1 21 st Century Governance Challenges for Governors What next for Governance ? Maggie Farrar National College for Leadership of Schools and Children’s Services

2 The government’s agenda: overview The ends sound similar to what has gone before… “All our education policy (is driven) by our guiding moral purpose – the need to raise attainment for all children and close the gap between the richest and poorest.” Michael Gove MP, June 2010 But the means are very different… From DCSF to DfE - a focus on schools Permissive, the new watchword. A very real desire to cut bureaucracy and free up school leaders to do the job, with a far more autonomous system via academies and free schools and a more market-based approach; Reduction in the size of the state and its intermediate bodies and greater responsibility for consumers and parents – the Big Society.

3 Ministerial priorities – White Paper / Education Bill Enhance prestige and status of teaching profession Safe, secure and orderly learning environment Reform curriculum and qualifications Greater autonomy for schools and school leaders Engage new providers and improve parental choice Sector led school improvement ; school to school support Reform accountability systems – new role for OFSTED Reform funding system – pupil premium

4 Meaning ……. more autonomy greater responsibility a climate of austerity and efficiency a more diverse landscape an ambitious workforce

5 Lord Hill’s address to the NGA 6 th November Governors are the most important decision-making group in school Governors set strategic direction and hold the headteacher and staff to account Governing bodies must be able to have the best people on them – therefore need to deregulate / reduce the restrictions on composition of governing bodies All schools are different – therefore composition of governing bodies needs to be flexible to respond to needs and context Needs to be an ‘energetic attack’ on all the paperwork and guidance that governors receive from government (national and local). Need to trust people more to get on and do the job Need to explore ways to support governors better eg acess to training for Chairs especially; better data on performance of local schools.

6.. And a focus on funding SoS had secured a settlement of £35-£39bn over 4 years Grant funding will go to schools without ring-fenced restrictions Need to find greater efficiencies – schools given freedom to do this and need to ensure that they have the information to do this Need to help schools to know more about best deals – better procurement Efficiencies and pupil premium should ensure that schools can deliver for young people from deprived backgrounds Capital budget reduced but £16bn over next four years secured to improve buildings Currently a disparity of funding between similar areas of the country – ‘a bewildering complexity’ about the way the system is funded. Need for a fairer, more rational, more transparent approach to funding.

7 Challenges remain Within school variability Closing the gap Sustainability of leadership Continuous improvement within a time of austerity

8 What might be in your ‘in tray’ 1.Retaining leader/s and growing leader/s 2. How do we make the most of freedom ? 3. What options do we have to explore new models of leadership and governance ? 4. How do we ensure continuous improvement in a time of austerity

9 What should be in your in tray ? What really matters ? What are our core principles ? How do we live our values ?

10.. And what’s already changing The traditional model of headship – ie one headteacher one school – has changed considerably in the last 10 years: School leadership teams have grown New models of leadership are growing School leaders are working beyond their individual schools. Executive headship is increasingly common. There is evidence these new models are improving outcomes. A common driver of exec headship/federation is the viability of small rural schools Chains: There are 40 sponsors of multiple academies either open or in the pipeline.

11 Growing the next generation – why ? School leadership faces a demographic challenge: Two-thirds of heads are aged 50 and over. One third are 55 or over Retirement rates look set to rise until at least 2012 A new, younger generation is coming through Appointing a Headteacher – most important role you will play 45% of National Leaders of Education are over 55 Sources: Fig 1 – College analysis; Fig 2 – Illuminas, 2010

12 Aspiration for headship is up: 41% of teachers now aspire to headship, up from 35% in 2008 and 32% in % of middle leaders now aspire to headship (29% in 2008) 36% of women now aspire to become a head (31% in 2008) Aspiration for headship is up and the younger generation is hungry for opportunities to develop Source: Illuminas, 2008 and Headship index survey, 2008/2009 Currently looking for such opportunities Not really looking for such opportunities but would be somewhat interested in them Not really interested in such opportunities Not currently looking for such opportunities but would be very interested in them To what extent are you looking to take on additional leadership responsibilities within your school to develop your skills?

13 Growing the next generation What are your succession plans ? How are you supporting the development of talent within and between schools ?

14 Leading in times of austerity 54% spent on teachers 26% on staff 20% non employee related Issues: 1.Size of leadership teams 2.Curriculum planning – unit cost 3.Creative use of resources – human and physical

15 School business managers can help Save money – procurement Save 30% of a headteachers time Income generation In rural areas – Support local clusters of small schools Eg – streamlining of rural transport arrangements Greater opportunities for children – Sports / Gifted and Talented

16 Continuous improvement Autonomy – AND – school to school support Collective responsibility what can we learn from others ? what can we give to others ? who benefits ?

17 System leadership National leaders of Education are : Headteachers of schools that have been judged by OFSTED as outstanding in leadership and management Have the capacity in their own school, to support and achieve improvement in other schools without compromising standards in their own school Have the track record, experience and capability to lead schools out of the most challenging circumstances, including through intensive support Are able to provide expert advice to Ministers on future policy

18 System leadership – what’s in it for my school ? Being an NLE gives an opportunity for staff to move beyond the leadership of one school to a wider role providing leadership to the system. It is the natural next step for an outstanding headteacher and in this way can help to retain exceptional heads in that role. At the same time, being an NLE will provide a broader experience that will benefit the home school. NSS staff can also be involved in a wider context and gain important career development opportunities. It can help with succession planning in schools as it provides opportunities for promotion. Role of Governors in understanding how support is provided and received is critical

19 The power of system leadership ( 1 )

20 The power of system leadership ( 2 )

21 A self improving system Cluster based - area focus Collective responsibility Willingness to share what works Use of data, expertise and resources well Moral purpose and collective interest before self interest Worth fighting for ?

22 The power of resilience, belief and collective leadership