1. Better governance conference
Better governance:
setting the scene and learning from the best
Jackie Krafft HMI
National lead for governance

2. Conference overview
An opportunity to:
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identify what school inspection tells us
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understand governors’ roles and responsibilities
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hear about available training and support
share experiences, develop solutions and hear the
stories of success
consider how governors can better understand their
school and use what they find to support its
improvement
plan next steps and ensure greater accountability.

3. The importance of strong governance
At the NGA conference in June 2012, HMCI stated:
‘Strong governance is increasingly transforming
schools and building effective partnerships.
‘The role of governors is fundamental and they
should never forget that. Without strong and
effective governance, our schools simply won’t be
as good as they can be.’

4. Since September 2012, Ofsted has
significantly increased the focus on
school governance

What did Ofsted say about your school and
governing body?
ACTIVITY
In your groups, make a list of the key points.

5. The context for school
governance – what
inspection tells us

6. What inspection tells us

Huge, unacceptable variations in performance in
schools across different local authority areas.
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Inequality of access to a good school.
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Effective governance is an intrinsic part
of good leadership.

Good governance is not universal.
Attainment gap unacceptable, particularly for
pupils eligible for free school meals.

7. Common issues with governance
Issues identified in inspection reports included:
not ambitious about expectations
lack of a ‘critical friend’ approach and challenge
over-reliance on information solely from the headteacher
do not visit the school
lack of engagement with school development planning
limited role in monitoring the impact of actions
limited understanding of data and school quality.

8. The importance of constructive
challenge
Governors fail to provide enough challenge
Governors fail to provide enough challenge
Improvement planning does not address the
Improvement planning does not address the
real priorities or is not rapid enough
real priorities or is not rapid enough
Governors do not know what is needed to
Governors do not know what is needed to
probe more closely and gather further insight
probe more closely and gather further insight
Governors do not know if their actions are
Governors do not know if their actions are
making a difference or how good the school
making a difference or how good the school
really is
really is
Performance management of the
Performance management of the
headteacher is weak because it cannot be
headteacher is weak because it cannot be
based on any meaningful analysis
based on any meaningful analysis
Governors do not know what training they
Governors do not know what training they
need or what additional governors to appoint
need or what additional governors to appoint
Performance management of teachers is
Performance management of teachers is
ineffective, as it is not linked to achievement
ineffective, as it is not linked to achievement
School unable to improve or stop a decline
School unable to improve or stop a decline

9. Governors fail to engage in effective
activities
‘The governors were too reliant on reports from the headteacher
about better outcomes in Key Stage 2 and were unable to challenge
the school sufficiently about the lack of improvement over a number of
years at Key Stage 1 as they were not aware of the situation.’
ACTIVITY: What are the problems here? Can you identify four?
 Governors relied on the headteacher for selecting the
information they should see and were too accepting of what
they were told.
 Governors lacked the skills to know what to ask for.
 Governors had no means of identifying problems.
 Problems were not discussed for years.

10. Governors fail to engage in effective
activities
‘The governing body was too trusting. They accepted what the
headteacher told them without questioning it. So, when the
headteacher told them that results were good, they simply
accepted this, when in fact they were very low. Performance
management of the headteacher by the governing body was also
very poor, with targets such as “appoint a SENCO”, rather than
related to the school's performance. They accepted excuses,
such as high mobility (it wasn't high) without question.’
ACTIVITY: Identify the three main weaknesses of the governing
body.
These governors were unable to provide effective challenge because:
they had a poor grasp of target-setting and performance management
they did not see challenging the headteacher as a key part of their role
they had no independent understanding of data.

11. Getting the relationship right
‘The governing body are very supportive. I wouldn’t change them, but not
sure that they are instrumental in raising standards – that is my job and the
job of my staff. Governors help with setting vision and ethos; clerk is
excellent. They have been very helpful in getting out “all the dreaded
policies”.’
ACTIVITY
Do you think the governing body has played a significant role in school
improvement?
This headteacher had overseen the improvement of her school to be
outstanding – but are there any warning signs in this relationship?
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HT denies governors have a role in raising standards.
Sees governors as about setting vision and managing policies, not
education.
There is a risk governors will not be able to provide sufficient challenge in
future.

12. In the most effective schools there is robust
challenge to senior leaders by governors who
know the school well, but who also have a
secure grasp of their role

13. Characteristics of strong governing
bodies
Understand their role and how it complements that of the headteacher.
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.
See and hear from middle and senior leaders about their work – and
challenge them on it.
Are a visible presence in the school.
Set challenging targets for performance at all levels, including in
achievement, teaching and senior management work.
Form their own analysis of the school’s performance without relying
solely on the headteacher.
Are ‘exceptionally
well informed ’ about their school.

14. Common features of effective governance
in schools that became good
Focus; sharp focus; raise achievement; improve teaching; robustly focussed;
proactive; raised expectations; determined; active.
Positive impact; drive; strive; ambitious vision ; more strategic; provide
clear direction; rigorously drives improvement; steer through change;
increasingly effective.
Strong team; work together; communicates; corporate; supports; unity of
purpose; partnership with senior leaders; effective critical friends; shared
purpose.
Effective challenge; pursue further improvements; monitoring; evaluating;
better informed; constantly review performance; clear systems; monitor
closely; collect own information on performance; regular visitors.
Skilled; knowledgeable; understanding of strengths and weaknesses;
financial management; planning.
(Analysis of key phrases in references to governance from ‘improved to
good’ school reports, January to July 2012)

15. School governance:
learning from the best

16. Learning from the best
Knowing their schools
To shape the strategic direction of the school and hold
leaders to account through the school development
plan:
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high-quality information
pupils’ progress data
quality of teaching
visits – focused, purposeful, protocols.

17. Learning from the best
Knowing their school

A range of good-quality, regular information from a variety of
sources to ensure an accurate understanding of the school’s
strengths and areas for development.

Did not shy away from asking questions and sought further
information, explanation or clarification as part of their monitoring
and decision-making processes.

Two key factors underpinned confident and productive
questioning:
 a positive relationship with senior leaders
 absolutely clear understanding of their different roles and
responsibilities.

18. Learning from the best
Providing support and challenge
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Acted as advocates for the pupils.
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Understood the quality of teaching.
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Used the skills they brought, and the information they had about the
school, to ask challenging questions focused on improvement
and hold leaders to account for pupils’ achievement.
Systematically monitored the school’s progress towards meeting
targets in the school development plan.
Supported the leaders in taking robust action to improve teaching
when necessary.

19. Learning from the best
Providing support and challenge

All of the outstanding governing bodies visited struck the right
balance between supporting leaders and providing constructive
challenge.

Three key elements to getting the balance of support and
constructive challenge right:
1. understanding roles and responsibilities
2. using knowledge, skills and experience
3. asking pertinent questions based on knowledge, information
and understanding of the school.

20. Learning from the best
Working efficiently
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Role of the clerk and the chair of governors
Strong team working between the chair, clerk and headteacher
Delegation of work – for example to committees
Systematic monitoring and evaluation of progress towards
meeting targets
Engaging others
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Parents
Pupils
Wider community

21. Learning from the best
Making a difference
Strengthened leadership by:
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providing an external view
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supporting the appointment and retention of staff.
having high aspirations
approving and monitoring priorities
supporting the development of leadership potential
using skills and expertise to complement those of the leadership
team

22. Learning from the best
Governing body self-review
‘Why are we doing this?
What are we trying to achieve?
What difference have we made?
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Challenged own performance
Reviewed systems, structures and terms of reference
Considered committee membership
Seeking and sharing best practice
Governor recruitment, induction and training

23. Reflection
Thinking about what you have heard so far this
morning, discuss and note:
ACTIVITY

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What are your strengths as a governing body?
What do you do well?
What do you need to do better?

24. Sharing improvement
stories

25. Barriers and finding solutions
ACTIVITY
1. In pairs, discuss and note on one side of your paper
any barriers that might hinder your improvement.
2. Give your paper to another pair on your table.
3. Read the barriers noted by the other pair and identify
some possible solutions.

26. Roles and responsibilities
– the governor handbook

27. Knowing your schools
– data and more

28. Knowing your schools
Knowing your school really well is crucial if you are going to be
able to support, challenge and strengthen leadership so that the
school becomes at least good.
ACTIVITY
On your table discuss how you go about knowing your schools.
What could you do to know your school better?
What information might you consider?
What could be the barriers to getting to know your school
better?

29. Knowing your schools: data
In March 2013 HMCI wrote to all chairs of governors:
‘Good governance makes a profound difference to schools and their
pupils. In a world of school freedom and autonomy, you are more
important now than you have ever been. As Chief Inspector, I want to
support you to use your powers to drive up standards. This is why I
recently launched the new Data Dashboard for schools.’
Take a moment to read the rest of the letter which is on your table.
ACTIVITY
Look at the Data Dashboard on your table and discuss:
What appear to be the strengths in the school?
What appears not to be going so well?
What questions would you ask the school leaders?

30. Knowing your schools: data
Data Dashboard gives you some headline information.
To support governors further, RAISEonline has been changed.
Tables that governors might find particularly useful to look at, in addition
to the Data Dashboard, are now highlighted.
ACTIVITY
Look at the RAISEonline on your table and discuss:
What appear to be the strengths in the school?
What appears not to be going so well?
What questions would you ask the school leaders?
What other data would you want to know about?

31. Knowing your schools: data
Schools have more information than what is published in the Data
Dashboard and RAISEonline.
ACTIVITY
On your table consider:
How well do you know about the attainment of pupils when they join
the school?
What do you know about their learning and progress in different
subjects and year groups as they move through the school?
Do you know how well all groups of pupils achieve – such as the
most able and those eligible for the Pupil Premium funding?

32. Knowing your schools: more than data
Data are only part of the picture, although an important
part.
Other sources of information are important to consider if
you are going to know your school well.
ACTIVITY
Make a list of other sources of information you use.
What is included in the headteacher’s report?
Is there anything missing?
How does your governing body use other information?

33. Knowing your schools: more than data
Governors have a key role in engaging with stakeholders –
but who are your stakeholders?
ACTIVITY
Agree four groups that you see as key stakeholders in
your school.
Consider whether you think you engage with these
groups:
 very well
 quite well
 not well.
If you said ‘Not well’ to any of them – what actions will
you take to improve the situation?

34. Governors have a key role in
‘engaging with stakeholders’
The headteacher has proposed to your governing body that there
should be a new approach to setting homework. Rather than
homework being set on a daily or weekly basis by subject, there
would be a plan of longer ‘learning projects’ for pupils to work on
over the term.
What stakeholder engagement issues does this proposal
pose?
Two letters in your local paper appear to criticise your school – one
from a shopkeeper complaining about children smoking in town ‘in
school uniform’ and another from an employer, complaining about
standards of numeracy.
Does this have anything to do with governors?

35. Using what you know
– support, challenge
and accountability

36. Using what you know: support,
challenge and accountability
Governors must use the wide range of information they have about
their school to ask probing questions, challenge underperformance and
hold leaders to account for improvement if all pupils are going to
achieve as well as they should.
ACTIVITY
Look at the examples of questions asked by governors in School
governance: learning from the best, paragraphs 11, 12, 21 and 22.
What do you ask questions about and who do you ask questions of?
Think of examples when you have asked probing questions that have
challenged leaders to explain more.
Can you think of an occasion when you did not ask questions that on
reflection you now think you should have?
What stopped you asking the questions?
What will you now do differently?

37. Using what you know: support,
challenge and accountability
Performance management procedures should be up to date,
rigorous and well understood by staff and governors.
Leaders must have accurate information about the quality of teaching.
Teachers’ performance objectives need to be closely linked to pupils’
achievement and the school’s priorities
There should be clear links between teachers’ objectives and the
training and development opportunities that they receive.
Governors must understand their responsibility for performance
management.

38. Using what you know: support,
challenge and accountability
The National Governors’ Association says:
‘Governing bodies, with their over-arching responsibility for performance
management, should ensure that they not only receive reports about
whether performance management has been carried out, but also an
assessment of the impact it has made and the correlation between the
performance management statements and pay.’
ACTIVITY
Consider whether your governing body does all the activities
indicated here
Do you know if staff are supported and challenged to improve?
Is staff training improving teaching and achievement?
If not, do you know why?
Is good performance rewarded and underperformance tackled?

39. Using what you know: support,
challenge and accountability
Governors need to be strategic.
A high-quality school improvement plan is a key
strategic tool for governors to:
 monitor the progress that the school is making
 hold leaders to account.

40. Using what you know: support,
challenge and accountability
Strategic planning
ACTIVITY
How are you involved in the school’s self-evaluation and improvement
planning process?
How do you know which of the priorities is the right one?
Does the plan have measurable, achievable targets and milestones?
Is the plan manageable?
Does it include CPD for staff and governors?
Do you have a systematic approach to monitoring the progress of the
plan?
How do you know that actions in the plan are really making a
difference?

41. Support and training
available for governors

42. Planning next steps

43. Planning next steps
Consider what you have heard and discussed today.
ACTIVITY
Now look at your own school improvement plan.
1.Make any suggestions or amendments to make it a really useful,
strategic accountability tool for your governing body to help drive
improvements.
2.Identify what further training and support your governing body needs.
3.Plan what you are going to do to strengthen governance and by
when.
4.Who will be accountable for making sure things actually happen?

44. Further reading

45. Further reading – keep up to date
Unseen children: access and achievement 20 years on , Ofsted
(130155), 2013; www.ofsted.gov.uk/resources/130155 .
The most able students: are they doing as well as they should in our
non-selective secondary schools?, Ofsted (130118), 2013;
www.ofsted.gov.uk/resources/130118.
The Pupil Premium: how schools are spending the funding successfully
to maximise achievement, Ofsted (130016), 2013;
www.ofsted.gov.uk/resources/130016.
Getting to good: how headteachers achieve success, Ofsted (120167),
2012; www.ofsted.gov.uk/resources/120167.
Schools that stay satisfactory, Ofsted (110151), 2011;
www.ofsted.gov.uk/resources/110151.
School governance: learning from the best, Ofsted (100238), 2011;
www.ofsted.gov.uk/resources/100238.