Tag Archives: Board of directors

Major incidents matter; some questions for governors to consider/ask

A few months ago I attended a workshop on helping protect against and preparing for a terrorist attack. After the events in Manchester and London I thought it may help other governors if I shared the notes I had made at the workshop. These are my notes and should be read as just that. Do contact your local police for any specific advice you may need. During the workshop we discussed scenarios and came up with various questions we should be asking ourselves in order to prepare for any eventuality. These questions are an aid to start thinking of how prepared we are and what else we may need to do. There are no right or wrong answers as the answers to these questions will depend on your setting.

Classification of Levels of threat:

  • Critical: Attack expected immediately (issued for a short period of time as it’s difficult to maintain over a long period)
  • Severe: Attack is highly likely
  • Substantial: Strong possibility of an attack
  • Moderate: Attack possible but not likely
  • Low: Attack unlikely

Threats we face:

  • Mass casualty attacks.
  • There will probably be no warnings
  • Crowded places are more likely to be targeted
  • Attack may be through person or vehicle borne devises
  • Methods are constantly evolving

Places attractive to terrorists:

These are places where they can blend in, places where they can predict procedures, public places. Schools are all of the above. We need to assess where we are most vulnerable. We need to be able to prevent people coming in, protect the items we work with being used (like chemicals in our labs) and prevent our reputation being our greatest risk.

Scenario: There’s been an attack in the town centre. What will you do?

  • How will you know there has been an attack in your town centre? Can you share information quickly with other local schools? Is there a television in the school which is on all the time and tuned to a news channel? Police will have other priorities and informing schools will not be at the top of their list.
  • What is our responsibility to students/staff who may be out of school? Can we check if they are ok? Do we have the capability to do this?
  • What will we tell parents who may call the school having heard of the incident?
    Have a holding statement ready, something along the lines of: “Yes, we are aware that an incident has taken place. We are in the process of assessing the situation and will put updates on the website”.
  • Put information on the website.
  • Put a pre-recorded message on the phone, something along the lines of: “Yes we know about the incident. We are taking steps to ensure that our students and staff are safe. Please look at the website for further updates.”
  • Consider lockdown. Are we able to lockdown our establishment? Primary schools may be able to do this more easily than secondary ones. If we do have a lockdown then will students who are off site be able to return?
  • How will you inform staff who are in different classes/places?
    One attendee told us about a new system in her school. There are speakers in every room. There is a central button which is pressed and the announcement is made through the speakers. The message is a pre-recorded one. In her school the message is, “Will all staff please respond to a Code Blue”. The staff have practised this and know how to respond. Another option is to use a klaxon. Newer fire alarm systems have different broadcasts which can be used
  • Whose responsibility is to put out the message? Is it head alone? What training have the staff received?
  • How will staff communicate the message to the students in the class?
  • Do you have a media person whose responsibility it would be to respond to the media?
  • Consider having a “Decision Log” which would record all the steps taken. This may be of great importance, especially if decisions are challenged at a later date.
  • Remember mobile phones may go down. Landlines usually hold
  • Responsibilities which used to fall to the LA now fall to the Board of Trustees, so make arrangements to inform them. They may even deal with the media for you.

Scenario: After the incident in the town centre a car drives into school, hits a wall and explodes. What will you do in this situation?

  • COSH: Are your chemicals in danger of exploding?
  • Are there casualties? If these are taken to the hospital then will a staff member go with them?
  • Make 999 call. There should be one person whose responsibility it is to make the call. He/she then comes back and reports that the call has been made. Tell them which services you need. Make sure you give as much information as you can. For example: A car has driven into school and exploded. There is a burst water mains and electric cables are down. Building is probably unstable. The main access in blocked but you can come in through the alternate route which is xxx. There is a fire in the science block which is located xxx (they won’t know where your science block was).
  • Don’t put your safety at risk. It’s human nature to go to help. Don’t become a victim and help others only if it’s safe for you to do so. Assess the scene. Remember SAD CHALETS:
    Survey, Assess, Disseminate-Casualties, Hazards, Access, Location, Emergency Services (required), Type of incident, Safety
  • It may take 10-15 minutes for the police to arrive as they will be dealing with the incident in the town centre. Ambulance will take longer to arrive
  • If possible give a map of the site to the emergency services when they arrive
  • This is a major incident. Are your first aid boxes enough to deal with this situation? Consider having few “Major Incident First Aid Kits” on the site.
  • If you are the person who is surveying the site then deputise someone else to ring 999 and ask him/her to come back and tell you that the call has been made
  • What if your chain of command has been taken out/is unable to respond? Who takes over?
  • 90-95% of injuries in a blast are due to flying glass.
  • Effects of blast
    • Blast wave
    • Fire wall
    • Brisance (shattering)
    • Primary fragments
    • Secondary fragments
    • Ground shock
  • Look at what type of glass there is in your building. Laminated glass holds and reduces casualties
  • If you are planning an invacuation area (where you would go in a lockdown), then it may be an idea to get a blast engineer to evaluate the area and asses suitability

Scenario: Automatic weapons

  • Intel says an attack with automatic weapons in unlikely in the UK.
  • More likely is an attack with a bladed weapon or a single shot weapon
  • Things to consider:
    • What cover is available to you (a) from view (b) from fire? Steel work is obviously better as cover from fire but you will have to do what you can with what you have (“when you’ve got no choice, then that’s your choice”).
    • Government advice is to Run, Hide, Tell
    • Assess your school
      • Can you run with 30 students?
      • Is there a good place to hide?
      • Can your access controls keep people out?
      • When police arrive, follow their orders/instructions immediately. Don’t give them reason to suspect that you are one of the “bad guys”

Other points to consider:

  • Do you have an emergency plan which deals with the above?
  • Are all staff aware of the plan? Have they had training/drill?
  • Do you have a prepared holding statement?
  • Do you have a designated person to contact the emergency services?
  • Do you have a designated person who will deal with the media?
  • Have you thought about how to deal with staff/students who may be off site if you have a lockdown?
  • Do you have means of contacting every classroom and every place on your site where you may have staff and students?
  • How/what will you tell the students?
  • If you have casualties who have to be taken to the hospital then will a staff member go with them?
  • Are your first aid boxes enough to deal with this situation?
  • What if your chain of command has been taken out/is unable to respond? Who takes over?
  • What cover is available to you (a) from view (b) from fire?
  • Do you have a major incidents kit, Hi vis jackets for chain of command?
  • Is there a map of the school for emergency services that includes where equipment is contained?

Further reading:

Two guides produced by the National Counter Terrorism Security Office (NaCTSO) and London First are worth reading. These are ‘Secure in the knowledge’ and ‘Expecting the unexpected’. Both are downloadable free of charge

Expecting the unexpected:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/61089/expecting-the-unexpected.pdf

Secure i the knowledge:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/62327/secure-in-the-knowledge.pdf

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Governance matters at the #EducationFest


One of the biggest events on the edu conference calendar is back. The Telegraph Festival of Education is being held on the 22nd and 23rd of June at Wellington College. This will be third year I will be attending the Festival and to say I’m very excited would be an understatement!

The two day programme is jam-packed with educational goodies. There’s something for everyone. For the first time this year there is a dedicated SEN strand curated by Jarlath O’Brien, Headteacher, Carwarden Community School. There will be a wonderful researchED all day event. Dr David James and Ian Warwick have curated a full day session on World Class: Tackling the ten most important challenges facing schools today” which promises to be amazing. WomenEd and BAMEed are also well represented. There will be a chance to hear from the likes of Sir Roger Scruton, Dr Becky Allen, Sean Harford, Prof Rob Coe, Christine Counsell, Tom Bennett, Martin Robinson, Katharine Birbalsingh, Sir David  Carter, Daisy Christodoulou, Tarjunder Gill, Vic Goddard, Stuart Lock, Tom Sherrington, Loic Menzies, Carl Hendrick and many, many more. However, the thing I’m most excited about is, obviously, the governance strand.

I’m grateful to the organisers that they have, again, given a platform to governors. I am very lucky that I will be taking part in one of these sessions. This is a panel discussion on “Governance in the 21st Century“. With more and more schools joining multi academy trusts governance looks very different than it did twenty or even ten years ago. Schools are expected to be outward facing and boards and schools are expected to collaborate. Boards are expected to be increasingly skilled based.  This session hopes to explore how governors continue to hold schools to account as well as provide support while facing these challenges themselves. To discuss these issues, I will be joined by the following people who bring a wealth of governance experience.

Pat Petch OBE has been a school governor for over 30 years – but not all that time was spent at the same school! Pat has extensive experience of school governance.  She has been a governor at a nursery school and an adult college and most descriptions of school in between. More recently Pat has chaired three Interim Executive Boards resulting in schools moving out of special measures and now flourishing. This experience proved to be both extremely challenging and very rewarding. Pat was a member of the steering group that set up the National Governors’ Council (now the NGA) and chaired it for four years. She was awarded an OBE in 1999 for services to education. She is now an independent education consultant and delivers support for schools and governor training courses in various London Boroughs.

Jo Penn 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 offering support to other chairs and governing bodies. In 2013 Jo co-founded @UkGovchat on Twitter, bringing governors from around the country together in weekly chat sessions for mutual challenge, support and development. She is an occasional blogger at Challenge, Support and All That Jazz

Steve Penny has been a governor for some six years, and Chair for the last two, at a single convertor academy girls’ school, that admits boys into the Sixth Form.  Steve is an Engineering Ambassador and a STEM UCAS tutor for the Social Mobility Foundation having completed a further degree with the OU which included experience of teaching in secondary schools

Su Turner is an experienced parent and LA governor in both primary and secondary schools, and is currently chair of a secondary academy.  Su’s recent national work has allowed her to work with the National Schools Commissioner and other senior education leaders to debate topical issues such as local accountability for education, and the changing role of councils. Su is Founder and Director of Insight to Impact Consulting Ltd – a governance improvement consultancy. So, do come and join us and take part in the discussion.

The other governance sessions are:

Does size matter? The growth of multi academy trusts”. This panel discussion will look at the need for good governance in MATs of all sizes and different ways that this can be achieved. It will also consider how governance structures and processes need to be adapted depending on the size and needs of the MAT. The panel consists of Jon Coles, Chief Executive of United Learning, Emma Knights, CEO of NGA, Roger Inman, Head of Education Department at Stone King, and Liz Holmes, Vice Chair of the Board of Faringdon Academy of Schools (a community MAT in Oxfordshire). The panel will be chaired by Katie Paxton-Dogget who is a governance specialist and author of “How to run an Academy School”. 

Challanges of school governance in 2017 pesented by Emma Knights, CEO of National Governance Association. 

The programme for both the days can be viewed here. If this has whet your appetite then tickets are still available and can be booked using this link (there’s even a special rate for governors!).

@ICSA_News and House of Lords’ Select Committee report matters

ICSA: The Governance Institute is the professional body for governance with members in all sectors. They work with regulators and policy makers to champion high standards of governance and provide qualifications, training and guidance. Below is their article discussing the House of Lords’ Select Committee’s report concerning the revised Governance Code. I thought this article would be of interest to academy trustees too so I am reproducing it here with their permission. The original can be accessed using this link.

ICSA: The Governance Institute welcomes the supportive and helpful report that the House of Lords Select Committee on Charities has published today, especially its support for the revised Governance Code for Charities that aims to improve governance in the charity sector and ensure that charities and their stakeholders focus more effectively on the needs of beneficiaries.

‘The report is particularly timely as it will form part of a trio of governance and regulatory recommendations coming from it, the code and the Law Commission review due in the summer,’ says Louise Thomson, Head of Policy (Not for Profit) at ICSA: The Governance Institute. ‘We particularly welcome the Committee’s positive comments on the draft governance code, which we have helped to author and which we believe will bring substantial benefits to the charity sector.’

Welcome recommendations in the Select Committee’s report include:

  • Support for the revised code and the Charity Commission’s decision to refer to it as the benchmark for governance in the charity sector
  • Regular skills audits of trustee boards. Annual audits for large charities
  • Greater emphasis on trustee induction
  • Board diversity
  • Time limits on trusteeships
  • Regular board reviews. For large charities, this should be annual
  • Good governance reporting, for example charities including a statement in their annual report that they follow the Governance Code for Charities, or a similar specialist governance code relevant to their work, and report any actions taken in light of the code
  • Stakeholder feedback: the provision of regular information to stakeholders that enables them to measure the charity’s success in achieving its purposes.

‘All of the above are important considerations and will help to strengthen governance within the sector. Regular skills audits are essential as they are the primary way that charities can ensure that trustees have the necessary capabilities to undertake their vital governance role. With specific regard to the Committee’s suggestion of a template for inductions and free access for smaller charities, we have guidance on this which smaller charities are welcome to access.

‘ICSA actively supports governance in the sector and welcomes opportunities to work with partners to further enhance understanding and the application of good governance in all sizes of charities,’ adds Louise.

SEND Governor matters

I was invited to the launch of the Driver Youth Trust report, Through the Looking Glass. There were interesting presentations followed by a panel discussion. During the panel discussion StarlightMcKinzie asked a very important question, “Shouldn’t all governors be governors of SEND?” The short answer is yes. All governors should be clear that their role is looking after the interests of ALL the children and hence they are all governors of SEND too. However, many governing bodies do have a designated SEND governor. The Department for Education’s SEND Code of Practice states

6.3 There should be a member of the governing body or a sub-committee with specific oversight of the school’s arrangements for SEN and disability. School leaders should regularly review how expertise and resources used to address SEN can be used to build the quality of whole-school provision as part of their approach to school improvement.

Legally there is no requirement for a particular governor to take on the role of SEND governor. What must happen is oversight, review and monitoring of the SEND provision. The governing body (GB) decides how best to do this. Many GBs decide to appoint a SEND governor who then reports back to the GB. This, in my view, is a good way to function. The advantages of having a named SEND governor are

  • One named person takes the lead and ownership and then reports back to the whole GB
  • There are many areas which the GB needs to monitor and for all of these areas school visits will form an integral part of the monitoring. Having named governors for these areas means that the
    • Work load is divided and few governors do not end up doing all the tasks. As governors are volunteers this is essential so that their time is utilised effectively
    • Having one governor “look after” SEND means that one governor is then “accountable” for monitoring. This ensures that SEND doesn’t get neglected because everyone assumed someone else would do it
  • The SEND governor would, as part of the monitoring visits, meet with the SENDCo. One named governor performing the role of SEND governor means that the SENDCo can develop a professional relationship with that person. This would be difficult if different governors came into school to have conversations with the SENDCo
  • Because these monitoring visits would be arranged between two people, the SEND governor and the SENDCo, it would be easier for them to schedule regular visits as only two diaries need to be consulted. Different people coming in to meet the SENDCo would be more difficult to arrange than just one governor visiting. Having more than one person coming in may also increase the workload of the SENDCo as different people may want to focus on different things and also lead to duplication
  • Governors should attend training which would help them to function effectively. Having one named governor taking on the role of SEND governor means that there are more chances of this governor attending relevant training/briefing.
  • Different governors bring different skills to the boardroom. The GB may be lucky enough to have someone with a good understanding of SEND issues or someone who is interested enough to attend training/briefings/read research so as to become well informed of SEND issues. Giving this governor the role of SEND governor means that the GB is utilising the skills available to it effectively

Though having one named governor is, in my opinion, a good way to monitor and evaluate the SEND provision, the GB must ensure that ALL governors are aware of the issues and take responsibility for the SEND children. This is done by ensuring there is regular reporting by the governor and SENDCo and that SEND is a regular item on the agenda. At the end of the day although having one named governor is an efficient way of performing the role, the GB is a corporate body and the responsibility is a corporate responsibility.

Some other points to consider:

  • It may be better not to take on this role in the school your child attends if you are the parent of a SEND child
  • The SEND governor should have frequent meetings with the SENDCo (perhaps termly so that the GB has reports to consider at every meeting).
  • It would also help if the SEND governor could also meet with the pastoral team in order to get acquainted with the complete picture of the support available to SEND children

Are there any other points which should be added to the above?

Principles and personal attributes which individuals bring to the board matter

Governance is coming under increasing scrutiny and rightly so. Every school deserves to have a good governing body and a governing body can only be as effective as the people serving on it. Below are some of the attributes that people serving on trust boards and local governing bodies (LGBs) should have.

Seven principles of public life; Nolan Principles

It is essential that school leaders (be they trustees, heads, SLT, people serving on LGBs) live by the seven Nolan Principles of Public Life.

  • Selflessness

    People serving on public bodies should act only in the interest of the public. In the case of people involved in governance they should ensure that they serve the interest of the school, students and the school community.

  • Integrity

    They must not place themselves under obligation to anyone who may influence them. They must act in the interest of the school and not take decisions in order to gain personal benefit.

  • Objectivity

    They must act fairly, without bias, not discriminate, and must base decisions on evidence.

  • Accountable

    They must understand that they are accountable for the decisions they take. Trustees and people serving on LGBs in MATs should understand that the trust board is the accountable body.

  • Openness

    They should act in an open and transparent manner. They should not withhold information from the public unless there are sound and lawful reasons to do so.

  • Honesty

    Honesty and truthfulness are essential characteristics for anyone involved in governance.

  • Leadership

    They should lead by example and challenge poor behaviour.

Seven “C”s from the Competency Framework for Governance

The recently published Competency Framework for Governance lists the following attributes which those involved in governance should have.

  • Committed

    They should be committed to doing the best that they can. They need to be committed to their development. The need to commit time and energy to the role. This will involve attending meetings well prepared and carrying out that they’ve been asked to do.

  • Confident

    They need to be confident enough to act independently, have courageous conversations and take part in discussions by expressing their opinions.

  • Curious

    They should be able to ask questions and be analytical.

  • Challenging

    They should not accept data at face value. They should be able to ask challenging questions in order to bring about school improvement.

  • Collaborative

    They should be able to work in a collaborative manner with the rest of the members of the governance team, head, senior teachers, parents, students and community.

  • Critical

    They should understand their role of a critical friend. They should be endeavour to improve their own performance as well as the performance of the whole team

  • Creative

    They should be able to be creative while solving problems, try new approaches and be innovative thinkers.

Other attributes

  • Provide challenge and support

    They should understand what is meant by support as well as challenge and be prepared to provide both. Many people find the challenge bit of the job hard, but that is the most important bit! Many people think that the word challenge means you have to be confrontational. That is not the case. Challenge just means asking the right questions to get all the information you need to perform your job.

  • Pull their own weight

    Governance is a huge and complex undertaking. Every member of the board should do his/her fair share of the work. The right governor will volunteer to do some of the tasks that have to be done. This may be monitoring visits, learning walks, attending school events and taking up a specific role (such as the SEN Governor).

  • Understand difference between strategic and operational

    They should understand the difference between being strategic and operational. The right governor is one who can be described as “eyes on, hands off” or “strategically engaged, operationally disengaged”.

  • Team player
    The governing body is a corporate body and each and every member needs to understand this. Governors should understand that

    (a) They cannot do anything they have not be delegated to do
    (b) Once a decision has been made, then that is the corporate decision and governors need to abide by it. They are allowed to express their opinion (and should!) during the discussion stage. Once a decision is reached, even if that wasn’t their preferred option, they have to abide by it and carry it through.

  • Not afraid to speak up

    They should be able to speak their mind. They should be able to bring up a difficult topic during a meeting and only during a meeting! This goes hand in hand with the point (b) I made above. If they feel strongly about something they should be able to speak up at the meeting. If the other members don’t agree then they should accept it and not carry on the conversation outside the boardroom.

  • Manage conflicts of interest

    They should be able to recognise and manage conflict of interests. There will be times when there will be conflicts of interests. The right governor is one who can recognise when these situations arise and knows what to do when this happens.

  • Understand duties

    They should understand and fulfil their statutory duties. They should understand their responsibilities under equality legislation. Academy Trustees should understand that they have duties under the Company Law and Charity Law.

The above is by no means an exhaustive list. I’m sure you can add more to the list so please do because for good governance getting the right people around the table matters. It is also important to remember that it’s not necessary that everyone will have these skills when they join. As long as you are willing to learn and develop these skills, you will be an effective governor.

I’ve made a Powerpoint presentation based on the above.

Multi Academy Trusts matters; Education Select Committee Report 

At midnight tonight (28th Feb 2017) the Education Select Committee published its report into the inquiry examining a range of issues relating to multi-academy trust accountability and governance structures. The report also looks at characteristics of successful trusts and the Government’s plans for future expansion.

The Report can be read here.

Evidence given by Lord Nash, Parliamentary Under-Secretary of State for the School System, Department for Education, and Peter Lauener, Chief Executive, Education Funding Agency. Oral Evidence Watch the session.

Evidence given by Jennifer Bexon-Smith, Regional Schools Commissioner, East Midlands and the Humber, Rebecca Clark, Regional Schools Commissioner, South West England, and Janet Renou, Regional Schools Commissioner, North of England. Oral Evidence   Watch the session

Evidence given by Dr Melanie Ehren, Reader in Educational Accountability and Improvement, UCL Institute of Education, Professor Merryn Hutchings, Emeritus Professor, Institute for Policy Studies in Education, London Metropolitan University, Natalie Perera, Executive Director, and Karen Wespieser, Senior Research Manager, National Foundation for Educational Research; Paul Barber, Director, Catholic Education Service, Reverend Steve Chalke, Founder, Oasis Community Learning, Andrew Copson, Chief Executive, British Humanist Association, Reverend Nigel Genders, Chief Education Officer, Church of England Education Office, and David Wilson, Director, Freedom and Autonomy for Schools, National Association Oral Evidence   Watch the session.

Department for Education-Written Evidence

Jamie Reed MP Written Evidence

Philip Kerridge Written Evidence

Competency framework matters; personal attributes of effective governors

The Competency Framework lists personal attributes which governors should bring to the board in order to ensure effective governance. I have previously posted slides which detail the competencies needed by all governors, by chairs and by at least one person on the board. Below are slides dealing with the personal attributes of effective governors.