Category Archives: Governors

School inspection update (Nov 2019) matters

A school inspection update was issued in November. This is the first update since the new inspection framework was rolled out in September 2019. This update includes minor corrections. Below are the sections which will be of particular interest to governors with the changes highlighted in yellow..

Summary of changes made to the section 5 handbook

Paragraph 110

Said:

‘The role that governors and trustees play in the school’s performance is evaluated as part of the judgement on the effectiveness of leadership and management, and each report will contain a separate paragraph that addresses the governance of the school.’

Now says:

‘The role that governors and trustees play in the school’s performance is evaluated as part of the judgement on the effectiveness of leadership and management, and each report will contain, if appropriate, a separate paragraph that addresses the governance of the school.’

Paragraph 118

Said:

  • for maintained schools, the chair of the school’s governing body and as many governors as possible

Now says:

  • for maintained schools, the chair of the school’s governing body and as many governors as possible; the clerk of governors, or their delegate, may also attend to take
    notes

Summary of changes made to the section 8 handbook

Paragraph 24

Said:

‘Normally, the final feedback meeting will be attended by:

  • for maintained schools, the chair of the school’s governing body and as many governors as possible

Now says:

  • for maintained schools, the chair of the school’s governing body and as many governors as possible; the clerk of governors, or their delegate, may also attend to
    take notes

I had assumed that clerks can also attend the feedback meeting if the school being inspected is an academy or part of a multi-academy trust. I asked Ofsted to clarify and they’ve said that this indeed is the case.

 

Vice Chairs matter

Vice Chair (VC) of governing boards is an important role but in many cases it is not a well defined role. Investing in developing of this role offers great scope for developing leadership skills and distributed leadership. In this blog I would like to write about what a VC could do and how the role can be developed so that it adds value to the board.

Role of the Vice Chair

  • Deputising for the chair
  • Usually the only explicit function of a VC is to act as a deputy to the Chair. If a chair is unable to attend a meeting it falls to the VC to chair the meeting. If the chair needs to be away and is not contactable, the VC should deal with matters which may arise in the chair’s absence.
  • CPD co-ordinator
  • Some boards ask the VC to be responsible for the CPD of the board members. The VC, with the help of the clerk, maintains the training record and also signposts CPD opportunities. The VC may also help in maintaining the skills matrix.
  • Sounding board
  • The VC should act as a sounding board for the chair. Leading the board, like leading the school, is a lonely job. A good VC can act as a critical friend to the chair, giving support, advice and a fresh perspective.
  • Sharing the workload
  • We know that chairs are increasingly spending a great deal of time on governance. VC could share some of this workload. Chairs, too, need to learn to delegate so that the workload is shared equally amongst governors.
  • Appraisal
  • The VC can help and support the chair in the appraisal of the board members and the clerk. This is helped by the fact that a VC can have a good view of how the board is functioning. The VC can observe how meetings are run and how members contribute as they are unburdened by the responsibility of running the meeting (which is the job of the chair) or having to take minutes (the clerk’s role). The VC can also support the chair’s appraisal process.
  • Communication with committee chairs
  • The VC can support the chair by being the person responsible for communication with the committee chairs. This can be to plan committee meeting agendas, help ensure that the committees function well, within law and understand their delegated functions.
  • Providing alternative route for raising concerns
  • Every school must have a complaint policy. Staff, too, should also know how concerns can be raised. There can be occasions when people, for whatever reason, feel they cannot have an informal chat with the chair to resolve an issue. There can be occasions when the issue concerns the chair or there are tensions between the head and the chair or amongst members of the board. In these cases a good VC may be the person who is contacted and who can help resolve the issue. The VC must ensure that they do not undermine the chair or increase discontent in the board and form factions.
  • Succession planning
  • Perhaps the most important role of the VC is the implied responsibility to take on the chair’s role in due course.

Recruitment

Your governance document will detail how the VC is appointed. It is almost always an elected position. During this year’s election, I asked people to stand for VC with the view of taking the chair in the future. I made it clear that if circumstances changed or if they changed their mind then that was ok. I didn’t want people not to stand fearing that they would have to take the chair. I also made it clear that this was not a requirement, rather a way to try and get some succession planning in place and give people time to think of chairing in the future. As it happens, someone who would like to chair in the future stood and were elected.

How to be an effective Vice Chair?

  • Work closely with the Chair so you develop a good, professional working relationship with them.
  • Attend training/CPD which will help you understand the role. Many of the courses advertised for chairs are suitable for VCs too. Consider doing the Chair Development course which is offered by National Governance Organisation and other providers.
  • Have a discussion with the chair and work out which responsibilities you would like undertake.
  • Consider chairing a committee. This will provide you valuable experience in making agendas and running meetings
  • Look upon the clerk as a valuable source of information and support.
  • Develop a good relationship with other members of the board so that the whole board functions as a team.
  • Ensure that you prepare well for meetings. You may have to chair a meeting at short notice so you need to be able to do that
  • Keep up to date by reading widely, attending conferences, interacting with other governors, etc.

How can Chairs help VCs prepare for their role?

  • The Board, with input from the Chair, should agree and publish a job description for the VC.
  • The Chair should try and involve the VC in everything that they can. There may be things which Chairs will have to keep to themselves but most of the day to day governance can be shared.
  • I have asked our clerk to copy the VC in her emails to me (those which are not confidential to the Chair). I will be asking the VC for feedback on agendas etc as a way of preparing them for their role.
  • The Chair should consider letting the VC chair a meeting once the VC feels they can do this. This will be a valuable learning opportunity for them. A good way to do this would be to start with leading on an agenda item before going on to chair a meeting.
  • If the board has committees the Chair should ask the VC to consider chairing one of the committees.
  • The Chair should consider asking the VC to attend meetings they have with the head.

Chair/Vice Chair relationship

The relationship between the Chair and VC should be a close working relationship. The Chair should be able to rely on the VC to act as a sounding board and give advice and support when needed. The Chair should put into place measures which will develop the VC’s practice. The Chair and VC should be able to work closely together, sharing responsibilities with each other. However, they must take care that their relationship does not appear to be a cosy one to the rest of the board. An experienced VC may be able to offer support to a new Chair during the early months of the Chair’s tenure.

Raising governor profile matters

The article below first appeared in Teach Secondary. The original can be read using this link.

6 ways to raise the profile of your governing body

1. Invite staff members to meetings

Heads and senior members of the leadership team usually always attend governor meetings. It would be good if occasionally other staff members were invited too.

If a new initiative is being planned or rolled out, for example, then the staff member tasked with running it could be asked to do a presentation to the governing body.

Governors get to hear directly from the staff member, who in turn gets to know the governors. However, do think about workload implications before doing this.

2. Attend school events

It’s always good when governors are able to attend social events at their schools. It means they can see the pupils in a non-academic context, and it’s a good way for them to form an opinion about the school’s culture and ethos.

Staff members and pupils who are involved in arranging these will appreciate governors taking the time out to attend, and give positive feedback; helping them to realise that governance really isn’t all about improving exam results.

3. Attend parents evenings

There is usually a good turnout at parents’ evening. With a fair amount of waiting around between appointments, governors can use this time to chat with parents – they could even ask them to complete a short questionnaire, which might highlight common trends/concerns.

If this option is chosen, then feeding back to the community is important – a ‘you asked, we did’ section in the school newsletter can be a good way to do this.

4. Communicate with students

Raising the profile of governors amongst pupils is important, too. If your school has a student parliament or a forum for young leaders to meet and discuss issues, then ask if you could go along to one of these.

This will give you an opportunity to hear directly from learners, and feed back to the governing body. In addition, why not ask the head if you could speak at an assembly, allowing you to tell the student body more about governance, and what governors do?

5. Visit regularly

Governor visits are an important part of the role. They are essential for monitoring, and should have a focus and an agreed aim – and they should be arranged beforehand, so staff aren’t taken unawares.

Some governing bodies arrange a visit when all governors come in and see a particular subject/area/initiative and then join the staff for tea or coffee in the staff room. Bringing cake or biscuits along can help ensure everyone is in a collaborative mood!

6. Stay transparent

Given that approved, non-confidential minutes of governing body meetings have to made available to anyone who asks to see them, it would be a good idea to publish these on your website.

This shows transparency, helps engage people with your work, and demystifies governance.

It will be especially appreciated if the governing body is considering a major change, such as converting to an academy, joining a multi-academy trust, appointing a head teacher, etc.

… and one for luck

Governor details should be on your school website. Rather than just publishing the names of governors, consider adding a short biography and perhaps a picture too; displaying photographs on the school notice board is another good idea.

Governance matters in Festival of Education Part 2

This year’s Festival of Education had sessions which would have been of interest to governors. I have previously written about my session with National Schools Commissioner, Dominic Herrington. Below is a short account of some other sessions I was able to attend.

Ruth Agnew’s session was on “Effective Governor Challenge”. Ruth started by making the point that welcoming and enabling effective challenge is an aspiration and asked how if people welcome challenge. Good, professional relationships are important in schools. Too much trust and friendly relationship can hinder challenge. Ruth then talked about why and how schools start to decline. She said that problems start when processes to ensure accountability start to falter (lack of skills and training, too trusting a relationship, misplaced loyalty, too reliant on head for information, governors not acting strategically, etc). Ruth said that she had not found a better resource of what effective governors do than the “Learning from the Best” Ofsted report. Ruth said none of the things mentioned in the report are rocket science! Ruth mentioned that sometimes heads model the questions governors should be asking. She thought this isn’t necessarily a problem but it must not become the default. Ruth also encouraged us to think how we frame our questions. “How did we do in SATs this year” is better if it’s framed as “What do these results tell us about us meeting our objectives for this cohort”. Ruth said challenge isn’t lobbing questions like tennis balls at the school leaders. We shouldn’t be using checklists. Instead, we need to look at things with fresh eyes and then if we find an issue Ruth wants us to be like a dog with a bone!

Dr Kate Chhatwal spoke about accountability and peer reviews. According to Kate, the advantages of a peer review system are:

  • We don’t need permission to take part in peer reviews
  • It works with top performing schools as well as those needing support
  • It allows identification and sharing of excellence

Kate talked about how Challenge Partners conduct peer review. The important point is that this is “doing with and not doing to”. Challenge Partners are also doing MAT reviews but they don’t have a strict framework for this as MATs are still in their infancy. They start with a simple question, “What is the MAT doing to ensure the children it serves achieve better than they might otherwise, and is it working?”. This was a very interesting session and I think as time passes peer reviews may become more important. I completely agreed with Kate when she said that you are a system leader only if you care for the children beyond your own institution.

The session by Katie Paxton-Dogget and Tara Paxton-Dogget was titled “Matchmaking for academies”. Katie started by saying that more and more schools are joining or forming multi-academy trusts (MATs). As Labour hasn’t said they will return schools to local authority control, even if there is an election and we have new inhabitants in Sanctuary Building, finding a good MAT will be important for many schools. Katie explained the difference between academies and maintained schools. She said when people say autonomy is lost upon joining a MAT, they should be asked about the level of autonomy maintained schools have. Katie went on to the discussions governors should have when they are considering joining a MAT.

  • Revisit your vision and ethos. You should be looking at MATs which share your ethos
  • Consider what type of MAT you want to join
  • Think about geographical location of your school and other schools in the MAT

Tara made the point that as in human relationships, even if partners have differences as long as they share values the relationship can thrive. Tara’s school had recently become part of a MAT. She said that as far as students were concerned they hadn’t noticed any striking changes. There was more contact between students now which she thought was a good thing to have come out of being part of the MAT. It was good to hear from a student too, especially one as articulate as Tara.

The other session I attended was by Andy Guest on, “Is our model of school governance broken?” Andy started by asking posing the question, “If you started with a blank page, would you design what we currently have?” Andy also made the case for simplifying things by

  • Committing to either academisation or reverting to LA as having both isn’t working
  • Creating a simpler quality/compliance/value for money framework
  • Committing to a capability model across the system and be honest about the role of stakeholder engagement

Andy was of the opinion that governance has to change if we want an equitable and sustainable school system

There was a lot to think about in this session and I’m sure these conversations will continue.

Links to Wakelets (collated tweets) from some of the sessions I attended are given below;

What if we were accountable to each other? Unlocking the power of school and MAT peer review (Dr Kate Chhatwal)

How can we balance trust, autonomy and accountability in the system? Panel discussion at Festival of Education 2019 (Becky Allen, Ben Newmark, Carolyn Roberts, Sean Harford, Naureen Khalid)

Lord Agnew’s Keynote at Festival of Education 2019

Keynote by Amanda Spielman HMCI at Festival of Education 2019

Ofsted’s new Education Inspection Framework (Sean Harford, Matthew Purves and Paul Joyce)

Doug Lemov at Festival of Education 2019

Driver Youth Trust at Festival of Education 2019

I would recommend governors attend the Festival in 2020. I am sure the organisers will have sessions around governance again. Other sessions are useful too as they are on various other aspects of education which governors may want to know more about. Dates for 2020 have been announced (18th -10th June 2020). The organisers are offering a 40% launch discount and there is a special rate for governors (£45 for a day ticket, £59 for both days).

 

Governance matters at Festival of Education. Part 1

Picture credit: Steve Penny

One of the most awaited educational events, The Festival of Education, took place on 20th and 21st June 2019. This year was the 10th anniversary of the Festival. We were treated to two days of inspirational speakers who presented on a whole range of topics. I’m delighted that governance was represented too, for which the organisers deserve our thanks.

I was very happy that my application to hold a governance session was successful. I’m also very grateful to Dominic Herrington, National Schools Commissioner (NSC), who accepted my invitation and joined me for a chat on the first day of the festival. Below is a short account of what we discussed in the 40 minutes available to us. Where I have added post-event comments, I have done so in pink.

Dominic started by thanking governors for their time and commitment to governance of our schools. He talked a bit about his role. As NSC, Dominic, working with Regional School Commissioners (RSC) and other educational leaders and

  • Helps develops multi-academy trust (MAT) improvement strategies
  • Supports MATs so that they are sustainable and strong, via constructive assistance and challenge
  • Encourages regional teams to share best practice and learn from one another to encourage closer

I started our discussion by asking Dominic what, in his opinion, is good governance and why is it important. Dominic replied that governance has vital role in our schools, particularly due to the degree of autonomy in English education system as compared to the rest of world. We need good governance because governance performance three important functions:

  • It act as a stimulus for improvement
  • It provides an ‘Insurance’ policy for school leaders
  • It is responsible for ensuring clarity of vision and strategic direction

We discussed features of effective governance. Dominic referred to the three core functions which, when performed well, lead to effective governance. These are:

  • Overseeing the financial performance of the school and making sure its money is well spent
  • Holding the headteacher to account for the educational performance of the school and its pupils
  • Ensuring clarity of vision, ethos and strategic direction

We went on to talk about the relationship between the executive leaders and governors. Dominic said that if there is strong executive leadership then we can usually assume that governance is strong too. There is a strong correlation between effective governance and strong executive leadership. This is why Ofsted consider governance under Leadership and Management (L&M). Ineffective governance invariably leads to ineffective leadership and this is not just education sector specific. [There is discussion in governance circles if governance should be considered under L&M. I personally think that it should. We are part of the Leadership and it’s only right that when Ofsted judge L&M, they comment on the effectiveness of governance.]

As we were discussing ineffective governance, I asked Dominic about the role played by NSC and RSC when ineffective governance is identified. Dominic started by emphasising that occurrences of inadequate governance are rare and that the vast majority of schools are not failing [This was good to hear]. We do, however, have to deal swiftly and proportionally where this has been identified. Inadequate governance doesn’t take long to be identified (via Education and Skills Funding agency, RSCs, LAs or parental complaints). Dominic said that prevention is always better than cure so it is important that we identify cases where governance isn’t as good as it could be and offer support before it becomes ineffective. He said he was interested in how we can best enable system leadership. The multi-academy trust model gives school leaders the flexibility to share resources across a number of schools. Dominic said we have seen best outcomes for children being delivered where there are school leaders working across several schools to support weaker schools. We have some excellent examples of where academy sponsorship has had a transformative impact on schools. We do need to ensure that schools are matched with a sponsor who fits the school and has the capacity to raise standards.

Dominic also stressed the importance of recruiting good people and mentioned Academy Ambassadors and Inspiring Governors who can help boards find suitable people. This led us to talk about governor CPD and I asked if training should be made mandatory. Dominic agreed that his was always a hot topic. Personally, he was not very keen on making it mandatory. He said he would be worried about the quality of CPD and would rather that we work from bottom up and offer support. He mentioned that there is training available, including Department for Education funded training. [My personal thoughts on this are that GBs/trusts should make it mandatory for their members to keep up to date and commit to CPD. They should also make induction training available to all new appointees and the expectation should be that this would be done within a reasonable time after appointment.]

I was interested in getting Dominic’s opinion on whether MAT governance was complex. Dominic’s view was that it is not; rather it can be an opportunity as Local Governing Bodies and Trust Boards give us the option of different forms of governance. Dominic emphasised that most MATs are local MATs formed of six or less schools. He did stress the importance of Schemes of Delegation (SoD). Dominic said that SoD need to be clear and these must be explained to everyone. The lines of accountability need to be clearly defined too. We need to ensure that people understand their respective roles. [This is an important point. Good, clearly defined SoD, which are understood by all, are crucial. National Governance Association (NGA) has done some work on this which should help trustees who are reviewing their SoD.]

I was also interested in hearing Dominic’s opinions on how to increase governance literacy across the sector. Dominic started by saying that being a governor is a noble contribution to our communities. He said that governance has a higher profile now than it did five years ago when it was hardly talked about. We need to continue raising the profile of governance and encourage teachers, headteachers, retired teachers, and people from other sectors to join governing bodies. We should talk up governance which is why he was happy to come to the Festival and discuss governance with us. [I think that it is important that we talk up governance and do what we can to raise awareness of what governance is and its importance. Attending and presenting governance sessions at various events in one of the ways we can raise awareness. Taking part in twitter chats and blogging is another. Julia Skinner has been trying to get more of us blogging. If you are a blogger and write about governance, please do let Julia know and she may review your blog for Schools Week.]

Dominic is a governor too and my next question was related to this. I asked him if he was a governor on a governing body (GB) where governance wasn’t as effective as it could be, then what options were open to him. In other words, how could individual governors challenge an ineffective GB? Dominic said that the best course would be to try and find an ally in the GB, perhaps the chair and discuss concerns with them. If that doesn’t work then get in touch with the LA, RSC, etc. Dominic hoped that if ever a governor was faced with this situation, they wouldn’t give up and leave but try and change the GB practice so it does become effective.

The session also included questions from twitter and the floor.

  • In reply to a question about parent governors, Dominic said he was very keen on GBs having parent governors. He is one! At the same time he also emphasised the need to have a diverse board.
  • Asked why the Headteachers Boards are called that and why are there no places for governors on it, Dominic replied that the system allowed for co-option of someone with governance experience and he had co-opted members in the South East. The system is evolving and may change in the future.
  • The next question was about the options open to an academy committee (local governance) if they are unhappy with the MAT. Dominic said that he hoped that it could be solved at the local level but if the situation can’t be resolved then they should contact their RSC. He also made the point that this is not very usual and he had had dealt with only a few cases in his time as RSC.
  • The CEO of a MAT referenced research from NGA and asked if the time being put into governance by chairs was sustainable. Dominic said that some people put in a lot of time because they enjoy the role. The system is still young and developing and further down the line chairs may not need to put in as much time as they do now (MATs are growing slowly now. MATs are joining other MATs which is less demanding than setting up a new MAT).
  • A governor made the point that she worries that she can’t get into school and spend as much time there as she would like. Dominic replied that spending time in school isn’t the only way a governor adds value to their GB. Dominic said he cannot spend time in his school either. He adds value via other contributions. [This is an important point. A good board works as a team. Not everyone has to do everything and every contribution is valuable irrespective of the nature of the contribution.]
  • There was a question about mixed MATs/church schools. Dominic said that Church of England has been running schools for years and have a significant place in the educational landscape. Dominic reported that he had not come across any real issues with mixed MATs as yet.
  • In response to another question Dominic said that there are no plans at the present time to inspect MAT boards.

I am grateful to Dominic for taking time out of his busy schedule to come and talk to governors. I’m also grateful to everyone who attended the session. Dates for the 2020 Festival of Education have been announced (18th -10th June 2020). The organisers are offering a 40% launch discount and there is a special rate for governors (£45 for a day ticket, £59 for both days). I will be attending the Festival and hopefully will see many of you there.

Understanding what is meant by critical friend matters

Critical friend is a term which you may often see being used to describe governors. If you are new to governance you may wonder what the term actually means. I’ve been asked questions about being a critical friend and have tried to explain this many times but I’m never sure if I’ve managed to get my point across and explain the term well. The other day I read a blog by Michael Salter which I thought was helpful. Michael is an Australian teacher whose blog Pocket Quintilian I absolutely adore! Michael’s interests are in the field of linguistics and classics and in many of his blogs he examines the etymology of words which makes his blog unique. In his latest post he looked at the etymology of “critic, critical and criticism”. Michael writes,

Critic, critical and criticism (as well as crisis) come from the Greek krínein, to judge. This in turn comes from a Proto-Indo-European root meaning sieve – an instrument for sifting, or separating, different things. This same archaic root was the origin of the Latin crimen, which gives us discriminate…a word which, sadly, is hardly ever used now in its positive sense. And this is not unconnected with what I have to say next.

Art, music and literary critics are tasked with making judgements based on their knowledge of the art form in question. And why are they entrusted with this task? Presumably, one would hope, because they possess a rich store of knowledge in their chosen turf.

When I read the above passage, I paused and thought that I should use what Micheal has written to explain the concept of being a critical friend. The “friend” bit of the phrase is easy but some people may misinterpret “critical” bit of the phrase and think that our role is to be one who is “inclined to find fault”. Our role is not to find fault; our role is to sieve information, separate different things which are provided to us and then make a judgement on how well the school is fulfilling its duty to our pupils. To do this well we need to arm ourselves with knowledge first. This is where CPD comes in. We need to equip ourselves with knowledge relating to the curriculum, assessment systems, progress data, finances, cohort characteristics, how various groups of pupils are performing etc. Once the board, as a whole, has this body of knowledge we can ask informed question and make judgements. In other words be the critical friend it is our job to be.

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.

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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.

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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.

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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.

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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.

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So, in summary,

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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.