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Academy Governance: delivering continuous improvementFriday 6 October, Hallam Conference Centre
@ICSA_News #ICSAAcademyConf
WiFiNetwork: HCC or HCCaPassword: hallam44
Chair’s opening remarksLouise Thomson FCIS, Head of Policy (Not for Profit), ICSA
Keynote addressSir David CarterNational Schools CommissionerDepartment for Education
Improving the system from our classrooms up. How Governance accelerates school improvement
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Sir David CarterNational Schools Commissioner
What underpins the way that the school led system delivers improvement?• Secure Sustainable Improvement TAKES TIME but leaders
need to prioritise and sequence the changes they need to make
• Schools and Trusts need to see themselves as capacity givers and capacity takers over a period of time
• Schools improve sequentially and in stages• School Improvement is the product of high quality
leadership so understanding the stage of the improvement journey is important for getting the right leaders in place
• School Improvement can be judged through the lens of results and OFSTED inspections but not exclusively.
• STRATEGY+CAPACITY + PACE = Improvement
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Who are the ‘Capacity Givers’ in the System?
Organisations• Successful and Sustainable high
performing maintained schools, academies and MATS
• FE and Vi Form Colleges• Teaching School Alliances• Maths Hubs• NPQ Licensed Providers• Newly designated Research Schools• Effective school improvement providers
working across Local Authorities• Credible and Effective Improvement
organisations (Teach First, ASL, EEF, Sutton Trust, NSN)
• Universities and HE Schools of Education• Independent Schools
Designated System Leaders• National leaders of education• National leaders of governors• Specialist leaders of education• CEO of MATS• Headteacher Board Members• DfE Education Advisors• Academy Ambassadors• Leaders of School Improvement in TSA,
MATS etc• Outstanding Heads of good schools• Great school leaders past and present,
who are none of the above
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What contribution should we expect our ‘Capacity Givers’ to make?Connecting the school to wider system thinking• Diagnosis of Improvement Need• Bring evidence based thinking to
strategic development• Challenge the emerging strategic
plan• Offer Advice and Guidance to
Leaders and Governors on managing change
• Mentor and Coach School Leadership teams
• Challenge thinking and practice and review implementation
• Open up access to new networks
Bringing the wider system into the school• Take over the leadership of a
school in severe crisis• Add capacity at team level and
review team performance • Source classroom and middle
leader support• Build sustainability for long term
success• Identify talent and potential for
succession planning• Deliver bespoke training• Identify better schools for leaders
to visit and learn from
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New ways of thinking about System CapacityLocal Area and Place Based solutions to deliver effective improvement to more schools and more childrenHow is this being developed?• 12 Opportunity Areas• RSC Priority Areas• Sub Regional Improvement
Boards (SRIB)• Criteria for the Strategic
School Improvement Fund applications (SSIF)
Why SSIF is integral to this• Carries the expectation that
MATS, schools, TSA, Diocese and LA will work together to design new solutions
• Focus is more strategic • Scalable solutions across more
schools• Sustainability of the
improvement solution is integral
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Floor
Coasting
Nat Ave
Top 15%
Performance Trajectory
STAB
ILIS
ERE
PAIR
IMPR
OVE
SUST
AIN
B
A
F
CD
E
HG
H
E
C
F
AStrongest Performers
Steady Improvers
Steady and Secure
Improver Decliners
Rapid Decliners
Weakest System Performers
Slow Decliners
Time
B Rapid improvers
D
G
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The four stages of Improving a School -The Stabilise Phase
Observable Features from the System• Unstable leadership & Ineffective governance has recently failed to hold
anyone to account• Limited evidence of any external support having had an impact• High staff turnover and high staff absence with recruitment of better
staff challenging • Pupil attendance and PA below national floor• Significant financial risk or mismanagement• Poor student outcomes at KS2/KS4 – below floor and/or coasting• T&L is poor, with limited or no CPD for staff• Student behaviour has been chaotic or unsafe
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What are the key questions for governors in the Stabilise Phase?1. How close are we to understanding the precise nature of what needs to be
done?
2. Are we effective at prioritising the strategies we need to implement?
3. Who should we commission to provide the external support and challenge we need?
4. Do we have the right skills and experience on our board to critique the effectiveness of the strategies
5. What data is going to help us to provide the challenge that our leaders need?
6. How do we understand the short term progress the school is making without having to wait for the next meeting?
7. How are monitoring the cost of improving the school?
8. What should we ask the leaders to do less of to create capacity in other areas?
9. Where are the pockets of stronger practice that we can develop and share?
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The four stages of Improving a School-The Repair Phase
Observable Features from the System
• Stable leadership across the school and trust is securing standards
• The support from a strong TSA and/or MAT is starting to repair and improve the school
• Governance is improving & holding the school leadership to account
• Improvement in outcomes is clear in internal assessments even though outcomes from national tests are taking longer to improve
• Pockets of improved performance in key year groups and subjects
• CPD quality is mixed and focus not bespoke to the needs of the school
• Student behaviour is improving but low level disruption is common and remains a barrier to progress
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What are the key questions for governors in the Repair Phase?The questions posed in the Stabilise Phase still apply but in addition these link to the Repair phase1. Is the external support that we have commissioned
delivering what we need it to?2. Have we got the balance right between supporting and
challenging our leaders and staff?3. Are the leaders in the school coping?4. How reliable is the data that the school is sharing with us
to demonstrate progress? How do we moderate it?5. Now that the school is improving, how are we working
with parents and students to learn from their experience?6. Should we commission some external reviews to reassure
us that progress is as secure as we are being told it is?
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The four stages of Improving a School –The Improve Phase
Observable Features from the System• Stable leadership across the school and trust is securing sustainable
improvement• The TSA/MAT support and the work of the leaders in the school is shifting as
much to assuring quality as on operational delivery• Governance is strong and consistently holds leadership to account• Student outcomes are above floor and there is confidence that this can be
sustained by younger children in the school• T&L is strong in most year groups and subject areas with just a few pockets of
ineffective practice that are being addressed appropriately• CPD is addressing the bespoke needs of more teams and individuals • Behaviour in the school is more positive with limited low level disruption
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What are the key questions for governors in the Improve Phase?The questions posed in the Stabilise and Repair Phases will apply up to a point but some will no longer be needed. These are the focus questions for the Improve phase 1. Have we articulated the lessons learned so far and are we
sharing them more widely?2. Are we getting the balance right between quality assurance and
operational improvement3. How do we make sure we are not institutionally blind to the
challenges we still face?4. What are the areas that still need repair?5. As a board of governors do we need to refresh our professional
expertise and capacity?6. What is our strategic plan to train and develop our team of
governors as we move towards becoming a very good school?
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The four stages of Improving a School –The Sustain Phase
Observable Features from the System
• Effective strategic leadership looking longer term and beginning to provide the wider school system with capacity to support other schools
• Leadership team are developing new areas of expertise that it contributes to wider system CPD and support
• Governance is strong and sustainable for the future
• Outcomes for all learners are good, the school is consistently above floor and no groups of learners significantly underperform
• Embedded and effective CPD is bespoke to need and encourages effective succession planning
• Behaviour of students is positive and low level disruption is rare
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What are the key questions for governors in the Sustain Phase?The questions that governors should be asking in the Sustain phase are about sustainability and wider system participation1. What are the risks to us reaching a performance plateau
and how do we avoid that?2. What capacity do we have to support another school?3. Can we be confident that the areas of expertise we believe
we have really are that good 4. Are the strategies we have implemented scalable and
replicable?5. Have we allocated key areas for sustainable performance
to members of the board. (Dis-Advantaged students, able students, collaborative practice)
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The Strategic Decisions that MATS take that impacts on Improvement and the Collaborative Culture
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The ten things the best MATS seem to get right most of the time
1. View the whole workforce as a MAT resource that can be deployed to deliver the maximum benefit to as many children as possible
2. The best MATS have strong partnerships with maintained schools, other trusts and academies, TSA & Universities and Colleges
3. There is a cohesive trust wide school improvement plan that takes account of the improvement trajectory each academy is on
4.The MAT has aligned and standardised more of the educational delivery functions across all of its schools
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The ten things the best MATS seem to get right most of the time5. Each Academy Principal has a performance management target to contribute to the development of the MAT
6. There is a clear talent management strategy for all sectors of the workforce that is understood by
7. The MAT understands the need for a growth strategy that does not compromise the standards of the children it already educates
8. The MAT board understands the dual function of creating the strategy for improvement and holding leaders to account to deliver it
9. The MAT enables children from its academies to extend their learning together (eg Post 16)
10. Improvement and Curriculum development is evidence based before implementation
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Tackling Conflicts of InterestICSA Academy Governance Conference – October 2017
Graeme HornsbySBM Consultancy
Responsibilities of Trustees
• Articles of Association• Governance Handbook• Academies Financial Handbook• Academies Accounts Direction• Funding agreements• Company law• Charity law
Conflict of Interest with Trustee Benefit
Charity Commission expectations• benefit must be authorised in advance • affected trustee to be absent from any part of
any meeting where issue is discussed or decided
• withdrawing includes when the initial discussions & decisions take place, & from any subsequent discussion or decision making on the issue
Conflict of Loyalty
Charity Commission guidance – unless there is other legal provision/governance document• affected trustee to declare interest• other trustees decide what level of
participation, if any, is acceptable• might include full participation in decision,
participation in discussion only, attendance without participation, withdrawal for decision
Trustee Considerations
Include• Best interests of charity• Reputational risk or controversial (AFH – ‘novel or
contentious’)• Bearing on individual trustee’s approach to issue• Whether presence inhibits or influences• Can ask for further information from trustee before
deciding
• Include considerations with agenda planning• Include recommendations or requirements
in reports or as footnotes• Discuss with relevant parties• Offer opportunity to raise concerns or clarify
before meeting• Take advice where necessary
Register of Interests
• Scope and application of register• Definition of senior staff• Elements of discretionary application and publication• Register of interests as live document• Provision on agenda for additions and changes to be
notified – along with those relevant to meeting• Take advice where appropriate – auditors, ESFA, HR
advisers
Related Party Transactions
• EFA review found only small percentage irregular
• Don’t discount the benefits• Three key areas – procurement, ‘at cost’ and
off payroll arrangements• NASBM guidance
Culture
Who are the appropriate gatekeepers?• Trustees – overall responsibility – expectations on volunteers?• Accounting Officer – includes regularity and propriety – but in
reality?• CFO - technical & leadership role including ensuring sound
and appropriate financial governance – variability in expectations?
• Clerk - understands how and where conflicts may arise and, where appropriate, provides advice to the board on how these can be addressed – remit?
Culture• Budget holders• New roles and responsibilities • Other key staff • Recruitment and induction processes• Internal audit• Who keeps up to date and manages changes
in requirements?• Who updates procedures, policies and internal
controls?
MAT Considerations
• Consistency across schools• Due diligence• Capacity and scalability as trust grows• Clarity and consistency in local governance
arrangements • Degrees of separation
Links
NASBM guidance https://www.nasbm.co.uk/PublicDocuments/105623.0310354Connected%20party%20transactions_FINAL.pdf
Charity Commission Guidehttps://www.gov.uk/government/uploads/system/uploads/attachment_data/file/636091/CC29.pdf
Services Include:
•Internal audit•Strategic Reviews of Budget & Support Services•Advice on governance structures and clerking•Business Manager recruitment•Training courses – available locally to schools/groups•Mentoring & support
@SBMConsultancy
Networking tea and coffee breakJoin the conversation@ICSA_News #ICSAAcademyConf
Demonstrating financial control
Stephen MoralesChief Executive, NASBM
Objectives
• Understand the national funding formula components
• Appreciate the funding landscape and timeframes
• What we need from school leaders in response to this
Funding formula policy objectives
“We want to move towards a ‘hard’ national funding formula that distributes the vast majority of funding directly to schools. It is the only way we can be sure that the same child, with the same needs, will attract the same funding regardless of where they happen to live; and the only way that parents can be sure there is a level playing field.”
– Justine Greening, Secretary of State for Education
Funding formula policy objectives
“Each local authority will continue to set a local formula which will determine individual schools’ budgets in their areas, in 2018-19 and 2019-20, in consultation with local schools.”
“Local authorities will take the final decisions on distributing funding to schools within local areas, but the formula will provide for all schools to see an increase in funding compared to their baseline.”
– Justine Greening, Secretary of State for Education
Oral statement to Parliament, 14 September 2017
Funding timeline
NFF & High Needs Ph 1
Early
Years
NFF & High Needs Ph 2
NFF decisio
ns
NFF soft
No date for hard NFF
NFF delaye
d
Existing
Funding
Formula
Extra £1.3bn£4.8K
S£3.5K
P
MFG %?
2016 2017 2018 2019 2020 2021
Formula factor building blocks
A
B
C
D
Age-weighted pupil unit
DeprivatiLow prior attainmen
EAL Mobilit
Lump sum and
sparsityRates
Premises
(incl. PFI, sites &
exceptional circumstances
Growt
Area cost adjustment
Basic per-pupil
fundingAdditional needs funding
School-led
funding
Geographic funding
NFF factor values and weighting
Factor New weighting
2016–17 weighting
Basic per-pupil 72.9% 76.6%
Deprivation (FSM & IDACI A–F) 9.1% 7.6%
Low prior attainment 7.4% 4.3%
English as an additional language 1.2% 0.9%
Mobility 0.1% 0.1%
Lump sum 6.8% 8.2%
Sparsity 0.1% 0.05%
Premises (rates, PFI, split sites, exceptional 1.8% 1.8%
Area cost adjustment Incl. in
Growth 0.5% 0.5%
NFF factor values and weighting
Basic per-pupil
Deprivation (FSM &
IDACI A–F)
Low prior attainment
English as an
additional language
Mobility
Lump sum
Sparsity Premises (rates,
PFI, split sites,
exceptional circs.)
Growth
Basic per-pupil
Deprivation (FSM &
IDACI A–F)
Low prior attainment
English as an
additional language
Mobility
Lump sum
Sparsity
Premises (rates,
PFI, split sites,
exceptional circs.)
Growth
New weighting 2016–17 weighting
Per-pupil income – 2010
£8,000
£4,000
x
xx
xx
xx
xx
x
Viabil
Per-pupil income – 2016
£8,000
£4,000
x
xx
xx
xx
xx
x
ViabilCosts
Income
The Head-in-the-Sand Academy
• Unfunded cost pressures between 8% – 12%
• Primary school with £2m budget
• 2015/16 £60k surplus & now has £130k reserves
• Impact of 2.75% cost increase per year
-200,000
-150,000
-100,000
-50,000
0
50,000
100,000
150,000
200,000
2015/16 2016/17 2017/18 2019/20 2020/21Rese
rves
Years
Governance PedagogySchool
Business Management
• All three pillars are needed
• Need to grow SBM capacity, capability, recognition & status
• Must be visionary about the bigger picture
System leadership
Quality focus
Quality of
teaching
Quality of
leadership
Quality of leadership
in every discipline
Professionalisation – sequence of 7 steps(Wilensky, 1964)
1. Role is recognised as a full-time occupation
2. Associated training and development pathways
3. Specific programmes of study created
4. Professional groups established locally
5. Professional association established nationally
6. Professional standards established
NASBM response
• Clearly articulated professional standards
• A qualifications and CPD framework that is underpinned by the standards
• Clear career pathway opportunities• Mapping skills, competencies and experience to appropriate roles
• Improving leadership behaviour• Appropriate levels of validated
CEO(Senior
executive)
FD(Executive/ specialist)
COO(Executive/ generalist) HR Director
(Executive/ specialist)
Developing capacity
Head of learning
Head of learning
Head of learning
MAT executive team
Local school level
SLTBusiness support SLT
Business support
SLT Business support
The right peopleNASBM Professional Standards:• By the sector, for the
sector• Recruitment• Performance management• CPD
NASBM Support:• Advice Centre• Associate
Practitioners• Fellows• Training
Capacity audit tool ProcurementHuman
resourcesMarketing Finance Infrastructure
Head teacher
Deputy head
Assistant head
Finance director
SBM / bursar
Administrator
Chair of governors
Committee chair
Governor
Trustee
Teacher
Parent
Consultant
Competency key:
0 = no knowledge
1 = limited knowledge
2 = intermediate knowledge
3 = advanced knowledge
4 = expert knowledge
5 = expertise covered elsewhere
How well do you know your organisation?
10 quick efficiency questions…
1.Are you able to quote, on demand, your contact ratios and in particular those of your leadership team?
2.Do you know the cost of your leadership team as a % of your overall budget?
3.Do you know your back office costs as a % of your overall budget?
4.Is internal communication fully automated?
5.Is the requisitioning process fully
10 quick efficiency questions…
7.Have all your major contracts (utilities, reprographics, FM services, IT, etc.) been reviewed and retendered in the last 3 years?
8.Do you have in place a 3-year sustainable [balanced] budget plan?
9.Do you have firm strategic plans for all reserves?
10.What formal collaborative activities is your school involved in to achieve economies of scale, eliminate duplication and optimise available
The continuing NFF debate
•What is ‘enough’ to run a school?•Who’s making this judgement?•Do the recent proposals provide ‘enough’ for all schools?
•Individual school v whole learning community
•Where should the funding emphasis be – high needs, social mobility, mainstream?
Responding to the fiscal challenge
•Joined-up decision-making and strategic planning
•Collaboration – hard not soft –real not imagined
•Competency and capacity•Professionalisation•Understand your Funding Agreement
Thank you
Maximising the impact of the board
Dr Kate Chhatwal
Trustee and Chair of Standards, STEP Academy TrustConsultant, Empowering School Leaders
Director, Southwark Teaching School Alliance
@KateChhatwal
Impactful boards…
1. Focus on the things that really matter2. Know what success looks like3. Have access to reliable data4. Triangulate5. Stay strategic, but dig deep when they need to6. Are accountable for their own performance
Keeping focus: Governance is about asking and answering these key questions
VisionWhere do we want to
get to? (This year and next 5-10 years)
Data and feedbackHow will we know
we’re on track? Are we on track?
Accountability and reward
How are leaders and other staff held to
account for what and how they are delivering?
Risk managementWhat could get in our way? What’s
being done about it?
StrategyHow will we get
there? (Theory of change)
Culture and valuesWhat are they? Is our behaviour always consistent with our values of aspiration, creativity, courage and
kindness and the Nolan principles?
ResourcesWhat do/will we need? Are they
being used well?
Keeping focus: Governance is about asking and answering these key questions
VisionWhere do we want to
get to? (This year and next 5-10 years)
Data and feedbackHow will we know
we’re on track? Are we on track?
Risk managementWhat could get in our way? What’s
being done about it?
StrategyHow will we get
there? (Theory of change)
Culture and valuesWhat are they? Is our behaviour always consistent with our values of aspiration, creativity, courage and
kindness and the Nolan principles?
ResourcesWhat do/will we need? Are they
being used well?
Board of Trustees
Audit and Operations
Committee & SGBs
Standards Committee &
SGBs
All levels
Strategic Governing Body
Head of Teaching and Learning Head of Standards
Standards CommitteeAudit and Operations
Committee
Board of Trustees
Headteacher/Executive Head
CEO/Deputy CEO
STEP Governance Structure
Chief Financial and Operations Officer
Joint HT/EHTperformance review
GovernanceExecutive
AccountabilityChallenge and support
A journey: Developing the STEP Standard for standardsLimited central assurance: LGBs oversee each academy’s performance; CEO reports to Board
Unsustainable centralisation: Standards Committee tries to oversee detail; Head of Standards and Headteachers drown in paperwork
Reluctant delegation: Greater expectations on SGBs, but continuing duplication by Standards Committee
STEP Standard: Board agrees standard and KPIs; clear division of responsibilities between EMT, SGBs and Standards Committee; single MI system provides detail as needed
Challenges
• Agreeing a manageable number of KPIs which tell you about the things that really matter
• Developing the underpinning MI system• Mindsets and training
– Acknowledging the legitimacy of the Executive role– Understanding that and why MAT governance is different from governing a
single school (and being able to articulate that to inspectors etc)– Really understanding roles and responsibilities
• Making sure trustees and governors are assured, not reassured– Able to dig into data as needed– Clear escalation routes
• Strong communication between different layers
Impactful boards…
1. Focus on the things that really matter – outcomes and organisational performance
2. Know what success looks like – STEP standard3. Have access to reliable data – good MI systems and confidence in what’s
going in4. Triangulate – visits, teaching and learning reviews, auditors’ reports5. Stay strategic, but dig deep when they need to – mindset and training6. Are accountable for their own performance
STEP Standard for GovernanceCurrent Draft of STEP Standard
All SGBs to be close to full capacity with no significant gaps in knowledge or experience.
Evidence of challenge and scrutiny in minutes of meetings which demonstrable value to each academy.
Potential Key Performance Indicators
- % of vacancies per SGB- No. of areas in skills audit which highlight lack of knowledge- % of meetings with more than XX questions raised- % of governors that have attended at least two CPD sessions
Panel discussion: Creating a meaningful stakeholder engagement plan
Networking lunchJoin the conversation@ICSA_News #ICSAAcademyConf
Keynote addressMike SheridanRegional Director, LondonOfsted
A force for improvement through intelligent, responsible and focused inspection and regulation.
Mike Sheridan HMIRegional Director, London.
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Responsible intervention
We will use our voice as an inspectorate only where it will lead to improvement in education and care for children, young people and adult learners. We will ensure that our inspection footprint is proportionate and does not impose undue burdens. (Ofsted’s strategy 2017 - 2022)
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Improving governance
Governance arrangements in complex and challenging circumstances
December 2016
Schools North East 30 March 2017 Slide 91
Improving governance draws on evidence from:
2632 responses to HMCI’s call for evidence Survey visits to 24 primary schools, secondary and special
schools, situated in areas of disadvantage, where these schools improved by two Ofsted grades between section 5 inspections 90 routine monitoring visits by HMI to schools previously
judged inadequate Routine inspections of six schools with a high proportion of
disadvantaged pupils, between October 2015 and May 2016, at which the schools were judged to require special measures.
Schools North East 30 March 2017 Slide 92
The current environment for governance
The considerable transformation of the education landscape and the changes to structures, assessment, curriculum and statutory testing are having an impact on governance. Successive government policy developments have resulted in
considerable change to the role of governing bodies. The landscape of school accountability continues to change
beyond recognition.
Schools North East 30 March 2017 Slide 93
The challenges for governance are:
knowing how to hold leaders to account understanding governors’ strategic role knowing how governors and teachers work togethermaking time to manage the workload in a voluntary capacity keeping up to date with the changes in education, legal
responsibilities and the inspection framework ensuring boards have the right skills and knowledge recruiting governors with the required skills accessing good advice and support.
Schools North East 30 March 2017 Slide 94
Skills and knowledge
In the survey schools, we found that: governors with the right skills and knowledge were not always
easy to recruit changes were often made to the board to achieve the right mix
of skills and knowledge as governors became more knowledgeable, it enabled a more
professional and open relationship between governors and headteachers schools thought governors having an initial induction and
regular refresher training would make them effective.
Schools North East 30 March 2017 Slide 95
Supporting professional expertise –professional school clerks support governors to:
be well organised and fulfil their strategic roles review policies access accurate minutes and receive papers in good time be aware of planned governance activities attend mandatory training report back to a committee or to the full governing body.
Schools North East 30 March 2017 Slide 96
Successful professional clerks:
are outward facing are well-informed about current affairs and planned events access termly training briefings and updates are members of professional organisations use information services
Schools North East 30 March 2017 Slide 97
Changes to short inspections:maintained schools and academies
Changes to short inspection consultation
The way forward
Changes to short inspection consultation
Starting from October half term, we will:
Carry out section 5 inspections for some good schools where our risk assessment tells us that a short inspection would be highly likely to convert. Wherever possible, keep the window of conversion at the current 48
hours, but may go up to a maximum of seven working days, where circumstances dictate that to be necessary. Increase the short inspection tariff in large secondaries with more than
1,100 students by one on-site day – responding to points raised during the consultation.
We believe this approach strikes a balance between minimising the burden on the sector and being able to deliver the short inspection programme. However, these changes still mean that we will have to hold some Ofsted Inspectors on contingency, and this is not a positive arrangement in the long run.
Slide 4
Plans for future consultation Ofsted launched a fresh consultation on 21 September, aimed at further refining our approach to short inspections. We will continue short inspections and conversions, however we propose three changes:
1. Inspectors should continue to convert short inspections, normally within 48 hours, if there are serious concerns about safeguarding, behaviour or the quality of education.
2. Where a short inspection does not convert but inspectors are not fully confident that the school would receive its current grade if a full section 5 were carried out, the school should receive a letter setting out strengths and priorities for improvement and a section 5 should be carried out at a later date.
3. Where a short inspection does not convert, but inspectors identify strong practice that could indicate that the school is improving towards being outstanding, the school should receive a letter setting out strengths and priorities for further improvement and a section 5 inspection should be carried out at a later date.
Changes to short inspection consultation Slide 5
Proposal 1
Convert inspections within 48 hours if there are serious concerns about safeguarding, behaviour or the quality of education
Keeping children safe, while they are in their care, is the paramount responsibility of schools. Managing pupils’ behaviour effectively so that
learning and the progress that pupils make are not disrupted is also a key consideration. And parents need to know as soon as possible if the quality
of education is likely to have declined significantly into inadequacy
Changes to short inspection consultation Slide 6
Proposal 2
Changes to short inspection consultation
Slide 7
Where a short inspection does not convert but inspectors are not fully confident that the school would receive its current grade if a full section 5 were carried out, the school should receive a letter
setting out strengths and priorities for improvement and a section 5 should be carried out at a later date.
The letter to the school will be published it will confirm that their judgement has not changed and will identify clear priorities for improvement.
In this way, we would hope to ‘catch schools before they fall from being good’ and give them some more time to improve.
Proposal 3
Changes to short inspection consultation
Slide 4
Where a short inspection does not convert, but inspectors identify strong practice that could indicate that the school is improving towards being outstanding, the school should receive a letter
setting out strengths and priorities for further improvement and a section 5 inspection should be carried out at a later date
In this way, we hope to give the school time for the strong practice to be consolidated and the opportunity for it to be celebrated through
confirmation of an outstanding judgement
We are not proposing any…
Changes to short inspection consultation Slide 8
Changes to the purpose of a short inspection or to the short inspection methodology.
Changes to a school’s experience of a short inspection when inspectors are on site.
Next steps
The consultation opened on the Thursday 21 September 2017 and closes on Wednesday 8 November 2017
Additional consultation activity is taking place throughout October 2017
We will publish the main findings and our response in December 2017.
We expect to implement the finalised changes in January 2018.
Changes to short inspection consultation Slide 9
Complete and submit your response Online electronic questionnaire:
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Changes to short inspection consultation Slide 10
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Succession Planning
Parthenon-EY
Matt RobbOctober 6th, 2017
Parthenon-EY | Page 109
Introduction to Parthenon-EYClients
Operators Governments and foundations Investors
Parthenon-EY | Page 110
Introduction to Parthenon-EYKey Messages
• MATs need a clearly defined operating model to be successful in anything – including succession planning
• The operating model – and governance and succession – depends on scale
• You need to plan for the future issues coming through growth
Parthenon-EY | Page 111
Succession PlanningOperating Model
►There can’t be 22,000 excellent school leaders (by definition)
►The way to improve leadership is to create structures where the best leaders have more influence and developing leaders have less
►MATs offer:►Leverage for the best leaders►Economies of scale through growth►Consistency of approach through defined
operating models
►Your strategy needs to address:►Growth►The operating model that will enable that
growth
Parthenon-EY | Page 112
Succession PlanningOperating Model Characteristics
The key is alignment between of these 5+ components of the operating model
Curriculum and
Timetable Pedagogy and
Assessment
Professional and Labour
Model
Management Structure
and Approach
Financial Model
Other… (e.g.
behaviour)
Parthenon-EY | Page 113
Succession PlanningOperating Model Examples
►Small group work
►Room layout
►Gyroscopic mice
►Content lesson plans
► Intranet
►Assessment & feedback
► Investment in quality
►Team teaching in key subject areas
►Data, team meeting, and individual student reviews
►Self-directed learning in the timetable
►Standardized assessment across the whole year
Parthenon-EY | Page 114
Succession PlanningOperating Model Example
► Fundamental vision for the MAT is to offer an enriched curriculum for students from culturally poor coastal towns► Model involves embedding a lot of cultural visits to London and other places into the learning
experience
► The school’s staff aren’t able to do all this themselves, so the model is► Small number of senior staff able to do this► Relatively high use of external expertise on project /day rate basis (e.g. theatre specialists)► High use of talented but younger and lower-cost staff
► This central vision has implications for the labour model, financial model, longer term sustainability, pedagogy and puts great pressure on the small number of senior staff capable of delivering this in the short term. This reduces their management time (as it’s more heavily focused on teaching and coaching younger staff)
► Key questions:► How does this scale?► What economies of scale are there?► How do you grow the numbers able to deliver / manage external experts to deliver this broad-
based curriculum?
Enriched Curriculum
Distinctive Labour Model
Implications
Challenges
Parthenon-EY | Page 115
Succession PlanningChallenges of Scale
EP
P P P
Example: Current Small MAT Structure
Example: Larger MAT Structure
Growth Transition
Corporate CentreRevenue ~£8MCost ~£400K
Corporate Centre Revenue ~£35M
Cost ~£7M
RD
P P P
CEO
RD
P P P
► Director of Education► Commercial Director
► HR Director
Parthenon-EY | Page 116
Succession PlanningOperating Model Example
CEO
Exec. Principal
Principal
• Operating model• Governance• Organisation• Role of corporate centre• Financial structure• Commercial strategy/Joint venture• Growth rate
• Operating model• Organisational structure• Investment in infrastructure (e.g. IT)• Role of centre• Governance• Growth rate • Peer to Peer intervention (lead practitioner)
• Discretionary budget spend• Individual staff management• Key staff allocation
Decision/Choices Essence of RoleRole # of Staff
>250
50-250
<50
► Broad-based general management
► Educationalist experience not required
► Hybrid educationalist and general manager role
► Lead educationalist► Team leader
# of Schools
>5
2-5
1
Parthenon-EY | Page 117
Succession PlanningIssues Facing Large MAT Boards
►Corporate governance vs public institution governance►Expectations►Public accountability
►Barons and transparency
Governance
Financial & Risk
Human Resources
Other
►What is the right financial framework?►Right levels of reserves?
►What is the right risk framework: innovation & safeguarding?
►How do we define professionalism?►Compensation►Professional development and apprenticeship?
►How do we build this?
►How do we manage growth and diligence?►How do we make investments?►What are the economies of scale?►How do we get expert advice on IT, cyber, estates….
Parthenon-EY | Page 118
Your Presenter Today
Matthew Robb, Managing Director
RANKED IN TOP 10 CONSULTING FIRMS TO WORK FOR BY VAULT
Matt joined Parthenon-EY in the autumn of 2010, after working in both public and privatesectors within the education industry. Matt previously worked at McKinsey & Co., where heled strategy and organisation work in a wide range of contexts.
For seven years, Matt worked in the education support services sector, holding P&Lresponsibility. He led teams working on school improvement, academy development, theBuilding Schools for the Future programme, and on children’s services technology andmanagement information.
Since joining Parthenon-EY, Matt has led our education work in the UK and Europe. Hehas led work across every stage and sub-sector of education in the UK and across Europe,including public and private schools (K-12), vocational and further education, universitiesand support services. He has worked in buy and sell-side diligence, leadership,organisation, international strategy, marketing and sales force strategy and generalcorporate strategy.
Matt holds a degree in Natural Sciences from the University of Cambridge and was theGatsby Scholar.
Keynote addressBrian LightmanDirector, Lightman Consulting and Former General Secretary, ASCL
So what’s it all for? Looking into the future.
Brian Lightman
Lord Adonis 2012
Academies – a radical new form of independent state school characterised by strong leadership and an ethos of aspiration, success and social mobility.
English Education is in transition from a low-achieving comprehensive system to a high achieving academy system’
The 2016 White Paper
‘The academy system is now sufficiently mature to take a step that wouldn’t have been possible in 2010. This White Paper sets out how, by the end of 2020, all remaining maintained schools will be academies or in the process of conversion. ‘ March 2016
May 2016
Sometimes a U turn turns into a Z-turn.
October 2016
"Our ambition remains that all schools should benefit from the freedom and autonomy that academy status brings. Our focus, however, is on building capacity in the system and encouraging schools to convert voluntarily.
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Lord Adonis 2012
But it is good governance plus independence, not independence alone, which is the distinctive feature of academies.
Two watchwords
AUTONOMY
CAPACITY
The relationship between autonomy and capacity
High autonomy
- low capacity
High autonomy
– high capacity
Low autonomy
– low capacity
Low autonomy
– high capacity
AUTONOMY
CAPACITY
Characteristics of 16 early academies
• Vision and values
• Ethos of learning, Success, good behaviour and mutual respect
• Culture of continuous school improvement
• Secure systems
• Fit for purpose buildings and resources
• Ambitious plans for the future
• Sixth forms with post 16 education integral to the academy.
Research by Philip O’Hear
There is no doubt that an autocratic , carry a stick leadership style …….can be effective. However, if you want to be a leader in the long term, that approach generally does not work out too well.
Steve Jobs People think focus means saying yes to the thing you’ve got to focus on. But that's not what it means at all. It means saying no to the one hundred other good ideas there are. You have to pick carefully
The benefits of partnership (1)
• Can lead to better progress and attainment for pupils.
• Can help to spread expertise and share challenges
• Can help to address recruitment crisis. Easier to find specialist expertise including business management etc.
• Can help with succession planning.
The benefits of partnership (2)
• Can provide career progression via responsibility across group of schools.
• Can reduce teacher workload through shared planning.
• Can broaden curriculum/CPD offer and create economies of scale
• Can enable governors/trustees to share strategic planning
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Some pitfalls
• Take head of a successful school (often in leafy area) and make them CEO of group of schools with very different needs.
• Lack of clarity of roles eg. create head of school role with heavy teaching load and poor capacity
• Little evidence of impact of CEO for learners in that trust.
• Going blind into academy status without understanding responsibilities.
• Inward facing and seeking to do everything from own resources
• Trustees ill informed
• Objectives behind policy on growth unclear
• Ethics.
Nolan principles for public life
• Selflessness,
• Integrity,
• Objectivity,
• Accountability,
• Openness,
• Honesty
• Leadership
Questions
• What is your vision for education in your trust?
• To what extent do all of the aspects of governance you have heard today support that?
• What are the benefits of academy status that you are harnessing to that end?
• To what extent are you certain that you systems, controls and the board’s impact support that?
Where do we want to be?
‘Vision is seeing a cathedral in the sky when you are standing on the edge of a sea of mud’.
From Propellers to Jets – Professor John West-Burnham
The cage is open ...............
My contact details
@brianlightman
Thank you.