Berwick Governors

1. Berwick Governors BeccyEarnshaw SCHOOLS NorthEast The future of our region is in schools

2. Unique – no other region has a network • Established 2007 • Board 28 Head Teachers all sectors & phases • Patron Lord Puttnam • Small team • Link schools to region’s economic & social development • Common purpose and collaboration • Inclusive and independent Background

3. Provide strategic voice + influence • Focus on specific regional issues • Create channel to facilitate innovation, large scale projects and additional funding • Facilitate sharing intelligence & experiences • Connect you to each other and external organisations for mutual support What we do

4. Your network: driven by your needs and interests

5. Mixed picture – large variation area to area • Shake up producing new collaborations/partnerships • Trusts/federations • Academy conversions • Forced academisations • Academy chains/sponsors • LA collapse - squeezed middle • Concerns about impact of funding – rural schools, small schools, 6th forms, nurseries • Demographics State of the region

6. Impact of poor economic health of communities • Pupil premium • Free schools • Ofsted ratings + new regional set-up • School to school collaboration • Teaching Schools • SchoolDirect /TeachFirst • Curriculum changes • Headline issues: narrowing gaps/transition/the Tail/school readiness/progression State of the region

10. International comparators - OECD • Autonomy and accountability • Competition/innovation • Raise standards .. ‘rigour’ • Improve teacher quality • Reduce bureaucracy • Behaviour and attendance • Improve social mobility • Survival of the fittest • Increase efficiency • Austerity The changing educational landscape: drivers

11. Uncertainty • Opportunity • Fragmentation or new collaborations • Funding concerns/budget squeeze • Greater focus on data and new measures to understand • Reduced external support • Big questions and tough decisions • Increased accountability - Ofsted • Increased workload The changing educational landscape: Implications

12. Michael Gove on Governors 1 • “School governors are the unsung heroes of our education system. They are one of the biggest volunteer forces in the country, working in their spare time to promote school improvement and to support head teachers and teachers in their work. To date, governors have not received the recognition, support or attention that they deserve. • We will put that right.”

13. Michael Gove on Governors 2 • "A sprawling committee and proliferating sub-committees. Local worthies who see being a governor as a badge of status not a job of work. • Discussions that ramble on about peripheral issues, influenced by fads and anecdote, not facts and analysis. A failure to be rigorous about performance. A failure to challenge heads forensically and also, when heads are doing a good job, support them authoritatively."

23. What are my legal duties? (1) GB has general responsibility for the conduct of the school with a view to promoting high standards of educational achievement Governors should act at all times with honesty and integrity and be ready to explain their actions and decisions to staff, pupils, parents and anyone with a legitimate interest in the school. GB must exercise its functions with a view to fulfilling a largely strategic role in the running of the school. It should establish the strategic framework by: setting aims and objectives for the school adopting policies for achieving those aims and objectives setting targets for achieving those aims and objectives.

24. What are my legal duties? (2) • The GB should monitor and evaluate the progress of its strategy and regularly review the framework for the school in light of that progress. • The GB should challenge and support the school acting as a “critical friend”. • The GB should offer support and constructive advice and should not be deterred from questioning proposals and seeking further information to enable them to make sound decisions.

25. What are my legal duties? (3) The head teacher and GB work in close partnership. Most of the statutory duties placed on governing bodies should be delegated to head teachers, allowing governors to focus on educational attainment and other significant issues facing their school.

26. What are my legal duties? (4) • Most significant duties that cannot be delegated to the head teacher are:- • major changes in the way the school is organised e.g. academy, trust status • the organisation and operation of, and delegation by, the GB and • appointing the head and any deputies.

27. “Governing bodies should be the key strategic body in schools, responsible for the overall direction that a school takes. In that respect, governors are also therefore the key body for school improvement” (Lord Hill)

28. Good governor "Good governors focus on the big issues: the quality of teaching, the progress and achievement of their pupils, and the culture which supports this. “The best governing boards get the balance right between support and challenge. They ask the right questions, whatever school they’re in."

29. Bad governor Poor governance focuses on the marginal rather than the key issues. In other words, too much time spent looking at the quality of school lunches and not enough on maths and English. In the worst cases, governors can be rather like the jury that was dismissed from a high profile trial last week: ill-informed and not able to make good decisions."

30. Ofsted calling… “The lead inspector had obviously done her homework from the School Improvement Plan and Development Plan. She knew all about our committee structures and had read previous minutes.All of the questions were very focused and probing, and she wanted to know what the evidence was to support our answers and where it was kept. She also wanted to hear specifics as opposed to generalisations.The emphasis was on demonstrating that we are critical friends, questioning rather than accepting what we are told.”

31. The characteristics of strong governing bodies demonstrated in recent reports • They understand their role and how it complements that of the headteacher. • They have a range of skills that brings something extra to the school and to develop a strategic vision. • Technical knowledge – of education, data, statutory responsibilities and performance management in particular. • They want to see and hear from middle and senior leaders about their work - and challenge them on it. • They have the skills and time to be a visible presence in the school. • They set challenging targets for performance at all levels, including in achievement, teaching and senior management work. • They can form their own analysis of the school’s performance without relying on the headteacher. • Because of all these they are ‘exceptionally well informed’ about their school.

32. Common issues with governance noted in inspection reports (taken from grade 3 reports) • Issues identified in inspection reports included: • not ambitious about expectations • lack of a critical friend approach • over-reliance on information from the headteacher • lack of systematic visits to school • lack of engagement with school development planning • limited role in monitoring, and none of it ‘independent’ • limited understanding of data and school quality.

33. 5 core functions of Governors 1. Ensure clarity of vision, ethos and strategic direction 2. Hold executive accountable for standards against benchmarks 3. Ensure solvency and probity 4. Ensure leadership complies with statutory regulations 5. Engage stakeholders

34. Governing in uncertain times

35. Question 1 Can we do nothing?

36. Question 2 What should we do?

37. Depends on where you are…

38. And… And where you want to be…

39. Consider Are we fit for purpose?

40. Consider How do we do more with less?

41. Consider How do we accelerate improvements in our schools?

42. Consider How do we protect and develop what we value?

43. Consider How do we become the drivers not the driven?

44. Consider How do we make the most of our assets and expertise?

45. Consider How do we meet the needs of our students now and in the future?

46. Consider Who can help us on our journey?