The Evolving Role of School Governors
The role of a school Governor has changed is various ways over the last century. With every new Government there seems to come a fresh bout of changes in legislation and guidance. Most significantly, in the last decade, has been the establishment of Multi-Academy Trusts (MATs). Met with interest and concern and not without controversy, MATs have continued to grow in number and influence across the UK. Whilst the MAT sector stakeholders try to keep pace with the developments, the role of the Governing Board is evolving. In many cases this evolution is not consistent and we are starting to see various models of governance, as we dip our toes further into the water of finding new and effective methods of governing in a period of transition.
I don’t know about you but, there seems to be so much change across the world right now. We find ourselves in the middle of an industrial revolution due to the developments of technology, globalisation and societal changes that were perhaps unforeseen. It is more important than ever that children and young people leave our schools with ambition; innovation; and an established set of values that will enable them to contribute economically; culturally and socially as our future workforce. These children will become the people who will represent the society of the UK and it will be their education that will enable them to harness their gifts, skills and talents in doing so.
This is one of the main reasons Governors volunteer their time and professional expertise to support schools but, with the rise of MATs there is sometimes a lack of clarity on the role of a Governor.
- Understanding Multi-Academy Trusts
Multi-Academy Trusts are a collection of academies and schools governed by a single trust. There are a number of benefits to the model including collaboration, shared resources, and centralised business functions and leadership teams. By pooling resources and expertise, academies within a trust can support each other in driving educational excellence. Effective governance encourages the sharing of innovative teaching methods, professional development opportunities, and strategic planning, creating a network of support that benefits all involved. While MATs have the potential to drive improvement and innovation in education, their governance structures play a critical role in determining their effectiveness.
2. The Role of Members:
Every trust has members who have a similar role to shareholders of a company limited by shares. Member powers are set out in the trust’s articles of association. Their key role is to ensure that effective governance is in place.
3. The Role of Trustees/Directors:
Trustees or Directors hold ultimate responsibility for the performance and conduct of the trust. Trustees are entrusted with making strategic decisions, ensuring financial probity, and upholding the trust's ethos and values. Their role demands a deep understanding of education policy, financial management, and legal compliance. Effective trusteeship requires a commitment to transparency, integrity, and the best interests of the students and communities served by the trust.
4. The Role of Local Governors
At the heart of MAT governance are the local governing boards who play a vital role in helping schools run efficiently and effectively to give children the best education and outcomes possible. In the past Governors held much of the responsibility that Trustees/Directors of a MAT now own, however their role and importance is not to be underestimated. They are the local representatives of the MAT, in each school, that parents and students will be most familiar with. While their responsibilities will vary according to the scheme of delegation, their function continues to be to act as stewards of the institution. Their role is to safeguard the future of the school on behalf of the local community and to protect the interests of the students and staff, past; present; and future.
Despite the potential benefits of MATs, governance can present significant challenges. Balancing the autonomy of individual academies with the centralised oversight of the trust requires skillful navigation. Trust Boards must grapple with issues such as school improvement, resource allocation, and maintaining a cohesive vision across diverse educational settings. Additionally, ensuring that governance remains responsive to the needs of local communities while upholding national standards is an ongoing challenge. Ongoing engagement and two way communication between trust boards, local governing boards and senior leaders can foster a culture of openness and will help align the trust's governance with the needs and aspirations of the schools it oversees.
There is still a lot of ambiguity about Academisation. Many people, including those who work in education, are unclear on the strategy and the benefits. With the rise of the ‘MAT Central Team’ new roles are being considered that would not have been typical for the education sector but will ultimately make the Trust and the schools they serve more robust in procedures and efficiencies, while providing additional support to school teams.
I often find even myself going into great detail to explain my job and the organisation I work for because, much like the current private sector labour market, job roles in education are being created in response to the very significant changes to the landscape. What I can be very clear on though is that I am privileged to work with a network of Governors across our schools, whose commitment and dedication is truly inspiring and who, selflessly, give up time out of busy work schedules and personal lives to provide the stewardship that our schools need to flourish. It is completely evident that their values are centered on the collective agreement to protect the interests of the children and young people in their schools so that they have the opportunity to go on to be the best that they can be.
Christina Reffold, Director of Governance & Compliance
January 2024