NEW GOVERNOR David Marriott

for BANES
Governor
INDUCTION Support
 WHAT WE’RE GOING TO COVER

 Brief overview: purpose, roles and features of effective

governance
1. Strategic leadership: setting and championing vision, ethos
and strategy
2. Accountability: driving up educational standards and
financial performance
3. People: the right skills, experience, qualities and capacity
4. Structures: reinforcing clearly defined roles and
responsibilities
5. Compliance with statutory and contractual requirements
6. Evaluation: monitoring and improving the quality and impact
of governance
MAINTAINED SCHOOLS AND ACADEMIES

 LA Maintained  Academies (5800) are

‘independent’ state
schools (16200) are
schools
those funded by the  funded by and
local authority accountable to the
 community Secretar y of State
 charitable companies
 foundation
limited by guarantee
 voluntary aided  have an Academy Trust
 voluntary controlled which is responsible for
the school’s land and
assets
 expected to support
another school or schools
 A QUICK HISTORY LESSON

 A group of independent trustees

who scrutinise the teaching and
progress of scholar s , the quality
of food provided and correct and
reform anything needing
correction or reform

 The Education Act provides for

ever y school to have a body of
local people to represent the
public interest in its af fair s

 Governor s have responsibility at

policy making level…the power s
belong to the governing body as a
whole…the individual governor
has no power to make decisions
or take action
 PURPOSE AND FUNCTIONS OF GB

Purpose:
to ‘conduct the school with a view to promoting high
standards of educational achievement at the school’
Core functions:
 ensuring clarity of vision, ethos and strategic
direction
 holding the headteacher to account for the
educational performance of the school and its
pupils
 overseeing the financial performance of the school
and making sure its money is well spent
6 KEY FEATURES OF EFFECTIVE GOVERNANCE

Six key features Aspect

Strategic leadership that sets and champions Core pillars of role
vision, ethos and strategy and purpose
Accountability that drives up educational
standards and financial performance
People with the right skills, experience, qualities Organisation
and capacity
Structures that reinforce clearly defined roles and
responsibilities
Compliance with statutory and contractual Improving
requirements governance quality
Evaluation to monitor and improve the quality and
impact of governance
 VITAL DOCUMENTS

 For all schools: Governance Handbook and

Competency Framework (DfE, January 2017)
 https://www.gov.uk/government/publications/gove
rnance-handbook
 For an academy: Articles of Association
 A GOVERNOR’S DILEMMA

As a new parent governor, you take your daughter to

school every day and collect her at home time. Other
parents see you as ‘their’ governor.
One group of parents is very unhappy that their
children’s teacher has gone off on maternity leave and
has been replaced by a temporary and newly qualified
teacher (NQT). They feel that their children’s progress
is being impeded because the new teacher isn't as
good as the previous one.
They want you to sort the situation out for them.
What do you do?
 PART 1: STRATEGIC LEADERSHIP

 Setting and championing vision, ethos and strategy

 Succession planning
ONLY CONNECT…

Strategy

Vision

Mission Values
or and
purpose ethos
 VISION

 ensure the school has a clear vision, usually

recorded as a written vision statement
 should include ambitions for:
 current and future pupils
 the school’s relationship with other schools
 should set out the level of ambition they have for
future growth (MATs)
 EDUCATION TRENDS

 decline of the LA; expansion of academies, academy

chains and free schools; Regional Schools
Commissioners
 collaboration vs competition – new models of school
leadership and organisation – school to school
support
 recruitment and retention of teachers and heads;
succession planning
 demographics – the numbers game; parental choice
and influence
 reducing budgets and implications of a common
funding formula
 changes to and impact of technology
 IMPENDING LEGISLATION

 White Paper “Educational excellence everywhere”

March 2016
 Consultation paper “Schools that work for everyone”
September 2016 (consultation ends this month)
 Proposed “Education for all” bill ditched 27 Oct
 White Paper early in 2017?
 Education Bill spring/summer 2017?
 STRATEGY

 make sure there is a strategy in place for

achieving the vision
 provide a robust framework for setting priorities,
creating accountability and monitoring progress
in realising the school’s vision
 focus on significant strategic challenges
 school improvement actions should be contained
in a separate school improvement plan (SIP)
 avoid unnecessary detail and peripheral issues
 SIP should be a practical and powerful tool for
facilitating the Board’s core business
 THE SCHOOL IMPROVEMENT CYCLE
Governors’ Agenda
- GB meetings
Step 2: Step 3: - committees Step 1:
- visits
School
VISION and
NOW Development STRATEGY
Plan Head’s
Reports
Self Where do we
Action Head Teacher
Evaluation want to be?
plans Performance
The school’s How are we
What are we objectives
strengths & going to get
weaknesses; going to do there?
opportunities & to get to the
vision? Budget
threats
= Our agreed
improvement Resources
priorities
 ETHOS

 set and safeguard a school ethos of high

expectations of everyone in the school community
 include high expectations for:
 the behaviour, progress and attainment of all pupils
 the conduct and professionalism of both staff and
governors
 ensure consistent reflection in policies and practice
 IN YOUR SCHOOL…

 What’s in place?  What’s your

 Vision statement involvement?
 Values/ethos
statement
 Self-evaluation report
 Medium to long term
strategic plan
 School development
or improvement plan
 MONITORING

 Allocate actions in the plan to named governors

 Traffic light system?
 Agree dates for monitoring
 Report back to relevant committee
 Chair takes overview, with Head
 Take action as required…
 EVALUATION

 Formal process – governors’ day?

 Key questions:
 Did we achieve what we set out to achieve?
 If not, why not?
 Assess significance
 Excuses or explanations?
 What goes into the next plan?
 Assess progress towards medium-term plan
 PART 2: ACCOUNTABILIT Y

 Driving up educational standards and

financial performance
 DEFINING ACCOUNTABILITY

Be accountable for Give an account

 School performance  To parents and the
 GB’s actions community
 To Ofsted
Take account of  To the sponsor
 Performance data  To the Trust
 Feedback from  To Companies House
stakeholders  To the Secretary of State
 Self-evaluation for Education
 GBS AND HTS

 Headteacher  Governing Board

 Internal organisation,  Support and
management and strengthen leadership
control  Hold leaders to
 Implement strategic account
framework established  Strategic, not
by GB operational
 Should welcome  Intervene if necessary
strong governance
 KEY QUESTIONS

 Which groups of pupils are the highest and lowest performing,

and why? Do school leaders have credible plans for addressing
underperformance or less than expected progress? How will we
know that things are improving?
 How is the school going to raise standards for all children,
including the most and least able, those with special
educational needs, those receiving free school meals and those
who are more broadly disadvantaged, boys and girls, those of a
particular ethnicity, and any who are currently underachieving?
 Which year groups or subjects get the best and worst results
and why? How does this relate to the quality of teaching across
the school? What is the strategy for improving the areas of
weakest performance?
 Is the school adequately engaged with the world of work and
preparing their pupils for adult life, including knowing where
pupils go when they leave?
 KEY QUESTIONS

 How is the school ensuring that it keeps pupils safe from, and
building their resilience to, the risks of extremism and
radicalisation? What arrangements are in place to ensure that
staff understand and are implementing the Prevent duty?
 Are senior leaders including (where appropriate) the CEO and
finance director getting appropriate CPD?
 Does the school have the right staff and the right
development and reward arrangements? What is the school’s
approach to implementation of pay reform and performance-
related pay? If appropriate, is it compliant with the most up to
date version of the School teachers’ pay and conditions
document? Is the school planning to ensure it continues to
have the right staff?
 KEY QUESTIONS

 Have decisions been made with reference to external evidence,

for example, has the Education Endowment Foundation (EEF)
Toolkit been used to determine pupil premium spending
decisions? How will the board know if current approaches are
working and how will the impact of decisions and inter ventions
be monitored using appropriate tools such as the EEF DIY
evaluation guide?
 Are teachers and support staf f being used as effectively and
ef ficiently as possible and in line with evidence and guidance?
 To what extent is this a happy school with a positive learning
culture? What is the school’s record on attendance, behaviour
and bullying? Are safeguarding procedures securely in place?
What is being done to address any current issues, and how will
it know if it is working?
 KEY QUESTIONS

 How good is the school’s wider offer to pupils? Is the school

offering a good range of sports, arts and voluntary activities?
Is school food healthy and popular?
 Is the school encouraging the development of healthy, active
lifestyles by using the PE and sport premium for primary
schools to fund additional and sustainable improvements to
the provision of PE and sport?
 How effectively does the school listen to the views of pupils
and parents?
USING DATA FOR SCHOOL IMPROVEMENT
Look in:
what are the
characteristics of our
pupils as learners?
Look back: Look forward:
what did we do how can we use the
well? What could
we have done DATA information to
improve our
better? practice?

Look out:
what do other schools
achieve with pupils
similar to ours?
National College for Teaching & Leadership
 SOURCES OF INFORMATION

Historical: Current:
 Fischer Family Trust  Self-evaluation
governor dashboard  Pupil tracking data
 School comparative (anonymised)
performance tables  Headteacher’s report
 EEF families of  Performance
schools database management reports
 Value Added (VA) data  Progress reports on
– RAISEonline and our plans
Inspection dashboard  Feedback from
 Ofsted report
stakeholders
 Our school visits
 FFT GOVERNOR DASHBOARD

http://www.nga.org.uk/Search.aspx?searchtext=govern
or+dashboard&searchmode=anyword
 Primary and secondary governor versions
 Briefing guides
 E-learning modules
 Video demo
 SCHOOL PERFORMANCE TABLES

 www.gov.uk/school-performance-tables
 a reliable and accessible source of comparative
information on pupil progress and attainment
 present this information alongside wider contextual
data including Ofsted judgements, absence, workforce
and finance data, presenting users with a wider
understanding of the setting in which schools are
operating
 Primary performance tables – Mid-December 2016
 Secondary performance tables – January 2017
 16-18 performance tables – January and March
2017
 EDUCATION ENDOWMENT FOUNDATION

EEF Families of Schools database

a tool to help facilitate collaboration between
schools facing similar challenges to help them learn
from one another.
https://educationendowmentfoundation.org.uk/reso
urces/families-of-schools-database/
 RAISEONLINE 2017

 https://www.raiseonline.org/login.aspx?ReturnUrl=%2f
 Entirely new format
 KS2 scores are measured on a ‘scaled score’ – 100
is national average
 Progress is now king
 All measures look at both all pupils, and at
disadvantaged (and a range of other groups of pupils
such as EAL, SEN etc.)
 Note importance of prior ability groups – LAPS,
MAPS and HAPS (lower, middle and higher)
 ‘Significance’ shown by coloured shading or outlining
 INSPECTION DASHBOARD

 shows at a glance how well previous cohorts

demonstrated good or better performance
 brief overview of published data for the last three
years
 front page summarises strengths and weaknesses
 progress, including from the main starting points
 includes key groups: disadvantaged pupils, SEND,
girls and boys
 compared with national performance
 cohort sizes shown
 OFSTED INSPECTION

 Effectiveness of leadership and management

 Quality of teaching, learning and assessment
 Personal development, behaviour and welfare
 Outcomes for children and learners

 Where relevant, inspectors will also make judgements

about:
 the effectiveness of the early years provision
 the effectiveness of 16 to 19 study programmes
 will state clearly whether safeguarding is effective
 https://reports.ofsted.gov.uk/
 PUPIL TRACKING DATA

 A continuously updated system for collating the

progress and achievement of pupils
 Many products available
 On or off target?
 Analysis of trends
 Information for teachers, pupils and parents
 HEADS’ REPORTS

 Governing bodies, not headteachers, should

determine the scope and format of headteacher’s
termly reports
 In particular, governing bodies will need to see
information relating to the priorities they have
identified for improvement. This might include data
on:
 pupil learning and progress;
 pupil applications, admissions, attendance and
exclusions;
 staff absence, recruitment, retention, morale and
performance; and
 the quality of teaching.
 PERFORMANCE MANAGEMENT

 In maintained schools, governors conduct the

performance management of the headteacher, with
an external adviser
 In academies and MATs, this is for the Trust Board
to decide
 Governors should receive information about the
school’s performance management arrangements,
including the most recent performance
management outcomes and their relationship to
salary progression, in an anonymised format
 FEEDBACK FROM STAKEHOLDERS

 Who are your stakeholders?

 How do you know what they think of the school?
 What do you do about what they tell you?
 How has the school improved as a result of what they
told you?
 COMPLETING THE LOOP

 Decide on the survey  Decide on

group improvements
 Draft, redraft and  Tell them what you’re
refine your questions going to do
 Maximise the  Do it
response rate  Tell them what you’ve
 Collate and analyse done
responses  Evaluate impact
 Tell them what they  Ask them again
told you
 SCHOOL AND CLASSROOM VISITS

 Seeing children learn

 Hearing teachers talk
 Hearing children talk
 Seeing pupils work and play
 What’s displayed on the walls
 Condition of the building
 Looking for examples of good practice, NOT
evaluating quality of teaching…
 ACCOUNTABILITY FOR FINANCE

 Overseeing the financial performance of the school

and making sure its money is well spent

 Maintained schools are funded on the traditional

financial year basis (April to March)
 Academies are funded from September to August to
reflect the academic year
 WHAT IS VALUE FOR MONEY?

 The 3 Es:
 Economy: minimising the costs of running the
school, including buying goods and services of the
right quality at the lowest possible price
 Efficiency: getting the most out of every pound
spent in the school; using all resources – staff,
buildings and equipment – to best effect and
avoiding waste
 Effectiveness: ensuring that all activities are
focused on achieving the schools’ goals – outcomes
for children and the local community
 QUESTIONS

 Are resources allocated in line with the school’s

strategic priorities?
 Does the school have a clear budget forecast,
ideally for the next three years, which identifies
spending opportunities and risks and sets how these
will be mitigated?
 Does the school have sufficient reserves to cover
major changes such as re-structuring, and any risks
identified in the budget forecast?
 Is the school making best use of its budget,
including in relation to planning and delivery of the
curriculum?
 QUESTIONS

 Does the school plan its budgets on a bottom up

basis driven by curriculum planning (i.e is the school
spending its money in accordance with its priorities)
or is the budget set by simply making minor
adjustments to last year’s budget to ensure there is
a surplus?
 Are the school’s assets and financial resources
being used efficiently?
 How can better value for money be achieved from
the budget?
 QUESTIONS

 Is the school complying with basic procurement

rules and ensuring it gets the best deal available
when buying goods and services in order to reinvest
savings into teaching and learning priorities?
 Is the school taking advantage of opportunities to
collaborate with other schools to generate
efficiencies through pooling funding where
permitted, purchasing services jointly and sharing
staff, functions, facilities and technology across
sites?
 BENCHMARKING

 The School Performance Tables enable boards, parents and

the wider public to compare how organisations spend their
money with the outcomes they achieve. The data is grouped
into categories of income and expenditure alongside
measures of attainment. Further guidance is available on how
boards can interpret and analyse the data.
 The Schools Financial Benchmarking website enables
maintained schools to compare their spending in detail with
other maintained schools, consider their comparative
performance and think about how to improve their efficiency.
Academies can view comparable statistical data for income
and expenditure in academies in England.
 https://www.education.gov.uk/sfb/login.aspx
 https://www.gov.uk/government/statistics/income-and-expend
iture-in-academies-in-england-2014-to-2015
 BENCHMARKING QUESTIONS

 Are other schools buying things cheaper or getting better

results with less spending per pupil?
 If the cost of energy seems high compared to similar
schools, are there opportunities for investment in energy-
saving devices to reduce the cost?
 If spend on learning resources seems high compared to
similar schools, are there opportunities for collaborating
with other local schools to bring costs down?
 If your spending on staffing is higher than other similar
schools, are these schools achieving more in terms of
attainment? If so what might be learnt from them about how
they deploy their workforce?
 If the spend on teaching assistants is higher than other
schools, are Governors sure that they are being used
effectively and efficiently to support pupil outcomes?
 FINANCIAL TOOLKIT

 DfE and EFA guidance on schools financial health

and efficiency provides information, tools and
training to help schools improve their financial
management and efficiency
 https://www.gov.uk/government/collections/school
s-financial-health-and-efficiency
 ACADEMY FINANCE

 The Academy Trust (AT) is accountable and responsible

for the financial management of the academy
 Trust ultimately responsible for the proper stewardship
of funds and for ensuring value for money
 Must:
 have in place sound internal control and risk
management processes
 be able to show that public funds have been used as
intended by Parliament
 academy governors are subject to the duties and
responsibilities of charitable trustees and company
directors
 NB the Academies Financial Handbook
 PART 3

 People:
 Team
 Skills
 Conduct
 Categories and roles
 Training and induction
 Succession planning
 GB AS A TEAM

 The effectiveness of a board depends on the quality of

its people and how they work together and with
executive leaders
 All boards should be tightly focused and no larger than
they need to be to have all the necessary skills to carry
out their functions effectively, with everyone actively
contributing relevant skills and experience
 The membership of the board should focus on skills, and
the primary consideration in appointment decisions
should be acquiring the skills and experience the board
needs to be effective
 COMPETENCY FRAMEWORK FOR
GOVERNANCE
 The knowledge, skills and behaviours needed for
effective governance in maintained schools,
academies and multi-academy trusts
 DfE January 2017
 https://www.gov.uk/government/publications/gove
rnance-handbook
 CODE OF CONDUCT

 1994: Committee on Standards in Public Life

 The Seven Principles of Public Life, also known as
the "Nolan principles
 CODE OF CONDUCT

 Selflessness – Holders of public office should act solely in

terms of the public interest. They should not do so in order
to gain financial or other benefits for themselves, their
family or their friends.
 Integrity – Holders of public office should not place
themselves under any financial or other obligation to
outside individuals or organisations that might seek to
influence them in the performance of their official duties.
 Objectivity – In carrying out public business, including
making public appointments, awarding contracts, or
recommending individuals for rewards and benefits,
holders of public office should make choices on merit.
 Accountability – Holders of public office are accountable
for their decisions and actions to the public and must
submit themselves to whatever scrutiny is appropriate to
their office.
 CODE OF CONDUCT

 Openness – Holders of public office should be as open as

possible about all the decisions and actions they take. They
should give reasons for their decisions and restrict
information only when the wider public interest clearly
demands.
 Honesty – Holders of public office have a duty to declare
any private interests relating to their public duties and to
take steps to resolve any conflicts arising in a way that
protects the public interest.
 Leadership – Holders of public office should promote and
support these principles by leadership and example.
 CATEGORIES AND ROLES

Categories Roles
Parent  chair
Staff  vice-chair
Foundation  clerk
Co-opted  chairs of committee
LA  link governors
 associate members
Others?
 TRAINING

 As part of induction and continuous development, effective

boards encourage everyone involved in governance, especially
those new to their role, to make the most of the resources,
guidance and training available to develop their knowledge
and skills.
 The board’s code of conduct should set an ethos of
professionalism and high expectations of everyone involved in
governance, including an expectation that they undertake
whatever training or development activity is needed to fill any
gaps in the skills they have to contribute to effective
governance
 If, in the view of the board, an individual fails persistently to
undertake the training of development they need to contribute
effectively to the board, then they are likely to be in breach of
the board’s code of conduct
 GETTING STARTED

 Induction
 Mentor
 Information and data
 Skills audit
 Joining a committee
 SUCCESSION PLANNING

 In school – headteacher, deputy, assistant head….

 In the governing body – chair, vice chair, committee
chairs…
 http://www.thegovernor.org.uk/downloads.shtml#sp
 PART 4: STRUCTURES

 Corporate governance and personal liability

 Governance in multi-academy trusts (MATs)
and academies
 Maintained school GBs
 Schemes of Delegation
 A CORPORATE BODY

 Individual governors have no power or right to act on

behalf of the GB, except where the whole governing body
has delegated a specific function to that individual
 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
 Decisions demand collective responsibility: the majority
view must be supported publicly . If an individual
governor cannot do so for reasons of conscience he/she
should resign
 PERSONAL LIABILITY

 Governors are not personally liable for anything done ‘in

good faith’ as they exercise their power to spend a
school’s budget share, or in delegating that power to the
headteacher
 An example of an act not done in good faith is fraud or
expenditure that is authorised to be spent in a way that
does not comply with the scheme of delegation
 STRUCTURE AND ORGANISATION

Discuss your governing body’s organisational

structures

 Include:

 The governing body

 Any committees
 Any task groups
 Any individual or other roles/functions
 MAINTAINED SCHOOL

GB
Committee Committee
1 2
 SINGLE ACADEMY

Trust Board

Board of Governors

Committee 1 Committee 2
 MULTI-ACADEMY TRUST

Trust Board

Board of Governors

Academy 1 Academy 2 Academy 3

Local Local Local

Governing Body Governing Body Governing Body
ACADEMY GOVERNANCE: 3 ROLES IN ONE

Trustee or
Director
Governor
(of the AT
(of the
as a
academy)
company
& charity)

(Founding)
Member
(equivalent to
shareholder)
 CLARIT Y OF ORGANISATION

 Scheme of Delegation
 Terms of Reference
 Annual schedule/calendar
 EFFECTIVE MEETINGS

 frequency
 duration
 notice
 documentation
 location
 agenda setting
 chairing
 clerking
 minutes
 confidentiality
PART 5: COMPLIANCE
 KEY DUTIES AND RESPONSIBILITIES

 Procedures  Admissions
 Charity and  School premises
company law duties  Control and
 Equality community use of
 Education school premises
 Staffing and
 Conversion to
academy status
performance
management
 School
organisational
 Finance changes
 Safeguarding and  Information sharing
pupil welfare  Complaints
 Pupil wellbeing  Whistleblowing
 POLICIES

 Statutory List available:

 https://www.gov.uk/government/uploads/system/u
ploads/attachment_data/file/357068/statutory_sc
hools_policies_Sept_14_FINAL.pdf
 PART 6: EVALUATION

 Fitness for purpose and becoming more

effective
 External reviews
 Inspection
 Coasting schools
 Ofsted, LA and EFA intervention powers
 FITNESS FOR PURPOSE

Purpose Fitness
 to ‘conduct the school  The right skills
with a view to  The right shape and size
promoting high  Efficient
standards of  Effective
educational
 Chairing
achievement at the
school’  Clerking
 Self review
 Accountability
 SELF-EVALUATION

 In preparation for inspection, governing bodies should

evaluate regularly their own effectiveness.
 The chair of governors has a particular responsibility for
ensuring the effective functioning of the governing
body.
 Good chairs also ask for regular feedback from their
governing bodies to improve their own effectiveness and
have an annual conversation with each governor to
discuss the impact of their contribution to the work of
the governing body.
 READY MADE TOOLS

 Self-evaluation tools on the web

 Ofsted’s questions for governors
 Ofsted GB external review document
 APPG 20 questions
 Governor Mark – including supporting and validating
partner GB’s self-evaluation
 External reviews
 OFSTED INSPECTION

 School Inspection Handbook

 https://www.gov.uk/government/collections/ofsted-inspectio
ns-of-maintained-schools
 Improving School Governance: Ofsted survey report on school
governance arrangements in complex and challenging
circumstances
 https://www.gov.uk/government/publications/improving-gove
rnance
 School governance: learning from the best (Ofsted survey
report looking at the principles and practices that contribute
to outstanding governance)
 https://www.gov.uk/government/publications/school-governa
nce-learning-from-the-best
INSPECTORS WILL CONSIDER WHETHER
GOVERNORS
 work effectively with leaders to communicate the vision,
ethos and strategic direction of the school and develop a
culture of ambition
 provide a balance of challenge and support to leaders,
understanding the strengths and areas needing improvement
at the school
 provide support for an effective headteacher or are hindering
school improvement because of a lack of understanding of
the issues facing the school
 understand how the school makes decisions about teachers’
salary progression and performance
 performance manage the headteacher rigorously
INSPECTORS WILL CONSIDER WHETHER
GOVERNORS
 understand the impact of teaching, learning and assessment
on the progress of pupils currently in the school
 ensure that assessment information from leaders provides
governors with sufficient and accurate information to ask
probing questions about outcomes for pupils
 ensure that the school’s finances are properly managed and
can evaluate how the school is using the pupil premium, Year
7 literacy and numeracy catch-up premium, primary PE and
sport premium, and special educational needs funding
 are transparent and accountable, including in recruitment of
staff, governance structures, attendance at meetings and
contact with parents
 COASTING SCHOOLS

 The definition of a coasting primary school or secondary

school is based on published performance data over three
years and focuses on the progress pupils make at the school
 Once a school has fallen within the coasting definition RSCs,
acting on behalf of the Secretary of State, will engage the
school to consider its wider context, and decide whether
additional support is needed
 INTERVENTION POWERS

Ofsted can recommend an external review of

governance

LAs and the EFA can:

Suspend delegated authority

Appoint Additional governors
Issue Warning notices
Impose an Interim Executive Board or Interim
Academy Board
WHAT HAVE WE LEARNED?
 PURPOSE AND FUNCTIONS OF GB

Purpose:
to ‘conduct the school with a view to promoting high
standards of educational achievement at the school’
Core functions:
 ensuring clarity of vision, ethos and strategic
direction
 holding the headteacher to account for the
educational performance of the school and its
pupils
 overseeing the financial performance of the school
and making sure its money is well spent
THREE CORE FUNCTIONS

Hold to
Vision
account

Value for money