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									OUTSTANDING GOVERNANCE   David Marriott
             SPOT THE CONNECTION 1

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             SPOT THE CONNECTION 2

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             SPOT THE CONNECTION 3

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 “Corporate governance has been gaining more predominance
  around the world over the last decade. However the last year
  or so…has seen an unprecedented interest in some of the
  areas that are central to corporate governance: executive
  remuneration; boards of directors, independent non -executive
  directors; internal controls and risk management; the role of

 Chris Mallin
 Feb 2009

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 Rights and equitable treatment of shareholders : Organizations
  should respect the rights of shareholders and help shareholders
  to exercise those rights. They can help shareholders exercise
  their rights by openly and effectively communicating information
  and by encouraging shareholders to participate in general
 Interests of other stakeholders : Organizations should recognize
  that they have legal, contractual, social, and market driven
  obligations to non-shareholder stakeholders, including
  employees, investors, creditors, suppliers, local communities,
  customers, and policy makers.
 Role and responsibilities of the board : The board needs
  sufficient relevant skills and understanding to review and
  challenge management performance. It also needs adequate size
  and appropriate levels of independence and commitment to fulfil
  its responsibilities and duties.

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 Integrity and ethical behaviour: Integrity should be a
  fundamental requirement in choosing corporate officers and
  board members. Organizations should develop a code of conduct
  for their directors and executives that promotes ethical and
  responsible decision making.
 Disclosure and transparency : Organizations should clarify and
  make publicly known the roles and responsibilities of board and
  management to provide stakeholders with a level of
  accountability. They should also implement procedures to
  independently verify and safeguard the integrity of the
  company's financial reporting. Disclosure of material matters
  concerning the organization should be timely and balanced to
  ensure that all investors have access to clear, factual
 Source: the Sarbanes-Oxley Act, an attempt by the federal
  government in the United States to legislate several of the
  principals recommended in earlier Cadbury and OECD reports

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                 GOVERNANCE IN SCHOOLS
  Wh o a re o ur s h a re h older s/                        D o we h ave a c o de o f c o n duc t fo r
   s t a ke holder s?                                         us a n d o ur l e a de r ship te a m t h a t
  Wh a t a re o ur o bl i g at ions to t h e m               pro m ote s et h i c a l a n d re s po n sible
   a n d h ow we l l do we ful fi l t h o s e                 de c i sion m a k i n g?
   o bl i gat ions?                                          D o we c l a ri fy a n d m a ke publ i c l y
  D o e s t h e G B h ave s uf fi c i e nt                   k n ow n t h e ro l e s a n d
   re l evant s k i lls a n d un de r s t a n ding            re s po nsibilit ies o f t h e G B a n d
   to rev i ew a n d c h a l le nge                           s c h o ol m a n a g ement to prov i de
   m a n ag eme nt pe r fo rm a n ce?                         s t a ke holder s w i t h a l eve l o f
  Is i t a n a de q ua te s i z e a n d a re t h e re        a c c o un t a bilit y ?
   a ppro pri a te l evels o f i n de pe n denc e            H ave we i m pl eme nted pro c e dure s
   a n d c o m m i t ment to ful fi l i t s                   to i n de pe n dent ly ve ri fy a n d
   re s po nsibilit ies a n d dut i e s ?                     s a fe gua rd t h e i n te g rit y o f t h e
  Is i n te g ri t y a fun da m e n t al                     s c h o ol' s fi n a n c i al re po r t i n g ?
   re q ui re ment i n c h o o s ing o ur c h a i r,         Is t h e di s c l osure o f m a te ri al
   v i c e c h a i r, c l e rk a n d G B m e m be r s         m a t te r s c o n c e rn ing t h e s c h o o l
   ( w h e re we h ave a c h o i c e)?                        t i m ely a n d ba l a n c e d to e n s ure t h a t
                                                              a l l i n te re s ted pa r t i e s h ave a c c e s s
                                                              to c l e a r, fa c t ua l i n fo rm at ion ?

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               SCHOOL GOVERNANCE:

 “This small-scale report was written to help governors reflect
  on their practice by considering the principles and approaches
  used by some of the best governing bodies .”
 Available at www.ofsted.gov.uk/publications/100238
 Also at www.thegovernor.org.uk

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 Positive relationships between governors and school leaders are
  based on trust, openness and transparency . Effective governing
  bodies systematically monitor their school’s progress towards
  meeting agreed development targets. Information about what is
  going well and why, and what is not going well and why, is
  shared. Governors consistently ask for more information,
  explanation or clarification. This makes a strong contribution to
  robust planning for improvement.
 Governors are well informed and knowledgeable because they
  are given high- quality, accurate information that is concise and
  focused on pupil achievement. This information is made
  accessible by being presented in a wide variety of formats,
  including charts and graphs.
 Outstanding governors are able to take and support hard
  decisions in the interests of pupils : to back the head teacher
  when they need to change staff, or to change the head teacher
  when absolutely necessar y.

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 Outstanding governance supports honest, insightful self-
  evaluation by the school, recognising problems and
  supporting the steps needed to address them.
 Absolute clarity about the dif ferent roles and responsibilities
  of the headteacher and governors underpins the most
  ef fective governance. Protocols, specific duties and terms of
  reference are made explicit in written documents.
 Ef fective governing bodies are driven by a core of key
  governors such as the chair and chairs of committees. They
  see themselves as part of a team and build strong
  relationships with the headteacher, senior leaders and other

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 In eight of the 14 schools visited, governors routinely attend
  lessons to gather information about the school at work. All
  the governors who were interviewed visit their schools
  regularly and talk with staf f, pupils and parents. Clear
  protocols for visits ensure that the purpose is understood by
  school staf f and governors alike. Alongside the information
  they are given about the school, these protocols help them to
  make informed decisions, ask searching questions and
  provide meaningful support.
 School leaders and governors behave with integrity and are
  mutually supportive. School leaders recognise that governors
  provide them with a dif ferent perspective which contributes to
  strengthening leadership. The questions they ask challenge
  assumptions and support ef fective decision -making.

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 Governors in the schools visited, use the skills they bring, and
  the information they have about the school, to ask challenging
  questions, which are focused on improvement, and hold leaders
  to account for pupils’ outcomes.
 Time is used ef ficiently by governors because there are clear
  procedures for delegating tasks, for example to well organised
  committees. These committees have clear terms of reference,
  provide high levels of challenge and use governors’ expertise to
  best effect. Systems are in place for sharing information and
  reporting back to the full governing body. This does not merely
  reiterate what has already been discussed in detail by the
  committee but focuses on the key points and decisions.
 The role of the clerk to the governors is pivotal to ensuring that
  statutory duties are met, meetings are well organised and
  governors receive the information they need in good time.
  Consequently, governors come to meetings well prepared and
  with pertinent questions ready so that they are able to provide
  constructive challenge.

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 A detailed timeline of activities, maintained by the clerk and
  linked to the school development plan, provides a clear
  structure for the work of governors and ensures that their
  time is used appropriately.
 Governors in the schools visited, use their external networks
  and professional contacts to fill any identified gaps in the
  collective skills of the governing body.
 There are clear induction procedures for new governors which
  help them to understand their roles and responsibilities and
  ensure that best use is made of their varied skills and
 The governing bodies constantly reflect on their own
  ef fectiveness and readily make changes to improve. They
  consider their own training needs, as well as how they
  organise their work.

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 The report looks at GBs deemed outstanding by Ofsted
 Ofsted determines the criteria by which GBs are deemed
 The report confirms that the GBs meet the criteria…
 BUT – there’s more detail and case studies on each GB

 What if the criteria change when Ofsted changes?

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                     OFSTED OLD AND NEW

                  2009                                                        2012
  Overall ef fectiveness                            report on ‘the quality of education
  How ef fective and ef ficient are the              provided in the school’ and must give
   provision and related services in meeting
                                                      p r i o r it y to :
   the full range of learners’ needs and why?        t h e a c h i ev em e n t o f p u p i l s a t t h e
  What steps need to be taken to improve
   the provision further?                            t h e q u a l i t y o f te a c h i n g i n t h e s c h o o l
  Achievement and standards                         the quality of the leadership in and
                                                      management of the school
  How well do learners achieve?
                                                     t h e b e h av i o ur a n d s a f et y o f p u p i l s a t
  The Quality of Provision                           the school.
  How ef fective are teaching, training and         I n s p e c to r s m u s t c o n s i d e r t h e
   learning?                                          s p i r i t ua l , m o r a l , s o c i a l a n d c u l t ur al
  How well do programmes and activities              d ev e l o p me n t o f p u p i l s ; a n d t h e ex te n t
   meet the needs and interests of learners?          to w h i c h t h e e d u c a t i o n p r o v i d e d b y
  How well are learners guided and
                                                      t h e s c h o o l e n a b l e s a l l p u p i l s to
                                                      a c h i ev e , i n p a r t i c ul a r d i s a b l e d p u p i l s
   supported?                                         a n d p u p i l s w h o h av e s p e c i a l
  Leadership and Management                          e d u c a t io n a l n e e d s .
  How ef fective are leadership and
   management in raising achievement and
   supporting all learners?
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 How do we understand our roles and responsibilities and how
  they dif fer from those of the headteacher and senior staf f?
 What do we know about the achievement of pupils and the
  quality of teaching in the school?
 How do we know that the information we have about our
  school is robust and accurate?
 How do we provide the right balance of professional support
  and challenge for the headteacher and senior staf f to help
  them improve the school’s ef fectiveness?
 How do we use our time ef ficiently?

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 How do we make best use of the skills and expertise of all
  members of the governing body?
 How do we know that the governing body is as ef fective as
  possible and could we do things better?
 How do we review our own performance regularly?
 How do we plan our training and development?
 Do we consider what might be needed when governors leave?
  How do we ensure we still continue to have the necessary
  skills and knowledge?
 How do we ensure that members of our governing body are
  prepared to step into important roles such as the chair of the
  governing body and chairs of committees?

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