1. Clerks’ Update 22 April 2013
The current HMCI and ministers are focussing on governance and its effectiveness in an unprecedented way. While legal responsibilities haven’t changed, the emphasis on the role has, particularly the expectations of chairs of governors 
As you know, the current HMCI and ministers are focussing on governance and its effectiveness in an unprecedented way. While legal responsibilities haven’t changed, the emphasis on the role has, particularly the expectations of chairs of governors.
Would it be possible to have a slot at the next partnership conference to discuss
how we can best support hts in enabling govs to fulfil their roles in the new environment
what are ht perceptions of the main areas of governance that need strengthening

2. CONTEXT: more responsibility for and greater scrutiny of governance
Ofsted reports with explicit commentary on the effectiveness of the gb.
External reviews where governance is weak
encouragement to reconstitute / focus on skills based appointments
APPG review of governance
Select Committee on governance currently taking evidence
National College remit for developing governors, especially chairs
HMCI Michael Wilshaw speech 27 Feb 2013
Regular revisions of Ofsted subsidiary guidance
Increased accountability
new school website publication requirements
new publicly accessible “data dashboard” with summary Raise Online
short notice inspections; sharper focus on quality of teaching
new appraisal regs and capability procedures: more specific links to professional standards, impact on school improvement
Ofsted scrutiny of links between performance and pay
greater scrutiny of governance
The Government has high expectations of governing bodies and their role in school improvement and accountability.
It believes that good governance in all types of schools is characterised by a focus on three core strategic functions:
setting vision, ethos and strategic direction.
holding headteachers and principals to account for teaching, achievement, behaviour and safety, to challenge and strengthen their leadership.
ensuring finances are managed well, leading to probity, solvency, and effective use of financial resources
These functions are reflected directly in the new criteria that Ofsted inspectors will use when considering the effectiveness of governing bodies, as set out in the School Inspection Handbook.
Some governing bodies, including all academies, have additional responsibilities associated with being employers, admission authorities or charitable trustees, and company directors. Such responsibilities are in line with the core functions above.
It is a key role of governors to appoint and then performance manage the headteacher or principal, who is accountable to the governing body for the day-to-day management of the school.
Rigorous analysis and interpretation of performance and financial data is key to this process.

3. “No excuses for governors …
who don’t understand and challenge their school robustly”
"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”
"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”.
“ more paid governors, better training, and more professional governors drawn from both the public and private sectors”
‘no excuses’ for governors who don’t understand and challenge their school robustly. He will call for more paid governors, better training, and for more professional governors drawn from both the public and private sectors. He will also challenge local authorities to take rapid action where governance is weak.
The School Data Dashboard will for the first time provide a simple, publicly available overview on a single page of how effectively a school is performing in test and exam results and attendance compared to other schoolsThe Government has high expectations of governing bodies and their role in school improvement and accountability.
It believes that good governance in all types of schools is characterised by a focus on three core strategic functions:
setting vision, ethos and strategic direction.
holding headteachers and principals to account for teaching, achievement, behaviour and safety, to challenge and strengthen their leadership.
ensuring finances are managed well, leading to probity, solvency, and effective use of financial resources

4. Data Dashboard
“ The School Data Dashboard raises the stakes. Many governors know their school well already. But for those that don’t, there are now no excuses. Inspectors will be very critical of governing bodies who, despite the dashboard, still don’t know their school well enough.“
Sir Michael Wilshaw HMCI
27 Feb 2013
‘no excuses’ for governors who don’t understand and challenge their school robustly. He will call for more paid governors, better training, and for more professional governors drawn from both the public and private sectors. He will also challenge local authorities to take rapid action where governance is weak.
The School Data Dashboard will for the first time provide a simple, publicly available overview on a single page of how effectively a school is performing in test and exam results and attendance compared to other schoolsThe Government has high expectations of governing bodies and their role in school improvement and accountability.
It believes that good governance in all types of schools is characterised by a focus on three core strategic functions:
setting vision, ethos and strategic direction.
holding headteachers and principals to account for teaching, achievement, behaviour and safety, to challenge and strengthen their leadership.
ensuring finances are managed well, leading to probity, solvency, and effective use of financial resources

5. Governor Visits Policy
Inspectors must evaluate the extent to which governors both challenge and support the school and hold senior staff, including the headteacher, to account for the achievement of the pupils. Governors are not expected to be routinely involved in the day-to-day activity of the school or, for example, to undertake lesson observations unless the school has clear protocols for visits so their purposes are understood by staff and governors alike However, they hold important strategic responsibilities for the development and improvement of the school.
Source: Feb / April 2013 Ofsted subsidiary guidance for inspectors
Inspectors should meet with as many governors during an inspection as is possible, and should determine how well governing bodies evaluate the performance of the school, particularly in terms of: pupil progress; the leadership of teaching; the management of staff; and the difference made by initiatives such as the pupil premium or the Year 7 catch-up premium.

6. Effective governing bodies
The National Governors’ Association (NGA) have identified eight key characteristics
The right people round the table
Understanding of role and responsibilities
Good chairing
Professional clerking
Good relationships based on trust
Knowing the school – the data, the staff, the parents, the children, the community
Committed to asking challenging questions
Confident to have courageous conversations in the interests of the children and young people
The Guide to the Law will be updated in 2012 and be available online only. This statement is from the current edition.
Although formal target setting is no longer required, it remains good practice.
It clarifies that the core purpose of the governing body is the promotion of high standards of educational achievement. This means in practice:
Knowing how well the school is doing
Where it needs to improve and how
Action planning for improvement
Monitoring and evaluating progress