Governance Handbook 2019

1 Governance Handbook Academy trusts and maintained schools October 2020. Contents Foreword 4. About the Governance Handbook 6. Aim 6. Review date 6. Coronavirus (COVID-19) outbreak and the Governance Handbook 6. Terminology 7. Who is this publication for? 8. What has changed in this edition? 8. 1. Effective Governance 13. The key features of effective Governance 13. 2. Strategic leadership 18. Setting direction 18. Culture, values and ethos 18. Decision making 19. Parental and community engagement 21. 3. Accountability 23.

2 Boards' relationship with executive leaders 23. Robust oversight of a school or academy trust 24. Accountability for educational performance 25. Rigorous analysis of data 27. Accountability for financial performance 32. Sources of financial data and tools 33. 4. People 36. Building an effective team 36. Training and development 43. The chair 44. The clerk ( Governance professional) 46. Liability 47. Time-off work 47. Payments to governors and academy trustees 48. Publishing information about individuals 51. 5. Structures 53.

3 Governing a group of schools 53. The Governance structure of academies 55. The Governance structure of maintained schools 63. Collaboration 67. Publishing information about Governance structures 70. 2. 6. Compliance 72. Governance procedures 72. Charity and company law duties 72. Health & Safety 73. Equality 74. Education 75. Staffing and performance management 88. Finance 101. Safeguarding and pupil welfare 110. Pupil well-being 113. Admissions 122. School premises 126. Control and community use of school premises 130.

4 Conversion to academy status 136. School organisational changes 138. Information sharing 140. Complaints 148. Whistleblowing 149. 7. Evaluation 151. Developing the board's effectiveness 151. External reviews of Governance 152. Inspections 153. Schools causing concern 155. Support to be effective 157. 3. Foreword Governance has never been more critical to the education of our nation's young people. As Minister for the School System I see at first hand the impact of governors and Governance professionals. The Governance duty is, above all, to drive relentless ambition for the young people served by our schools system, whatever the circumstances.

5 The coronavirus outbreak brought out the best in the leaders and teaching staff of schools and academy trusts. The response to the pandemic has been exceptional in ensuring that, as far as possible, all children have continued to have access to education, whether at home or, for the vast majority, now back in the classroom. I have been impressed to see the Governance sector adapt so quickly to virtual meetings, while continuing to discharge your core functions. Despite the challenges, you have continued to play a vital role in supporting school leaders to ensure that the needs of all learners, including vulnerable children and young people, have been met.

6 We have seen that schools and academy trusts who formed strong partnerships with other schools and trusts have been most resilient through the pandemic. So, thank you. I recognise it has neither been easy nor straightforward. We have taken the decision not to include every COVID-19 guidance update in the Governance Handbook 2020, given that the department has a dedicated area on and because many of those changes are temporary. However, some critical changes are included, for example information on the resumption of Ofsted inspections from January 2021.

7 The Handbook focuses on key Governance and educational policy updates to support you for the year ahead. We will also continue to update you on the latest announcements via the Governance Update, which now reaches more than 70,000 of you directly. Alongside the Handbook we are also publishing new Governance role descriptors. These are in response to the sector asking for clear information relating to roles in school and trust Governance , and how these different layers of Governance interact. I. encourage you to use these documents when inducting new volunteers and those new to clerking, or as refresher material for more experienced governors, trustees and Members.

8 This academic year, the department's vision of robust and effective Governance in every school and trust, and tackling areas of Governance weakness, continues to be my priority. There is significant work to be done to get all pupils back on track, which means your role in monitoring how core school budgets, catch-up funding and Pupil Premium are 4. being spent has never been more vital. In academy trusts, keeping Members informed of trust business, including its financial circumstances, is also important so they can be assured the board is governing effectively.

9 The updated Members sections in the Handbook , and the new role descriptors, give clarity to full extent of Members' roles in the accountability of trustees. I recognise that all this can only happen when we have people with the necessary skills and knowledge on each governing board and where those boards are accessing support and independent advice from a professional and effective clerk. More than ever we also need diverse boards, and the Handbook has been updated to emphasise the expectation that recruitment processes should encourage volunteers from a wide range of backgrounds, cultures and perspectives, that better reflect the communities they serve.

10 Finally, as you prepare for your board and committee meetings for the coming year, I. encourage you to continue to work collaboratively and share best practice with other schools and trusts. The leadership and check-and-balance you provide is essential in monitoring and reviewing risks and plans, as well as in supporting your school leaders to implement plans that support staff and pupils, and ensure that all children receive the education they deserve whatever the circumstance. I thank you for your continued dedication to upholding the integrity of our system.