

Slide 12:

And one of the most important issues we may get feedback on is workload issues. Though the day to day running of the school is something we should not get involved in but as governors we do need to understand workload issues. Ask questions relating to workload. We must ask our heads how are they ensuring teachers are not getting crushed under workload. Anytime a new policy or new initiative is brought to us we need to ask about workload implications of that initiative. If staff are being asked to do something new, we need to ask what are they not required to do. Again, culture and ethos has a part to play here. Do we know and do we facilitate collaboration so teachers have supportive networks and are not constantly re-inventing the wheel. We must also look hard at ourselves. Are we adding to workload by demanding data? Is all the data that we ask for actually useful? Are we putting pressure on our heads who then may be passing it down to teachers? How are we supporting our heads? Have we ensured that they have a team around them who they can rely on for finance, HR etc and leave them free to concentrate on teaching and learning?

Slide 13:

Workload issues bring me to another thing; flexible working. Are we as governors aware of what our staff needs are as far as flexible working is concerned?

Slide 14:

This again is something where the culture and ethos we are responsible for plays a part. Are we fostering a culture where staff feel able to talk to senior management and working together come up with a solution which means they can work reduced hours. This applies to heads too. As governors are we ready to have a conversation with our head when they indicate they would like a job share?

Slide 15:

Another way we can make staff feel valued so that they stay in the profession is by committing to their development. When the budget comes to us for approval do we look at the CPD budget? Do we ensure that the money being spent is being spent wisely? Do we put measures into place which allow our staff to develop and flourish? Are we making it easier of for staff to get further qualifications? When we appoint new heads, especially if it’s their first headship, do we offer them a mentoring scheme? Some people may be a bit wary of developing staff in case they left to go elsewhere. I think, firstly, we owe it to them. Secondly, prospective new staff will see that you’ve nurtured and developed staff and they can expect the same so they will be keener to join and this helps in making you an employer of choice.

Slide 16:

Flexible working, manageable workload and development opportunities all contribute to teacher well-being. There are other things we can do too. Governors should make sure behaviour policies are working and are being implemented consistently. When we go into schools we can see if behaviour is like we would want it to be. If teachers don’t have to fight at this front they can get on with doing their job which is teaching. We can have other initiatives as well such as each teacher is allowed to take off for family events like watching their own child in a play. Like I said this is all to do with the culture. As culture, good or bad, will trickle down from the top as governors we need to be aware that the culture is one where teachers are valued and know they are valued.

Slide 17:

As governors we need to ensure we have a good whistleblowing policy in place and that people have confidence that if they raise concerns through this they will be listened to, the issue will be thoroughly investigated and they won’t suffer any consequences. We should be looking at staff absence data and asking questions around that so we can pick up any problems that may be leading to a high absence rate. We must also ask how staff returning to work will be supported. If staff do leave, for whatever reason, we should be offering exit interviews. Again, the culture in the school should be one where people won’t mind speaking their minds at these interviews.

Slide 18:

A quick word about headteachers now. Headship is a lonely place. Once we have appointed a good head we need to make sure we support and nurture the head too. The GB/head relationship, especially the chair and head relationship is of crucial importance. Yes, we must challenge them but we must be ready to provide support too. Heads are juggling a lot of balls a lot of the time and it’s up to us to support them and let them know that you’re there for them. A good head is more likely to stay on if they have a good GB and chair than if they don’t.

Slide 19:

Slide 20:

Governors are directly involved in appointing heads and members of the SLT team. For headteacher appointments in MATs they may have the CEO or regional director etc as part of the panel. Some panels will also have advice from an independent person. Governors will be looking for a person who shares their ethos and will be able to deliver the vision they have of the school moving forward. There are a lot of myths around like governors only appoint someone in their image etc. The vast, vast majority of governors just want the best candidate for their school. It’s my view and one shared by the NGA that The other appointments for classroom teachers, HoD, support staff etc should be left to the head to manage but there are things we should be monitoring.

Slide 21:

So, what do governors need to consider when they are looking at how recruitment works in their school? All the things I’ve just talked about are things which will attract people to apply but only if you tell them you have all this in place. This is where marketing comes into play. We need to make sure people who are thinking of applying now what great stuff is going on in our schools. We need to ensure that we communicate our vision clearly. We want to appoint someone who has the same vision as us. This becomes especially important when appointing head and SLT as they are then ones who will be delivering the vision so they need to be in tune with the governing body. Does our ad make it clear we are an equal opportunity employer? It’s not simply the matter of adding alone at the bottom of the ad saying that you are. Does the ad reflect this? Have we looked at out short listing process? Have we considered blind short listing?  Are we sure our interview brings out the best in the candidates? Do we give feedback after interviews? Good feedback to unsuccessful candidates is important for their development.

Slide 22:

This tweet caught my eye the other day. I have Dean’s permission to share this today. Apart from the fact that in my opinion governors should not be involved in interviewing for positions other than SLT and head, I see no value in asking these questions of an NQT. Just think back to when you were an NQT and were asked this.

Slide 23:

So, in summary,

Slide 24:

Now you must be thinking that this was all about what governors could do and should do so why is Naureen telling us all this? Three reasons really:

  • You work in schools which are governed by trustees or governors should you should know what they should be doing as retention and recruitment for that matter affects you all
  • Some of you may be governors yourself and therefore you can go back and see how are things being done in your governing body
  • Lastly, if you are not a governor then I would urge you to think of becoming one. Think of joining a governing body of another school. For you that will be great CPD and for that governing body they’ll have someone who understands education and the pressures that go with the job.

Governance in the spring and summer terms; reflecting and looking ahead matters

This has been a long and tiring term. As Easter approaches and governance slows down (it never stops completely!) I find myself sitting down with a cup of tea and looking back and reflecting on the term that was and also looking ahead to the last term of the year.

A major event in the Spring term was an inspection. One of the schools, Crofton Junior, belonging to Connect Schools Academy Trust where I’m a trustee, was inspected just before half term. This was a Good school and had had a short inspection last April. The inspection felt very thorough but fair. Governors and trustees met with the Inspector and had a chance to talk through what we knew of the school’s strengths and where we could do even more. The Inspector had read our minutes and understood MAT governance. The feedback was constructive. On a professional level, the inspector we met was knowledgeable and we could tell he had done his homework. On a personal level he was very accommodating. I had had to leave by a certain time and the inspector had no problem with that and quickly put me at ease. I didn’t have to reference Sean Harford’s myth busters as any trustee/governor who could attend the feedback was invited to do so. Ofsted come in for a lot of criticism (and some of that is justified) but I think when they get things right then we should talk about those too. This inspection was one such example. Although we don’t things for Ofsted, it was reassuring to find that they thought the same as us, that we were providing an education which our children are entitled to. Looking back, the one thing which stands out about the two days is how the whole community pulled together and were happy to do so. Our children are amazing. The staff and parents too. I think that’s what makes it an outstanding school. Yes, results are amazing, behaviour impeccable but it’s the “this is my school, I’m proud of it and I’ll do my best for the children” attitude which makes me really happy. Looking to the next term, we will continue doing what we’ve always done; our best for every child under our care.

The second thing which has been keeping me busy is governor recruitment. We have been looking to fill our community governor vacancies. We appointed two governors last term; one who is a deputy head in a local secondary school and the other has extensive experience of stakeholder engagement and project management. I’m not sure whether it’s because we are in a leafy, London suburb or just lucky but to get such great governors to add to the skill set we already have bodes very well for us. These candidates came to us via Inspiring Governance and Governors for Schools.

Reflecting on the process, I’m quite happy with the way we did it. We gave the candidates all the necessary information, sent them links to the Governance handbook and made clear the responsibilities that we as governors have. We had an interview process where we probed how their skills could complement those already present. We also worked through some scenarios. Although both candidates were not current governors they were able to work through these scenarios and gave us answers which indicated that they were aware of issues such as conflicts of interest, confidentiality etc. I think we will continue to use this process when we have further vacancies. It gives the candidates an idea of what’s involved and it gave us a chance to see how they could fit in with the team. I’m also a firm believer that although we are volunteers we need to approach governance in a professional manner and going through an interview process makes that clear. I am, however, aware that there are areas where there aren’t many people who put themselves forward to become governors and so interviewing someone who does may be a luxury people can’t afford. If that is you, I would still encourage you to meet with prospective candidates so that they have a chance to find out what being a governor is all about.

We have also thought about how to ensure that these governors understand their role. The trust is putting together a training programme and the first one they’ve been invited to is an induction session. I am also in the process of putting together an induction pack which will be ready by the time we go back. Once they have had a chance to work through it, I would like to ask them their thoughts about the whole induction process. I’d like to know what worked best, what didn’t and what could be made better. They have been assigned a mentor each and maybe this is something they could discuss with their mentors.

While I was writing this blog, I was made aware of this tweet.

This is something GBs should think about. If you have a vacancy then it may help to advertise the fact on your website. You never know, someone may come across it and decide to get in touch with you.

I have also been reflecting upon the Leadership Conference I attended as Chair of an LGB. My school is part of United Learning. Once a year they hold a two day Leadership Conference where all heads of schools and chairs of LGBs are invited. The members of the board, the CEO, Jon Coles, the Regional Directors and the Company Secretary attend too. This is a really good way to get to know other heads and chairs, to hear from the board and the CEO and to feedback to them. Communication in a MAT is very important and needs to be two way; from the board to the LGBs and from the LGBs to the board. The Leadership Conference is one way United Learning accomplishes this (there are other events too where the board and LGBs get together). Education with character is what United Learning is all about. This was evident at the conference from the keynote speech from Andrew Triggs Hodge OBE (retired British rower and a triple Olympic Gold Medallist and quadruple World Champion) to the stunning musical performance by students from Manchester Academy, a United Learning sponsored academy.

If MATs decide to have LGBs then these LGBs should add value and to do this LGBs should know what’s happening at the board level and should be able to communicate what’s happening at the local level. The vision and values that drive the work of the trust should be explicit and should drive the work of the LGBs. My other trust is a much smaller (and newer) than United Learning. Trust wide communication is something we are very keen to get right. We are exploring how we can best achieve this.

Looking ahead to the summer term we will continue looking at the curriculum, something we had started doing before the inspection. Communication, as I mentioned above, is another thing we will be working on. The board has started reviewing our vision and values. This is important as the trust is growing. On a personal level, I’m looking forward to attending educational events and presenting at some of these. I have the following events in my diary. It would be lovely to see you at some of these events.

There will also be the summer term board and LGB meetings. Looks like the next term will be a busy one too but that’s just how I like it to be.

Holidays between terms are a good time to sit back and reflect and also to look ahead. What was your last term like and what are you looking forward to in the summer term?

Governance matters at #rEDBrum

Regular readers of this blog and my twitter followers know that I am a bit of a conference junkie! One of the conferences I enjoy attending are researchED ones. I was really happy to have been asked by Claire Stoneman to do a session at the researchED Birmingham conference and to be part of a panel. We (Steve Penny and I; Steve had kindly offered to drive us to Birmingham) reached Erdington Academy at around 8.30am. After registering we made our way to the canteen for tea and a pastry and then to the hall for the start of the proceedings. Below is a short account of the sessions I attended and what I think their relevance to governance is.

Tom Bennett and the Claire Stoneman started us off, both explaining why researchED is so important. Tom talked about the importance of research informed practice if we were to progress as profession. He also appreciated the fact that people have given up their Saturday to be here and that the speakers are speaking for free. Claire said that organizing #rEDBrum was like throwing her ideal party. She told us about the context of her school and that she didn’t want her children’s future to be risked on a whim or fancy. We could not afford to waste time and children deserved the best education and teaching rooted in research. Not giving them this was akin to gambling with their future.

It was then time for the keynote address. This was given by Professor Daniel Mujis, Head of Research at Ofsted. My main takeaways from the keynote were

  • The importance of schools working as communities: A shared culture with a strong buy in from parents is important to improve behaviour and drawing on the culture of the community can help with this.
      • As governors, we need to ask ourselves if our school is actually a close knit community or not. Ask yourself if you know what the behaviour is like in your school.
  • Cultural capital isn’t equally shared and this is one reason for inequality. We should be teaching our kids a curriculum which adds to their knowledge and doesn’t replicate what they already know. Using pupil interest to drive the curriculum is a mistake.
      • When your head and senior leaders are discussing the curriculum with you, do you ask questions around cultural capital?
      • Do you know your students and their backgrounds well enough to know if they lack cultural capital which other children may have?
      • How does your curriculum help in reducing this gap as well as the inequality?
  • Healthy school environment where debate is encouraged is needed as democracy is built on it. For this to happen we need an environment where we different/opposing views can be aired and where we learn from each other.
      • Do governors know if this happens in their schools?
      • Do you have debate societies as well as an environment where people can learn from other cultures?
      • Is there an environment where different views are heard and understood?
  • Does your school have a broad curriculum for ALL students?
      • How do you ensure you are not giving them more of the same?
      • Do you expose your scientists to literature and arts and your humanists to science and maths?
      • Is there progression in what’s taught?

Prof Mujis ended his keynote by encouraging everyone to take part in the consultation into the new framework (consultation is open till 5th April).

The next session I attended was by Mark Lehain, provocatively titled, “Getting SLT to behave on behaviour”. He started off by asking the audience to think of an answer to the question, “Why educate?”. This is such a powerful question and the answer would determine why we do a lot of what we do. This might be a good exercise to do as a board. Mark went on to show us some stats. The number of teachers who told Teacher Tapp (a free app which asks three questions each day) that they dreaded going to work was a shock. A Delta poll found that 75% of the teachers polled thought that low level disruption occurs frequently or very frequently in their schools and 72% reported that a colleague had left the teaching profession due to bad behaviour. Mark asked the audience if the same was true of them and around half of the audience responded that they had left a school due to bad behaviour. As governors this should be of great concern to us for three reasons

  • Teachers leaving the profession due to bad behaviour in schools will fuel the retention problem
  • As governors we need to be mindful of the effect bad behaviour has on staff well being
  • As governors we also need to consider the effect bad behaviour has on the well being and education of other students

As governors

  • Are you aware what behaviour is like in your school?
  • Are you aware how bad behaviour is tackled in your school?
  • Do you conduct exit interviews?

Mark said that as a head his test was, “Is this good enough for Sophie (his daughter)?”. I think that is a good question for all of us to ask ourselves; is what we are doing good enough for our own children.

Session 1 was followed by a panel debate. On the panel were Stuart Lock, Heather Fern, Sonia Thompson and myself with Tom Bennett in the chair. Stuart, in reply to a question about culture, made a very important point. He said that we often talk about vision and culture rather than talking about things which actually affect what happens in schools. Stuart also made the case for prioritising professional learning and CPD for teachers. Heather posed some questions which I think are some governors could ask too. She asked us to consider

  • Which subject has the strongest curriculum?
  • How do you know?
  • What can other departments learn from this subject?

Sonia, speaking from a primary phase point of view, said that designing primary curriculum was scary. This needed greater subject specific knowledge and progression of cultural capital.

When asked about a governor’s role in curriculum designing I said this, again, is one area where we need to be mindful of not stepping into the operational. Instead, we should be asking questions such as

  • Do we have a broad and balanced curriculum?
  • What do we think a child leaving our school should know?
  • Does our curriculum follow a progression model?
  • Is our curriculum in line with our school values and how do we ensure that it is? This is important as what is taught becomes the public declaration of out ethos and values.
  • How do we ensure it is accessible to all?
  • What CPD is available for staff to help them develop their subject knowledge and help them in curriculum designing?

Stuart agreed that the role played by governors is an essential one. It was good to hear an executive principal say this about governors/trustees.

For Session 2 I decided to attend Andrew Percival’s session who talked about his school’s development of a knowledge rich curriculum. If you have a curriculum in which you can change the order of things you are teaching then that is not a progression model. The five principles which Andrew’s school used to develop their curriculum are

  • Acquisition of knowledge is at the heart
  • Knowledge is specified in meticulous detail
  • Knowledge is acquired in long term memory
  • Knowledge is carefully sequenced over time
  • Focus on subject disciplines

As governors, are you aware how your school is going about building its curriculum so it follows a progression model and builds up content in the long term memory? Andrew made another point which we as governors should be mindful of. He said building up a curriculum is a big and hard job. Heather, earlier in the day, had said that Ofsted is aware of this and realise and appreciate this. As governors we should be careful that we don’t expect to see a complete overhaul of our curriculum in a very short period of time. Ofsted don’t expect this and we certainly shouldn’t.

I next went to hear Summer Turner talk about subject communities. Summer said a subject community is not a place where someone tells others what to do; everyone be they a head or a trainee teacher is equally important. A subject community is where teachers, academics and other subject specialists can come together and exchange ideas. Summer thinks that perhaps these are more needed by primary schools. A subject community can facilitate subject specific CPD, evolve wider networks and help form a professional library which is subject linked. Summer thinks subject communities are vital for school improvement because they can

  • Help with recruitment and retention
  • Help with curriculum development
  • Help with teacher development

I found this talk fascinating. I wonder what, if anything, governors can do (should we do?) to encourage our staff to join such communities. We can of course ask our leadership team if our staff have thought of subject communities as way of getting subject specific CPD. Governors, too, I think should be part of governor communities. One very good way of doing this is to follow @UKGovChat on Twitter and join governor groups on Facebook (School Governors UK, Jane-School Governor’s Group, Governing Matters are three such groups).

I then made my way to Stuart Lock’s session. Stuart talked about behaviour in his school. He said that he won’t say behaviour is impeccable because nothing can be perfect. However, it is good because when it’s bad school leaders deal with it. Stuart made the point that “sweating the small stuff keeps the standards high”. He also talked about culture and values and elaborated what he had said during the panel session. He thought culture is very hard to define and value statements can become “waffle”. Stuart said that they carry out anonymous staff surveys which keep them grounded. They also have open and frank discussions about pupil performance and these conversations do not form part of performance management so staff feel they are able to ask for help if they need it. It is also very important for them that the leadership is visible. Hearing Stuart speak made me think of some questions governors could ask themselves:

  • How good/bad the behaviour is in your school?
  • How do you know how good/bad the behaviour is?
  • Do you know if policies are applied consistently?
  • Do you know what staff, parents and pupils think about behaviour in the school?
  • Do you see results of staff surveys? Do you do survey staff yourself?
  • How do you ensure your school values aren’t just a statement of something nice to have? How does it distinguish you from other schools? If someone were to read your vision/values statement could they identify your school or is it so general that it could apply to any school in the country?

There were some brilliant speakers in the fifth and final session but as I was speaking myself I had to miss those. Slides from my session are here if you would like to have a look.

All in all, it was a wonderful day and I took away a lot from it. I’m very grateful to Claire for outing governance on the programme and for inviting me. Even if I had not been speaking I would have made every effort to go. I think it is important for governors to attend events other than pure governance events. As governors we need to be interested in education and this interest should go beyond governance in our own school. As governors we may, at times, feel slightly detached from what happens in classrooms, what do teachers think and the direction education and educational research is moving in. Attending events such as these gives governors a chance to meet and exchange ideas and views with teachers. It may help you to better understand what is happening in your school. These events are a great networking opportunity. Some of the contacts you make may be helpful to teachers in your school too. And best of all, researchED events are very reasonably priced which is an important consideration for us volunteers.

Further reading:

Blogs:

Curriculum, Community, Culture and Collaboration by Beth Greville-Giddings

#rEDBrum 2019 takeaway by Nick Wood

The Problem(s) with the Teachers’ Standards This is a summary of Matt Burnage’s session

Getting Better Teaching: Part 1 – Teacher Experience Getting Better Teaching: Part 2 – The Value Of Stability by David Weston

My Wakelet collections of tweets from various sessions:

Prof Daniel Muijs

Panel discussion

Mark Lehain

Andrew Percival

Summer Turner

Stuart Lock

Demystifying school governance matters

On 2nd March 2019 I did a session on governance at researchED Birmingham. I’m very thankful to Claire Stoneman and Tom Bennett for  giving me the chance to talk about governance to teachers. My slides from the session are below. I’m also adding a few lines of explanation so the slides make sense to those who weren’t there in person.

Slide 2:

For teachers who haven’t worked as or with governors, governance may appear to be something mysterious that happens behind closed doors in the evening when all the teachers have gone home. You may hear your head say governors want data on X or governors are coming in to monitor Y. And that’s about it. So today I’m going to try and lift the veil on who we are and what we do and hopefully by the end of the session you will know a bit more about what we do and what research tells us about who governors are.

Slide 3: 

There are about 250,000 governors in England. Legally people can’t be paid to be governors and hence we are all volunteers and this makes us one of the largest volunteer forces in the country.

Slide 5: 

One of our core functions is to ensure the clarity of vision and ethos. The GB appoints the head and this is perhaps the most important thing that governors will do. We appoint someone who we feel will help us deliver our vision. Yes, it is a partnership; it has to be for it to work well but ultimately it’s the governors must ensure there is clarity around the vision, culture and the ethos of the school.

Slide 6:

It’s the governing body which sets the strategic direction of the school and decides where the school will be in 3,5,10 years’ time.

Slide 7:

Our second core function is to hold the executive leaders of the school to account for the performance of the pupils and the school and the performance management of staff.

Slide 8:

Schools are funded by public money. We are custodians of this public money. Our third core function relates to this. We have to look after the financial performance of the school and ensure that money is well spent.

Slide 9:

So, irrespective of what type of school we are governing (maintained or academy) we have three core functions:

  • Ensuring clarity of vision, ethos and strategic direction
  • Holding the school leaders to account
  • Ensuring the money is well spent

Effective governance is of huge importance because governance is responsible for these core functions and also because effective governance can enable and provide a degree of protection to school leaders to try something different. Then there is the fact that although individual governors will come and go, the governing body stays and it’s the governing body which ensures that the vision and ethos of the school carry on long after individuals have departed. Ofsted also recognise the role of governance and it comes under Leadership and Management and will continue to do so under the new framework too.

Slide 10:

We’ve talked about the core functions of governing bodies and why effective governance is important. A question which is frequently asked is how governors bring about school improvement. Tony Breslin has written a report for RSA. He says there are 4 ways governors do this.

  • As they are custodians of the vision and the finances they can allocate resources where needed
  • They have to be aware of various targets. They are aware of floor targets and other national and internal data and use this to ask questions to drive improvements
  • They generally have individuals or committees whose brief is to look at various areas. For example the governing body may have individual governors linked to areas such as safeguarding, literacy, wellbeing, SEN. Or the governing body may have committees, for example a committee looking at teaching and learning and another one monitoring resources and finances. By assigning individuals or committees to these areas and monitoring these areas the GB helps to drive school improvement.
  • Finally, a good supportive GB and a good supportive chair will be able to retain good heads. Headship is a lonely place. If a head feels supported by the governing body and the chair in particular they are in a better position to do their job and stay on post to do the job, hence driving up school improvement.

Slide 11:

Now that we know about what governors do, it would be good to see what research tells us about the people who perform these roles.

There are no official statistics available which look at the demographics of those who govern our schools. National Governance Association, the NGA, is a membership organisation which represents governors.  Since 2012 NGA, in partnership with TES, has been surveying governors since 2012 and these surveys are the best source of data on this topic and I will be referring the results of the last two surveys today.

Slide 12:

If we first look at the age of the people who responded to the survey, then we find that in 2017 53% of the respondents were aged 40-59.

Slide 13:

This reduced slightly to 51% in 2018. The2018 survey compared the age of the respondents and the age of the general public. If you compare the figures nationally then 34% of the population falls into this age bracket. This shown we have some work to do to attract younger people to governance.

Slide 14:

Looking at ethnicity now. The 2018 survey showed that 93% of the respondents were white as compared to 86% of the population and 74% of primary and secondary students. This may r may not be a very bleak situation.

Slide 15:

The 2017 survey had looked at the age as well as ethnicity. This showed that in the younger age groups there were more governors who identified as BAME. Obviously, we mustn’t be complacent but if this trend continues and we are able to attract more governors in the younger age brackets then there is hope for the future.

Slide 16:

2018 was the first year NGA included a question on disability. 5% of the respondents said that they considered themselves to have a disability which is far lower than the 22% of people that reported a disability in the government’s Family Resources Survey 2016/17. This could be because responses were based on respondents’ own definitions of disability, which may not be aligned with that of the government. It may, however, also indicate that people with a disability experience more barriers to volunteering as school governors and trustees. Ensuring that school governance roles are accessible to people with disabilities is an area for future work.

Slide 17:

Now a look at the gender and some characteristics of chairs.

  • 59% of primary school chairs were female (62% governors were female) compared to 48% of secondary school chairs (53% governors were female). NGA 2018
  • I was also interested in looking at the age of the people who chair governing bodies. Prof Chris James of Bath University has researched governance extensively. He found that they were almost all over 40 years of age (94%). If we break this down further then we see 31% of chairs are between 40 and 49 years of age and 28% between 50 and 59. About a third were over 60 (34%). Chris James

Slide 18:

On average, they spend approximately five hours a week on governing matters and over one in 10 chairs spend more than 10 hours a week. Looking at the time   chairs reported spending on governance and the age at which they volunteer to chair governing bodies may indicate that as a fair degree of work is involved older people who may have more time to spare take up the chair’s position. Another thing to consider is whether the time is being spent on strategic stuff and how good are the chairs at delegation.

Governance matters at Festival of Education Part 2

Photo Credit: Cat Scutt
Left to right: Mark Lehain, Katie Paxton-Dogget, Naureen Khalid, Jo Penn, Will Malard

On Friday 22nd June 2018 I chaired a panel discussion at the Festival of Education at Wellington College. With an ever increasing number of schools joining Multi-Academy Trusts (MATs), there is a need to understand how these are governed. This was a well attended session. It was good to see so many people take an interest in governance. What was especially pleasing was that governors and trustees and even a Member of a trust were present.

The session looked at “The Brave New World of MAT Governance“. The experts who took part in the discussion were

  • Jo Penn: Jo has many years of experience as a school governor. She is currently Chair of a Local Authority Primary School Governing Body and on the Board of a Secondary Academy. She has also been a member of a Special School Interim Executive Board and Chair of a Foundation School/converter Academy for four years. Jo is an experienced National Leader of Governance
  • Katie Paxton-Doggett: Katie is the author of ‘How to Run an Academy School’ and ‘Maximise Your Income: A guide for academies and schools’. Dual-qualified as a Solicitor and Chartered Company Secretary, Katie has significant experience in providing specialist governance support to various academies and MATs
  • Will Millard: Will is a Senior Associate at LKMco where he undertakes research into education and youth policy, and works with a range of organisations to help them develop new projects, and assess and enhance their social impact
  • Mark Lehain: Mark has a wealth of educational experience, having founded one of the first free schools (Bedford Free School) in the country. Bedford Free School has thrived and they have created the Advantage Schools MAT. Mark is the Director of Parents and Teachers for Excellence. He was appointed Interim Director of New Schools Network in March 2018

The discussion started with the panel being asked to define effective MAT governance and to suggest ways by which we can judge how good or otherwise the trustees are. The panel was in agreement with Jo who said that effective governance is effective governance irrespective of the structure. For governance to be effective we need a clear strategic vision, transparency, accountability, ethical leadership and effective training at all levels. Katie agreed that training should be mandatory. She also made the point that there is no need to re-invent the wheel; we can learn from other sectors. Will referenced the research  published recently by LKMco. It is difficult to answer what is effective MAT governance because research has shown that MATs are different and they change as they expand which brings about changes in the way they are governed. As it’s difficult to define, it’s difficult to design a matrix to judge how effective it is. Mark said that if the outcomes for students are good and the right decisions are being made at the right time we may be able to say that the trustees are doing a good job.

Talking about MAT expansion led the discussion to whether governors are coping with moving from governing one school to governing groups of schools in MATs. Katie was of the opinion that governing MATs requires a massive change of mindset and people need to understand that they need to step away from representing just one school. Jo talked about her own experience. She has been a governor in almost all settings but the biggest challenge was the change from being a trustee in a single academy trust (SAT) to a member of the local governing body (LGB) when the SAT joined a MAT. She explained that when the SAT trustees were discussion joining a MAT, the most challenging discussion was around giving up some autonomy to gain other advantages. Jo also warned that we need to be cautious and careful as we now have a two tier system. We may leave those governors behind who are governing LA schools if we aren’t careful because we are so busy talking about the importance of MAT governance.

Talking about LGBs led us to discussing schemes of delegation (SOD). Mark agreed with Jo that when schools join a MAT they have to give up something to gain something. Mark warned that there is a danger that if we take too much away from the local governors and give it to the centre then people may not want to put themselves forward to serve on LGBs. When Bedford Free School was forming a MAT and was talking to other schools there was a great deal of discussion around the SOD. They put in a lot of thinking around the SOD and have kept it under review. Like everything else, there isn’t a one size fits all SOD, appoint made by Katie who said MATs should look at a SOD and then adapt it to their schools and context. Katie talked about the work she has done with community MATs. The back office services were centralised but the teaching and learning and how students were doing, the “proper governance” stuff happened at the local level. So the SOD is about delegation at the local level and the trustees having an oversight rather than doing it at the board level.

The panel then discussed whether centralisation of some services like finance and delegating monitoring of teaching and learning o the LGB would make serving on the LGB more or less attractive. Jo was the opinion that if the LGB feeds back to the board who then take decisions then the LGB may not feel empowered making it less attractive. Katie pointed out that there are models which empower the LGBs. Jo also made the point that the SOD is not written in stone and the board is legally allowed to change it if it wishes to do so.

The panel also discussed how performance of MATs could be judged. Mark was of the opinion that at the minute we have no one who has enough experience of running MATs to be able to judge performance of other MATs. There is also the fact that MATs are very different. For example Harris, ARK, Tauhedul, Inspiration, Reach2 are all very different from each other. Mark’s worry is that by trying to judge MATs we may end up trying to standardise the way they are run. Mark admitted that there have been failures in the way MATs are run but there have been examples of poor governance in the maintained sector too. What we should do is try and learn from these failures. Will said that the research had not shown a clear relationship between SOD and MAT performance and he reiterated Mark’s point that there is no clear one good way to judge MAT performance. According to Katie, the success/failure is not about structures but about the people, about what they are doing and how they are using the structures. With MATs we are at a stage where we can still shape things.

We talked a little about the executive function in MATs. Mark said that in theory there should be a difference between the executive leaders of single schools and those of MATs but in practice people are still finding their way. The role of a MAT CEO is very different to that of a head of a single school

I then asked the panel to give me a short answer to the following question before we took questions from the floor.

What is the one thing you would change to make MAT governance effective?

Jo: Mandatory training for everyone involved in governance. Accredited pre-appointment training same way as it’s done for magistrates. People join boards without a real understanding of the role. It takes a while to get to grips with the role.

Will: Agree with Jo.

Katie: Not sure the MAT structure actually works. Take a step back and see how schools fit together in the legal structure.

Mark: Training of company secretaries. The role of the clerk in a maintained school is an important role but a completely different one to that of a Company ecretary in a MAT. We sometimes use clerk and Company Secretary as interchangeable terms but they are different roles. How many clerks know their Articles of Association inside out and understand the law around that?

Questions from the floor:

Is there a tangible way for businesses to support governance in schools?

Jo: Businesses should encourage their staff to become governors and give them the time and space to do it.

Katie: Businesses should understand that their employees will be getting board level experience which they can bring back to their companies.

Are the challenges in recruiting to MAT boards different to recruiting to boards of single schools?

Naureen: People may find it more attractive to govern in their local school, in a school in their community as they feel connected to it than joining a MAT board which may sit in a different city. People may ask themselves if they have the skills or the time to govern 20 schools.

Katie: The more specific I have been about the skills I want, the more successful I have been in recruiting. This is true for parent governors too. Even in small schools if you are very specific about the skills you want then weirdly it brings more people forward. So rather than sending out a general letter, be very specific about the skills you are looking for and people reading the letter will go “Ooh that’s me”. It appeals to their sense of worth

Jo: Don’t think with MAT boards we’ve reached a point where the boards are massively recruiting.

Will: Don’t think the people in general realise how complex the system is. There is a PR challenge in actually setting out that this is what is and this is what you are stepping into.

Question form Katie to the Trust Member: How connected do you feel to your MAT and what do you think you are contributing to the organisation?

I have recently become a Member. I realise that the role is different to that of the trustees as Members have fewer duties than trustees. I see the role as one of holding the trustees to account. It is a brave new world. This is why it is good to come to groups like this and learn from each other.

Mark: We have a come a long way since 2010 when  people did not have a clear understanding about the difference between Members, trustees, directors and governors. People now understand that Members really need to appoint good trustees. We are in a much stronger position now. It may not be quite right but we are much closer to a really effective system now.

And on that positive note, the session came to an end. I’m very grateful to Jo, Katie, Mark and Will for their valuable contributions and to everyone else who attended the session. Like the gentleman said the value of these sessions is in the learning which takes place when we talk and discuss issues with each other. I’m already thinking ahead to the 2019 Festival of Education and hope to see many of you there.

Schools Week covered our session in the Festival of Education coverage (Note: The piece mentions Gillian Allcroft from NGA whereas it was Katie who was part of the panel).

I have previusly blogged about other sessions which I attended and which were aroud goverance.