Leading effective governance Paul Bennett Director – Primary School Leadership

1. Leading effective governance Paul Bennett Director – Primary School Leadership An executive agency of the Department for Education

2. Overview of the session • National College for School Leadership • Key functions and priorities for governing bodies • Training for chairs of governors • National Leaders of Governance • Reviews of governance • Questions

3. Aims of the National College • Enable leaders to lead school and system improvement in partnership with each other • Maintain the supply of high quality leaders for our schools and children’s centres and support leaders in identifying and developing the next generation • Improve the quality of leadership and, in particular, support leaders in improving teaching and closing achievement gaps for all groups

4. “School leadership is second only to classroom teaching as an influence on pupil learning” Leithwood et al, 2008 “Student achievement in a school almost never exceeds the quality of its leadership and management and improvements in performance almost never occur in the absence of good leadership.” Fenton Whelan, Lessons Learned, 2009

5. The major challenge: Achieving high standards for all Variation across schools: almost one third judged inadequate or satisfactory in latest Ofsted inspection (fig.1). Variation within schools: accounts for more than two thirds of the total variation in the English system and well above the international average (fig.2). OECD 2009 Fig. 1 Fig. 2

6. Drawing on the capacity of great teachers and leaders to drive wide-scale success: Across schools: “school-to-school support structures will become increasingly common and their effectiveness will be a critical determinant of school improvement.” Ofsted annual report 2010/11 Chains of Schools: The improvement in 5 A*-Cs between 2009-2011 for sponsored chains of 3 or more academies was 15.0 percentage points (pp) compared to 12.2 and 11.0 pp for standalone and chains of 2 academies, respectively. Sponsored chains of 3 or more now include nearly 350 academies National Support Schools are achieving well above average rates of improvement in their client schools at both primary and secondary level: Federations: It is those federations led by effective schools – with a focus on supporting improvement in other schools – that had by far the greatest impact on pupil outcomes when compared with other schools: A Study of the impact of federation on student outcomes, National College, 2011

7. As well as offering training and support for their alliancethemselves, Teaching Schools will identify and co-ordinate expertise from their alliance, using the best leaders and teachers to: 1. play a greater role in training new entrants to the profession 2. lead peer-to-peerprofessionaland leadership development 3. identify and develop leadership potential 4. provide support for other schools 5. designate and broker Specialist Leaders of Education (SLEs) 6 engage in research and development Role of Teaching Schools

8. “I see a very strong relationship between governorship and leadership and expect the College to take a key role in supporting chairs of governing bodies to make sure that they have the skills, knowledge and confidence to undertake their role. Chairs of governing bodies must be able to provide strategic direction; as a ‘critical friend’ to the headteacher and ensure accountability.” Michael Gove, Secretary of State To read the remit letter, please visit our website

9. There is growing consensus that high quality governance is crucial • To making the most of the time and energy of hundreds of thousands of dedicated volunteers; • As a key part of the system for holding head teachers to account for continued progress on education standards; • To realising the benefits of new Academy freedoms. 1

10. Our work to improve governance is based on 5 core objectives 1. Sharpen accountability • A new approach to governance by Ofsted and a robust response from DfE on underperformance 2. Promote re-constitution • Less central prescription on representation allowing stronger local focus on skills 3. Liberate and empower • A review of all rules and regulations to cut prescription while equipping governing bodies with good performance data 4. Support and inform • An expanded NLG and National College training offer, and better information so all governors understand their role 5. Clarify our expectations • A vision for the role of governance and the core functions of a governing body, and a compelling case for change 2

11. All governing bodies need the skills to carry out their demanding functions 2. Promote re-constitution Rationale Policy • Governing bodies / Academy Trusts best placed to determine appropriate constitution • Size can undermine effectiveness and productivity • Representation is key but can be secured e.g. via Parents’ Forums • Recruitment and training should focus on where skills are missing • New constitution regulations from Sept 2012 for maintained schools • Number of governors stipulated in regulations reduced from 9 to 7 • DfE funding to SGOSS who help recruit highly skilled new governors – new project to map how professional skills map into governing body context 4

12. Ensure clarity of vision, ethos and strategic direction Contribute to the school’s self-evaluation and understand its strengths and weaknesses Support and strengthen school leadership Use performance management systems, including the performance management of the headteacher, to improve teaching, leadership and management Ensure solvency and probity and that the financial resources made available to the school are managed effectively Operate in such a way that statutory duties are met and priorities are approved Engage with key stakeholders Use the pupil premium and other resources to overcome barriers to learning. OFSTED inspection of governance

13. Research and practice (from a range of sectors) tells us there are eight key ingredients to ensure governing bodies fulfil their role well: The right people round the table; Understanding the role & responsibilities; Good chairing; Professional clerking; Good relationships based on trust; Knowing the school – the data, the staff, the parents, the children, the community; Committed to asking challenging questions; Confident to have courageous conversations in the interests of the children and young people. National Governors’ Association Governing Body effectiveness

14. National College, Chairs of Governors development module • Designed to develop chairs’ knowledge, skills and understanding • of: • the role of the chair • effective governance • improving the school • Pilot delivery undertaken April to September 2012 • Module now available nationally via 12 licensed organisations

15. Leadership development training - licensees

16. A designation for system leaders in governance Highly effective chairs of governors who use their skills and experience to support chairs in other schools and academies Purpose is to increase leadership capacity to help raise standards so that improvements can be sustained First cohort NLGs were designated in April 2012 and are being deployed National Leaders of Governance (NLG)

17. Who can be an NLG? • Three years’ experience as a chair in the last five years, and still be a governor • Demonstrate how their leadership of the governing body has contributed to school improvement • Part of a good leadership team, and in a school with good and improving standards • Supported by their headteacher and governing body • Able to commit 10 – 20 days per year and prepared to travel when necessary

18. What qualities are expected of an NLG? Excellent leadership skills Understanding of governance in a changing educational landscape Consistent and appropriate support and challenge leading to improved school performance Excellent interpersonal skills, including the ability to develop a successful team and a strong working relationship with the headteacher Activity that drives school improvement Ability to use and analyse data to support school improvement

19. Raising school performance: raising standards and leading improvement understanding and interpreting school data including RAISEonline Providing support and challenge for the headteacher: providing more effective support and challenge to the headteacher developing the chairs’ relationship with the headteacher Governance process: developing the chairs’ leadership, effectiveness and confidence mentoring a chair to provide support through a particular process What might an NLG do?

20. System leadership Supporting other schools Engaging in national policy 72 NLGs designated in spring 2012 (from 123 applications) 62% primary, 32% secondary, 6% special one third with an education background, two-thirds non-education 75% of available NLGs are currently deployed Typical deployments are to schools in an Ofsted category where governance is weak Aiming for a further 100 NLGs designated by March 2013 Recruitment round for cohort 2 just closed Cohort 3 recruitment round early 2013 National Leaders of Governance

21. Ofsted and the National College are piloting external reviews of governance during Autumn 2012 Recommended for schools judged to be ‘requiring improvement’ following HMI-led inspections in Autumn 2012, and where governance is deemed to be ineffective In the pilot, the review will be supported by NLG or NLE A supported self-review will help the school explore options for improving governance.  Reviews of Governance after an Ofsted inspection

22. Key messages for Chairs of Governors • Provide support and challenge; • Be open to new ways of collaborating with other schools; • Investing in your own development may be just what the school needs; • Be proactive in the changing landscape rather than a victim.

23. “People of accomplishment rarely let things happen to them. They went out and happened to things.” Leonardo Da Vinci