 Ensure clarity of vision, ethos and strategic direction.  Contribute to the school’s self evaluation and understand its strengths and weaknesses, including the impact of their own work.  Support and strengthen school leadership, including by developing their own skills.  Provide challenge and hold the head teacher and other senior leaders to account for improving the quality of teaching, pupils’ behaviour and safety, including by using the data dashboard, other progress data, examination outcomes and test results.

 Use performance management systems, including the performance management of the head teacher, to improve teaching, leadership and management.  Ensure solvency and probity and that 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 stakeholders.  Use pupil premium and other resources to overcome barriers to learning, including reading, writing and mathematics.

 They understand their role and how it complements that of the head teacher.  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.

Effective Governance 1. The right people round the table. 2. Understanding roles and responsibilities. 3. Good chairing. 4. Professional clerking. 5. Good relationships based on trust. 6. Knowing the school – the data, the staff, the parents, the children, the community. 7. Committed to asking challenging questions. 8. Confident to have courageous conversations in the interests of the children and young people.

 Do we have a clear vision for the school?  What are the school’s values?  What are we doing to raise standards for all children?  Are we making the best use of Pupil Premium?  Have we got the right approach to staffing?  How well does the curriculum provide for and stretch all pupils?

 How does the school promote good behaviour to enhance learning?  Do we have a sound financial strategy, make the most use of our resources, obtain good value for money and have robust procurement and financial systems?  Are the buildings and other assets in good condition and are they well used?  Do we keep children safe and healthy?  How well do we keep parents informed and take account of their views?  Does the school offer a wide range of extra curricular activities which engage all pupils?

The Select Committee made 23 recommendations, to which the Government responded:-  The new DFE Governor handbook sets out the roles and responsibilities of governors and information on legal requirements.  The decision to make 2012 Constitution Regulations optional is being kept under review.  No plans to change the rules prohibiting the payment of governors.  The Ofsted data dashboard is one tool for data and GBs should be looking at more detailed information.  LAs should be more willing to use their powers of intervention (too few IEBs issued last year).

By 2015, NCTL will have funding to:-  Designate up to 535 chairs as National Leaders of Governance.  Develop and roll out training to 2,000 clerks.  Expand the leadership development programme to reach over 6,500 chairs, vice chairs and aspiring chairs.  Develop and publish training resources on the topics of understanding performance data, driving financial efficiency in schools and developing new performance related pay arrangements for teachers.

 “Governors have a vital part to play in driving much needed improvement.”  In order to hold the head teacher to account for the performance of the school, governing bodies need access to robust, objective data which they can use to ask challenging questions. Governors need information that helps them compare their school to other schools.  “My ambition is that every school has a dynamic governing body, that is one that understands its responsibilities and is focused tightly on its core strategic functions :- setting vision; holding the head to account for results and making sure money is well spent.”