The Effective Governing Body

1. 1 The Effective Governing Body Sunday 22nd November 2009 Cleon Wilson � Independent Governor Trainer Welcome and introduction � 5 minutes Introduce yourself and ask governors to say who they are and why they are especially interested in this topic. Welcome and introduction � 5 minutes Introduce yourself and ask governors to say who they are and why they are especially interested in this topic.

2. 2 Aims of this session To enable governors to revisit the purpose and roles of governing bodies To reflect on their own governing body To re-evaluate their working practices. Aims Use this slide to outline the aims of this session � in simple terms, we will be looking at 3 key questions � Why have governing bodies? What do they do? How can they do this effectively?Aims Use this slide to outline the aims of this session � in simple terms, we will be looking at 3 key questions � Why have governing bodies? What do they do? How can they do this effectively?

3. 3 Activity 1 What contributes towards making a GB effective? Discuss with your partner. Activity 1 � slide 3 ( 5minutes group work) Ask participants to work on the handout for 5 minutes, brainstorming what they think contributes towards an effective GB Don�t take any feedback now but tell participants that we will be coming back to this at the end of the sessionActivity 1 � slide 3 ( 5minutes group work) Ask participants to work on the handout for 5 minutes, brainstorming what they think contributes towards an effective GB Don�t take any feedback now but tell participants that we will be coming back to this at the end of the session

4. 4 The purpose and role of governing bodies What do GBs do? - (Slides 4 -11) - 15 minutes Please take participants through this slide, highlighting that this is the government�s expectation regarding the purpose and role of governing bodies. Essentially all governing bodies should be fulfilling these roles. What do GBs do? - (Slides 4 -11) - 15 minutes Please take participants through this slide, highlighting that this is the government�s expectation regarding the purpose and role of governing bodies. Essentially all governing bodies should be fulfilling these roles.

5. 5 The three key roles of the Governing Body To provide a strategic role To ensure accountability To act as the critical friend Role and purpose contd. Use this slide to explain the previous one in simpler terms, and explain that this session will unpick each of these roles in more detail. Role and purpose contd. Use this slide to explain the previous one in simpler terms, and explain that this session will unpick each of these roles in more detail.

6. 6 Thinking strategically is Long term Whole school Reflective Creative Concerned with effectiveness It identifies opportunities and takes account of external factors Roles of GB - contd Please use the slides to go into greater detail of the three key roles - starting with the strategic role of the governing body, giving ( or asking for) examples. Roles of GB - contd Please use the slides to go into greater detail of the three key roles - starting with the strategic role of the governing body, giving ( or asking for) examples.

7. 7 Acting Strategically involves: Deciding aims and values Planning Monitoring progress Evaluating Establishing policies Making key decisions Deciding the broad deployment of resources At this point, it is important to give examples of the differences between strategic and operational activities. At this point, it is important to give examples of the differences between strategic and operational activities.

8. 8 The Critical Friend recognises and celebrates the achievements of the school knows where the school is not achieving as well as it could provides support and encouragement when strategies to bring about improvement are being explored strikes an appropriate balance between support and challenge Before showing this slide, please ask the group if they can explain the term �critical friend�. Then take them through the slide. Remind them that being critical doesn�t necessarily always mean being negative � critics praise as well - emphasise the importance of the last bullet point.Before showing this slide, please ask the group if they can explain the term �critical friend�. Then take them through the slide. Remind them that being critical doesn�t necessarily always mean being negative � critics praise as well - emphasise the importance of the last bullet point.

9. 9 Accountability means being prepared to account for the school �s overall performance explaining governing body decisions and actions to anyone who has a legitimate interest. Please run through these slides to explain the concept of accountability. Please run through these slides to explain the concept of accountability.

10. 10 Who are governors accountable to? The governing body is accountable to: pupils parents staff the community The headteacher is accountable to: the governing body

11. 11 The School Profile - The School Prospectus Complaints Home School Agreements The headteacher shows accountability via the Headteacher�s report How do governors show their accountability? Are they aware of these documents? Are they aware of these documents?

12. 12 Where does your governing body sit? Continued from previous slide Explain to participants that experience across the country has shown that some types of governing body are more effective than others. Use the slide to explain in detail the different types of governing body. Highlight that the best section of the quadrant to be in is the top right hand corner with the smiley face. This type of governing body is the partner or critical friend, who provides high support and high challenge. Continued from previous slide Explain to participants that experience across the country has shown that some types of governing body are more effective than others. Use the slide to explain in detail the different types of governing body. Highlight that the best section of the quadrant to be in is the top right hand corner with the smiley face. This type of governing body is the partner or critical friend, who provides high support and high challenge.

13. 13 Activity 2 Work through the handout on your own quickly and then discuss with your neighbour the similarities and differences between your governing bodies Activity 2 � (30 minutes � 2/3minutes on own , 7/8 minutes with partner, 20 minutes feedback ) Ask participants to follow the instructions above � hopefully they will be able to pick up good practice from one anotherActivity 2 � (30 minutes � 2/3minutes on own , 7/8 minutes with partner, 20 minutes feedback ) Ask participants to follow the instructions above � hopefully they will be able to pick up good practice from one another

14. 14 The extent to which the governing body: helps to shape the vision and direction of the school ensures that the school fulfils its statutory duties (including promoting inclusive policies in relation to special educational needs, race equality, disability and sex) has a good understanding of the strengths and weaknesses of the school challenges and supports the senior management team Features of effective GBs - OfSTED � (slide 14) � 10 minutes Explain that governors receive a grading under Leadership and Management and will make an assessment on a scale of 1 - 4 on how effective the inspectors feel the governing body are at fulfilling their statutory duties. Give participants the OfSTED criteria handout and ask for questions/comments Grade 1 - Outstanding, Grade 2 - Good, Grade 3 - Satisfactory, 4 - Inadequate. Use this slide to highlight what Ofsted will therefore be looking for. As they are still waiting for their OfSTED, encourage them to come to the central session on preparing for OfSTED on20th May.Features of effective GBs - OfSTED � (slide 14) � 10 minutes Explain that governors receive a grading under Leadership and Management and will make an assessment on a scale of 1 - 4 on how effective the inspectors feel the governing body are at fulfilling their statutory duties. Give participants the OfSTED criteria handout and ask for questions/comments Grade 1 - Outstanding, Grade 2 - Good, Grade 3 - Satisfactory, 4 - Inadequate. Use this slide to highlight what Ofsted will therefore be looking for. As they are still waiting for their OfSTED, encourage them to come to the central session on preparing for OfSTED on20th May.

15. 15 Features of Effective Governing Bodies Work as a team Know the school Good relationship with the head teacher Effective time management and delegation Concern for their own training and development Effective meetings Features of effective GBs contd. - (slide 15)- 15 minutes Please refer back to activity 1 and take feedback, using the slide above. Please use the point about knowing your school to start off a discussion about the importance of school visits - everyone will agree that it is important to visit but what prevents governors from visiting? What can be done to make it easier for them?Features of effective GBs contd. - (slide 15)- 15 minutes Please refer back to activity 1 and take feedback, using the slide above. Please use the point about knowing your school to start off a discussion about the importance of school visits - everyone will agree that it is important to visit but what prevents governors from visiting? What can be done to make it easier for them?

16. 16 Activity 3 How can your GB contribute to becoming more effective in these areas? Activity 3 - (slide 16) � 25 minutes Ask participants to work in groups of three and to think of practical ways in which governing bodies can improve. Take feedback from each group and add good practice examples of your ownActivity 3 - (slide 16) � 25 minutes Ask participants to work in groups of three and to think of practical ways in which governing bodies can improve. Take feedback from each group and add good practice examples of your own

17. 17 An Effective Governor is enthusiastic and committed promotes the school in the wider community shares his/her knowledge, experience and skills for the benefit of the school as a whole keeps up to date with developments in education attends relevant training Effective Governors -(Slides 17 and 18) - 5 minutes You can then ask the participants as individuals, what they think an effective governor looks like? And then compare it with this list! Effective Governors -(Slides 17 and 18) - 5 minutes You can then ask the participants as individuals, what they think an effective governor looks like? And then compare it with this list!

18. 18 cares about improving children�s educational attainment wants to contribute to the local community wants to work as part of a team and can value the contributions of different people stands by collective decisions even if s/he held a different point of view asks questions in a constructive not a confrontational manner. An Effective Governor Ask participants to take a couple of minutes to think of something that they can do to help develop the effectiveness of their governing body. You can then ask the group to share if they wish. Ask participants to take a couple of minutes to think of something that they can do to help develop the effectiveness of their governing body. You can then ask the group to share if they wish.

19. 19 Review, reflection and action planning What are you going to do as a result of this session? 1. 2. 3. Review and Action planning - (slide 19) - 10 minutes ask participants to think over the points made in this session and to pick out three priorities for themselves and their governing bodies Thank everyone for attending, ask them to fill in their evaluation sheets, give them their certificates. Don�t forget to fill in your evaluation and Thank You! Review and Action planning - (slide 19) - 10 minutes ask participants to think over the points made in this session and to pick out three priorities for themselves and their governing bodies Thank everyone for attending, ask them to fill in their evaluation sheets, give them their certificates. Don�t forget to fill in your evaluation and Thank You!