GOVERNORS’ UPDATE
Spring 2011
The Education White Paper: The Importance of Teaching
The Government issued its Education White Paper: The Importance of Teaching on 24 November. In the joint
foreword, the Prime Minister and Deputy Prime Minister state that
‘…what really matters is how we’re doing compared with our international competitors. That is what will define
our economic growth and our country’s future. The truth is, at the moment we are standing still while others race
past.’
Citing the most recent (2006) OECD PISA survey as evidence of the UK’s decline, they also draw conclusions about
the characteristics of the most successful school systems, which the White Paper sets out to emulate. Proposals
are set out under the following headings:
 Teaching and Leadership
 Behaviour
 Curriculum, assessment and qualifications
 The new school system
 Accountability
 School Improvement
 School Funding
Governors are specifically acknowledged in Chapter 6 on Accountability:
School governors are the unsung heroes of our education system...To date, governors have not received the
recognition, support or attention that they deserve. We will put that right (6.28).
The White Paper suggests that governing bodies sometimes lack the information or training needed to challenge
effectively and support the headteacher and senior leadership. The government intends to clarify responsibilities
and give governors easier access to data in order to determine how their school compares with others. A number
of other measures to support governors are proposed:



The National College will be commissioned to update training for chairs of governors.
A relaxation of the requirements on size and proportionality of governing bodies, allowing schools to focus
more on skills (there will be a requirement of a minimum of two parent governors, and in governing bodies
where a foundation body appoints the majority of the governors it will continue to do so).
Schools will be encouraged to appoint trained clerks
The White Paper also suggests a series of key questions for governors to ask – see appendix A. Other proposals
include:


School Improvement Partners: the requirement for every school to have a SIP to be
removed
Performance tables: the current contextual value added (CVA) measure to be abolished
and more emphasis placed on progress.

The ‘floor standards’ of acceptable performance to be
raised. Schools will be subject to intervention with
the presumption of conversion to Academy status if:
o Secondary schools – fewer than 35% of pupils
achieve 5 A*-Cs including English and Maths (and
going forwards Science) and few pupils make
good progress between Key Stage Two and Key
Stage Four.
o Primary schools – fewer than 60% of pupils
achieve level four in English and Maths and
fewer pupils than average make the expected
levels of progress between Key Stage One and
Two.
Local authority role: the Government will:
give local authorities a strong strategic role as
champions for parents, families and vulnerable
pupils. They will promote educational excellence by
ensuring a good supply of high quality school places,
co-ordinating fair admissions and developing their
own school improvement strategies to support local
schools
It is anticipated that the White Paper will lead to an
Education Bill in late January or early February and
will receive Royal Assent in the autumn.
More information: A full and executive
summary version is available on the Department
for Education’s website
http://www.education.gov.uk/schools/teachinga
ndlearning/schoolswhitepaper/b0068570/theimportance-of-teaching/executive-summary
In Westminster the ARK Atwood Primary Academy is one of
the first 16 approved free schools and is proposed to
temporarily be located on Third Avenue in Queens Park for
up to two years.
. More information: Guidance on becoming an Academy
is on the DfE website www.dfe.gov.uk and the National
Governors’ Association has some useful guidance on
questions governing bodies should consider:
www.nga.org.uk
FMSIS abolished
Michael Gove recently announced the decision to scrap the
Financial Management Standard in Schools (FMSiS) with
immediate effect. FMSiS was made compulsory in 2007 for
all schools which were required to meet the standard every
three years by going through a self-evaluation tool.
Last year the Audit Commission said FMSiS focuses on
processes rather than achievement of economy and
efficiency, and that schools have not drawn an explicit link
between its introduction and value for money.
The Government recognises the importance of ensuring
schools have the right arrangements to manage their
budgets effectively and so the DfE will now work to develop
a new, simpler way of ensuring schools manage their
budgets effectively to obtain best value and ensure the
probity of their accounting records. Schools should ensure
that they comply with existing policies, guidance and
procedures and have in place appropriate governance and
risk management arrangements and an effective system of
internal control, including ensuring that budgets are being
properly accounted for and managed appropriately.
Academies and Free Schools
You will be aware that Education Secretary Michael
Gove has opened up the possibility, reiterated in the
White Paper, of every school becoming an academy by
allowing high-performing schools to work in
partnership with other schools.
Alongside schools rated ‘Outstanding’ by Ofsted, all
schools that are rated ‘Good with outstanding
features’ will automatically be eligible for academy
status. Any other school that wishes to become an
academy will be able to, providing they work in
partnership with a high-performing school. In addition,
for the first time, from January, special schools will also
be able to become academies.
Page 2
“School governors are the unsung heroes
of our education system...To date,
governors have not received the
recognition, support or attention that they
deserve. We will put that right (6.28).”
Education White Paper
Governors’ Update Spring 2011
Reform of Ofsted
The government intends to reform Ofsted. Instead of 27
current grades the government is suggesting a focus on
four areas:




Pupil achievement
Quality of teaching
Leadership and management
Pupil behaviour and safety
Ofsted will consult on a new inspection framework with
a view to its introduction from January 2012. Inspection
will aim to be proportionate with more attention on
inadequate schools, which will receive termly visits.
Satisfactory schools will be differentiated between those
that have good capacity to improve and those which are
‘stuck’. Outstanding schools will be exempted from
inspection although they may request an inspection for
which Ofsted will be able to charge.
Securing effective leadership in
times of change
Schools face increasing challenges in recruiting senior
leaders. Research into continued recruiting difficulties
suggests that, despite pay rises for heads over time,
many teachers are deterred by the demands of the job.
Westminster schools have a good track record of
recruiting effective leaders both from outside the
borough as well as our own ‘home grown’ talent. But in
changing times governing bodies need to plan ahead for
leadership support and succession.
Working with the National College, our partner
authorities of Kensington and Chelsea, Hammersmith
and Fulham and the two Dioceses we have arranged a
seminar on Thursday 10th March from 5.00 – 8.00pm
with case studies of sharing expertise, federating across
LAs and developing staff for leadership roles.
Places are limited so book early by contacting
Amanda Price [email protected]
Westminster / Hammersmith &
Fulham / Kensington & Chelsea
Shared Services Update
A Cabinet meeting on 22 November considered a report of
the Chief Executive - A Living City in Tough Times. The
report informed the Cabinet of preliminary work being
undertaken with the Royal Borough of Kensington and
Chelsea and the London Borough of Hammersmith and
Fulham.
It was proposed to develop a shared Education provision
across WCC, RBKC and LBHF, subject to agreement by LBHF
and RBKC councils and for the implementation to be phased
commencing April 2011. The proposed shared service to
establish a joint commissioning unit with the possible
establishment of an arm’s length delivery unit for education
services across the three Local Authorities by September
2012.
The Children and Young People Policy and Scrutiny
Committee also discussed the issue on 30th November and
noted that Westminster Council is right to merge children’s
services to drive costs down providing it does not lose sight
of the quality of services it provides. Elected members,
headteachers, schools and other practitioners should also
be regularly updated to ensure the council is being
transparent and involving those who may be affected in the
plans.
Further work has taken place to determine the scope of the
services to be merged, the potential timing and how the
respective commissioning and delivery units would be
established, including work on financial models. The initial
work has focussed on establishing the respective
commissioning and delivery aspects of the service, whilst
considering more detail in areas such as school
improvement, governor and 14-19 support. In addition
work has also been undertaken to identify the potential of
a common Service Level Agreement across the three
boroughs. This work has been informed by a consultation
exercise with headteachers and it is hoped to have that
design work completed shortly in order to consult more
fully with schools on this aspect of the service.
A further report will be submitted to the Cabinet on 21st
February 2011.
More information:
http://www3.westminster.gov.uk/committee/index.cf
m?c_docs=Cabinet/2010/17%20Dec%202010
Overview & Scrutiny Committee Meeting 30.11.2010:
http://www3.westminster.gov.uk/committee/index.cf
m?c_docs=Policy_and_Scrutiny_Committees/Current_
P_and_S_Committees_and_Task_Groups/Children_an
d_Young_People_PandS/2010/30_November_2010
Governors’ Update Spring 2011
Page 3
Local Authority and School
funding
The Future of School Improvement
Partners (SIPs) in Westminster

The recent White Paper indicates that SIPs are to be
abolished. LA funding for SIPs is due to finish on 31 March
2011. Westminster is awaiting statutory policy and
guidance as to the role of LAs in supporting schools to
‘sustain excellence’ as well as supporting schools of
concern. Westminster will continue with the current SIP
programme as planned for the spring term 2011. For the
summer term, SIPs will remain for the following category of
schools;



In December the government announced Local
Authorities’ grant settlement and delivered cuts in
formula funding (redistributed business rates and
Revenue Support Grant) to Westminster of £23m in
2011/12 and £14m in 2012/13.
The council has put together a draft budget in
response to the settlement.
Westminster has been running on a deficit budget in
order to deal with falling commercial income and
rising demand as a result of the recession, as well as
additional spending reductions.
As a result, the council must make £20 million in
savings, in addition to the £23m lost through grant
settlement.
The Cabinet report which outlines the draft budget
proposals for 2011/12 is now available on the council
website
http://www3.westminster.gov.uk/committee/index.cfm
?c_docs=Cabinet/2010/17%20Dec%202010
On 20 October 2010, the Chancellor announced national
funding levels for schools, the introduction of the Pupil
Premium and the creation of a new Early Intervention
Grant, which provides local authorities with funding for
key preventative services.
In a letter to headteachers and chairs of governors dated
13 December 2010, the Secretary of State, Michael
Gove, sets out two-year funding allocations for local
authorities and one-year funding allocations for
maintained schools. The letter also sets out the
Government’s commitment to improving standards in
education and protecting the most disadvantaged
children and families.
http://media.education.gov.uk/assets/files/pdf/m/mich
ael%20goves%20letter%20to%20headteachers%20and%
20chairs%20of%20governors%20%20%2013%20decemb
er%202010.pdf
Local authorities are now working with Schools’ Forums
to set school budgets for 2011-12. The Westminster
Forum meets on 19th January following which more
detailed information will be sent to schools.
 schools who are currently in the LA intensive support
programme
 schools that are currently categorised as satisfactory by
Ofsted as they may be subject to one of the 40%
monitoring visits.
 schools that during 2009 and 2010 had downward
achievement and progress trends
The above schools will receive a summer term report and a
summary report for their governing body. All other schools
will be written to separately and asked if they wish to opt
out of the summer term SIP visit. If they do, the form will
need to be countersigned by the Chair of Governors.
All may be subject to change if further guidance is received
from the DfE.
At the moment the LA link officer role will be retained, as it
is part of the current Schools and Learning buy back SLA
and may be a function in the new government policy.
A letter has been sent to all schools outlining the
information above
More information: Daria Wignall, Commissioning Manager
for Schools [email protected]; 0207 641 3032
More information: Daria Wignall,
Commissioning Manager for Schools
[email protected]; 0207 641 3032
CHAIRS’ AND GOVERNORS’ FORUM
7th February 2011
6.45-8.30pm
Barrow Hill Junior School, Bridgeman Street, NW8 7AL
An opportunity to discuss current issues with senior officers and fellow governors. Open to ALL governors,
so please come along – refreshments from 6.15.
Page 4
Governors’ Update Spring 2011
Westminster’s Annual Schools
Report
The Westminster Education Commission established in
2008 recommended among other things that the Council
produce an Annual Education Report to provide an
overview of education in the borough and the standards
of achievement being reached by children and young
people. The first Report was published in November and
is available on the Council and governor websites
http://webfronter.com/westminster/governors/. The
key messages are:
Early Years:
 In 2010, 46% of children achieved a good level of
develop-ment by age 5, the same result as in 2009
but an increase of 8 percentage points compared to
2006. This remains below both the inner London and
national averages.
 Performance improved by over 10 percentage points
at 14 schools, but fell by more than 10 points at 9
school.
Primary Schools:
 At KS1, Westminster pupils are generally achieving in
line with inner London averages for all subjects, but
slightly below the national averages.
 At KS2, 77% of pupils achieved level 4+ in English and
maths compared to 74% in 2009. Westminster’s
performance was joint highest in inner London along
with Wandsworth
 Pupils in Westminster schools are making more
progress in English and maths than pupils nationally
and across inner London.
Secondary Schools:
 In 2010, 62% of pupils achieved 5+ A*-C grades
including English and maths, an increase from 53% in
2009.
 Westminster is ranked 1st of all local authorities in
England for improvement since 2006 and 17th overall
for achievement in 2010
 Westminster pupils make significantly more progress
in English and maths than pupils nationally.
 We are well on track to meet our target of 75% of
pupils to achieve 5+ A*-C grades including English
and maths by 2012.
Post 16:
 Based on the average points score each pupil
achieves, performance is slightly above the average
for inner London, but below the national level
 Based on the average points score per entry,
achievement is slightly below the average for inner
London and nationally
Governors’ Update Spring 2011
Special Educational Needs:
 The percentage of pupils with SEN attending primary
schools in Westminster is slightly higher than the average
nationally. For secondary schools the percentage of pupils
with SEN is almost double the rate nationally.
 At Key Stage 2 the achievement gap between pupils with
SEN and those without is in line with the average for
London, but less than the national rate.
 At GCSE the achievement gap is much smaller than the
gap across London and nationally
Attendance and exclusions:
 The rate of persistent absence (pupils missing for 20+% of
sessions) for primary schools is lower than the average
rate for inner London and nationally.
 The rate of persistent absence for secondary school
pupils was the lowest in the country for 2009/10.
 The number of permanent exclusions has remained very
low from primary schools and has fallen for secondary
schools in recent years. The number of fixed term
exclusions has also remained consistent in recent years.
More details:
http://webfronter.com/westminster/governors/
Congratulations and celebrations
at Key Stage 2!
Westminster was in the top ten local authorities in the
country at KS2 with 91% schools with pupils making 2 levels
of progress in English and maths. The figures do not include
those schools which boycotted the tests, but in summary:
 77% of pupils achieved Level 4+ in English and Maths.
Westminster’s results are above both National and Inner
London results which are at 74% and 75% respectively.
Westminster’s results were second highest for Inner London.
 St Joseph's and Hampden Gurney are ranked 26 and 34
amongst the 289 top achieving schools in the country. Of
the 100 most improved schools nationally, George Eliot
Junior is ranked 36.
 Only 2 schools achieved below the Government’s new
floor target of 60% of pupils achieving Level 4+ in English
and Maths.
 Between the ages of 7 and 11, pupils in Westminster
[91%] make more progress in English than pupils
nationally [85%] and across Inner London [90%].
Amongst Inner London boroughs, Westminster is second
highest for this indicator.
 Between the ages of 7 and 11, pupils in Westminster
[85%] make more progress in Maths than pupils
nationally [83%]. This is lower than the average across
Inner London [88%].
Page 5
Early Years Update
Changes to the allocation of full - time nursery places
A review of the allocation of full-time nursery places
means that from September 2012, although
Westminster City Council will continue to fund full-time
nursery places in primary schools with nursery classes
and nursery schools, only children who meet certain
agreed criteria will be allocated more than the 15 hours
a week to which all three and four year old nursery
children are entitled. This is to ensure that full time
places are offered on a fair basis and to the children who
are most in need of additional support to prepare them
for school. The criteria for eligibility are:
1. Looked after children, or children who have an
allocated social worker who has referred a child for a
full-time place or has an agreed Child Protection
Plan.
2. Children with a disability or Special Educational Need
3. Children in circumstances where the school considers
a full-time place could be beneficial, based on:
o age of child
o post codes of where children live to identify need
o siblings
o home circumstances
A small number of emergency full-time places will be
held centrally to be allocated in response to need in
year. Four schools are piloting the new scheme from
2011 and any necessary adjustments will be made to
ensure its effective implementation.
More information: Nicky Road, Early Years
consultant: [email protected]
Dearbhala Giffin, Senior Programme Manager,
Early Years; [email protected]
There is currently a review of the Early Years Foundation
stage being undertaken (The Tickell Review). The initial
findings will be released in the spring, with implementation
planned for September 2012. Meanwhile the existing
framework and collection of data at the end of Foundation
Stage will continue. The Early Years Advisory team are
working in partnership with headteachers and Foundation
Stage practitioners to ensure the best outcomes for all
children.
More information:
Judy Harrison, Early Years Inclusion Manager:
[email protected]
14 – 19 Update
The Schools’ White Paper (section 4.6) states that the
coalition government will ‘encourage schools to offer a broad
set of academic subjects’ described as an English
Baccalaureate – a new award for a student who secures good
GCSE passes in English, Maths, the sciences, a modern or
ancient foreign language and a humanity such as history or
geography. Nationally only around 15% of students would
secure this award. We have commissioned some analysis of
Westminster results and in Westminster overall the figure is
estimated as 15.4%. The English Baccalaureate would be only
one measure of performance and what we do not know is
the status of BTECs and any details of the new approach to
the National Curriculum that may emerge. The Wolf Review
of vocational qualifications is due to be published in the early
Spring and in the meanwhile secondary school governing
bodies may wish to consider:

The Early Years Foundation Stage Profile results
This year’s results showed that the percentage of
Westminster children achieving 78 plus points (including
6+ in Communication, Language and Literacy and
Personal, Social and Emotional Development) were 10
points below the national average. There was also a
slight widening of the gap indicating that our lowest
attaining children are failing to make sufficient progress
to catch up with their peers. There were particular
weaknesses in Reading, Writing and Calculation.


the impact of the introduction of the English
baccalaureate as a performance measure on their
school’s curriculum planning – each school has been
sent data for discussion
the impact of proposed reforms to GCSE / A level to
non modular assessment
raising participation age – progression and the
emphasis on Apprenticeships
More information: Lorraine Downes,
Commissioning Manager for 14 -19 Provision
020 7641 8743; [email protected]
It is essential that we strive to give our children the
highest quality Early Years experience in our schools, as
research is showing that those children who have
achieved a good level of attainment (6+ points)
particularly in Communication, Language and Literacy,
and Problem Solving, Reasoning and Numeracy are more
likely to achieve good outcomes at KS1 and 2.
Page 6
Governors’ Update Spring 2011
School Place Planning
The Schools’ Forum recently discussed the future
demand for school places in Westminster:
Population projections to the year 2020 indicate a
gradual increase in the primary and secondary sectors.
Demand is driven by immigration, population growth,
and new housing development. Neighbouring boroughs
have had to provide far more additional school places
than Westminster. About one third of Westminster
resident children attend independent schools. Economic
factors may result in more families requiring state school
places, although it is not felt that large numbers of
children already at independent schools will apply for
state schools. The provision of school places and
corresponding demand in neighbouring boroughs,
where pressure for places remains high, could impact on
demand within Westminster.
Proposed solutions:
1. The Council will consider permanent solutions to the
bulge provision already made in 2010, which is at
Robinsfield School, Essendine School and Christ
Church Bentinck CE School.
2. The Council is in discussions with ARK Academy for
the provision of a two form entry ‘Free School’ in the
Harrow Road area. It is anticipated that this will open
with a Reception Year in September 2011 on a
temporary site on Third Avenue, moving to a
permanent site in September 2013.
3. Additional places in the South could be provided by a
combination of enlarging existing schools, and
combining other schools onto fewer sites
4. The BSF programme is the Council’s current response
to anticipated demand, and is proceeding without
being curtailed. However additional provision may be
required, mirroring demand for primary school
places.
More information: A letter has gone to schools
with information on the Free School
development. The full report is available on our
website
http://webfronter.com/westminster/governors/
The Hidden Givers: a study of
school governing bodies in England
This project undertaken by the University of Bath analyses
the relationship between primary and secondary school
governing and school performance and the way this
relationship is influenced by the socio-economic setting.
The findings of the research confirmed that school governing
is complicated, demanding, and goes on largely un-noticed.
The authors conclude that much of the work of lay governors
is hidden from view and is all undertaken for no tangible
reward. The 300,000 or so school governors in England make
a significant contribution to their schools and to the
education system as a whole.
The main findings are at Appendix B and the full report is
available on
http://www.cfbt.com/evidenceforeducation/our_research/e
vidence_for_schools/school_improvement/the_hidden_giver
s_a_study_o.aspx
Schools closure – adverse weather
conditions
As snow hit the capital rather earlier than usual, governors
may like to remind themselves of the procedures for closing
the school in bad weather or similar emergency. Full details
are on the Emergency website:
http://webfronter.com/westminster/emergency/
MODERN GOVERNOR
Has your governing body signed up for this
on-line training tool? If so, are you getting
the most out of it? Complementing
Westminster’s face to face training, this
service offers a variety of modules, such as
the role of a governor, safeguarding,
admissions and discipline.
Visit their website to see all the training
modules available
www.moderngovernor.com or contact
Amanda Price [email protected]
for more information
Governors’ Update Spring 2011
Page 7
OFSTED’S Annual Report
2009/2010
The report covered inspections carried out between
September 2009 and August 2010 under the new Ofsted
framework where the focus was mainly on those schools
which most needed to improve. Schools due an inspection
which had previously been judged good or outstanding
had an interim assessment instead. This had a
considerable impact on the sample of schools inspected:
in 2009/10 only 51% of schools inspected were previously
judged good or outstanding, whereas in 2008/09 this
proportion was 60%. The results of inspections in 2009/10
must therefore be considered in the context of the new
framework.

Overall Effectiveness: In 2009/10 56% of schools
inspected were judged to be good or outstanding,
compared to 69% in 2008/09.

Leadership and Management was good or
outstanding in 65% of schools inspected in 2009/10 –
higher than for overall effectiveness but lower than
the 72% in 2008/09. However, governance was one of
the weaker aspects of leadership, being good or
outstanding in 56% of schools in 2009/10 (compared
to 71% in 2008/09). In just over a fifth of the schools
inspected, governance was judged to be less effective
than leadership, which suggests that there is potential
in many schools for governors to make a greater
contribution than they do at present to improving
outcomes.


Safeguarding procedures were inadequate in just 2%
of schools, suggesting that almost all schools have a
careful, responsible approach to their safeguarding
procedures. In the 2% of schools where safeguarding
was judged to be inadequate, common weaknesses
included a failure by the governing body to monitor
and review the policies to protect children.
Governors are most effective when they are fully
involved in the school’s self-evaluation and use the
knowledge gained to challenge the school,
understand its strengths and weaknesses and
contribute to shaping its strategic direction. In
contrast, weak governance is likely to fail to ensure
statutory requirements are met, for example those
related to safeguarding. In addition, where
governance is weak the involvement of governors in
monitoring the quality of provision is not well-enough
defined or sufficiently rigorous and challenging.
Page 8

Compared with other aspects of provision, schools find
promoting community cohesion relatively challenging.
Governors can play an important role in establishing
strong links with their local communities.

Effective governance is a key principal in turning around an
inadequate school.
More information: The full report is available on
the Ofsted website: http://www.ofsted.gov.uk/Ofstedhome/Publications-and-research/Browse-allby/Annual-Report/2009-10/The-Annual-Report-ofHer-Majesty-s-Chief-Inspector-of-EducationChildren-s-Services-and-Skills-2009-10
GOVERNOR DEVELOPMENT
An update of our training programme for
governors for the spring and summer
terms has been sent to all those governors
for whom we have an email address.
Full details of all courses can be found on
our website, along with other useful
information and documents:
http://webfronter.com/westminster/gover
nors/.
To book a place on any training, please
contact Amanda Price
[email protected] or telephone
0207641 2740, fax 0207641 3498.
For training tailored to your governing
body’s specific needs, please contact Ann
Foster [email protected],
telephone 0207641 7881.
Governors’ Update Spring 2011
Appendix A
The Education White Paper: The Importance of Teaching
Suggested Questions for Governors:
1.
What are the school’s values? Are they
reflected in our long term
development plans?
2.
How are we going to raise standards
for all children, including the most and
least able, those with Special
Educational Needs, boys and girls, and
any who are currently underachieving?
3.
4.
Have we got the right staff and the
right development and reward
arrangements?
Do we have a sound financial strategy,
get good value for money and have
robust procurement and financial
systems?
5.
How well does the curriculum provide
for and stretch all pupils?
6.
How well do we keep parents informed
and take account of their views?
7.
Do we keep children safe and meet the
statutory health and safety
requirements?
8.
How is pupil behaviour? Do we tackle
the root causes of poor behaviour?
9.
Do we offer a wide range of extracurricular activities which engage all
pupils?
More Information: The full report is available
on the Ofsted website:
http://www.ofsted.gov.uk/Ofstedhome/Publications-and-research/Browse-allby/Annual-Report/2009-10/The-AnnualReport-of-Her-Majesty-s-Chief-Inspector-ofEducation-Children-s-Services-and-Skills-200910
Governors’ Update Spring 2011
Page 9
Appendix B
The Hidden Givers: a study of school governing bodies in England
Some of the key findings from participating schools are that:
 School governors give an enormous amount
to the education system in England, yet their
contribution is largely hidden from public
view.
 The lack of a capable governing body is not a
neutral absence for a school; it is a substantial
disadvantage
 The chair of the governing body and the
chair’s relationship with the headteacher are
very significant in enabling high quality
governance. Being the chair of a school
governing body is a significant educational
and community leadership responsibility.
 The role of the local authority governor is
unclear and in some ways can be
unsatisfactory. There was very little evidence
of the responsibility or the link with the
authority being used in any productive way.
 Notions of ‘challenging the headteacher’ and
‘calling the headteacher to account’ did not
match the practices of the governing bodies
studied. The focus tended to be on scrutiny –
of information, decisions, plans and policies.
 The governing task was only rarely described
in terms of ‘performance’; it was always
talked about in terms of the ‘school’. Further,
that governors support the school was
accepted as axiomatic.
 School governing is important and can be
difficult and demanding. It takes place in a
range of ways and at various times through
informal contacts and meetings, formal
meetings, in schools and during particular ad
hoc events such as ‘away days’.
 Primary school governing and secondary
school governing are different. The level of
effectiveness of primary school governing is
linked clearly and positively to the level of
pupil attainment. The link between secondary
school governing body effectiveness and pupil
attainment is very weak.
 The governing of a school and the context for
governing are typically in a continual state of
flux.
 Well managed governing as a collective
activity based on the stakeholder model is
well placed to cope with the changeable
nature of both governance and the context
for governance.
 Governing bodies exert a similar effect on
pupil attainment in both advantaged and
disadvantaged settings.
 The extent to which the governing body
focused on the performance of the school and
how performance was considered varied
under a range of influences.
 Governance capital is the network of
individuals and their capabilities, relationships
and motivations that are available for the
governing of any particular school. The
governance capital available is likely to be
greater for schools that:
o are well regarded compared with those
that are not;
o are in higher socio-economic status
settings;
o have higher levels of pupil attainment.
 These effects may add and mutually reinforce
the creation of an ‘amplifier effect’ which may
seriously impact on the governing of some
schools.
 The agency for governance is the energy, level
of proactivity, drive and commitment to the
governing, and for the governing, of any
particular school. It is highly significant for all
aspects of governing and can ameliorate the
effects of low governance capital. The effect
of the agency for governance complicates the
relationship between governing, performance
and socio-economic context.
More Information: The full report is available on
http://www.cfbt.com/evidenceforeducation/our_rese
arch/evidence_for_schools/school_improvement/th
e_hidden_givers_a_study_o.aspx
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Governors’ Update Spring 2011