Governing our schools: 10 years on
New research from Education and Employers (which delivers the Inspiring Governance service) compares the
findings of nineteen governance expert interviews from 2018/19 with detailed research conducted in 2008. Topics
covered in the report include governance composition, recruitment and recognition, working with employers,
technology and accountability.
Some of the key findings include:
- Governors and trustees are more informed and knowledgeable about their role,
but the role has not been simplified, particularly due to the new model of MAT governance.
- Interviewees were in favour of achieving a balance of skills and community
representation on boards, referred to in the report as the “stakeholder plus” model.
- The majority of interviewees favoured making induction training mandatory,
echoing the consistent findings of NGA’s School Governance in 2019 report.
- Changes to school funding over the past ten years have negatively impacted
school governance with agreement that it is more difficult for governors/trustees to balance the budget
without making difficult decisions.
- Ofsted has placed more emphasis on governing boards during inspection, but
interviewees felt inspectors do not adequately understand the role of governors/ trustees.
Governing boards looking to recruit new volunteers will be particularly interested in
the report’s recommendations (pages 8-10), which include reference to models of governance which “better
blends skills with representation”, more emphasis on technology in meetings, “professional and
strategic” approaches to succession planning and innovative approaches to training and induction. The reports
recommendations may be read in conjunction with NGA’s School Governance in 2019 report which contains quantitative data from almost
6,000 school governors and trustees about their views and experiences.
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