The Board of Directors meets formally three times during the year. The term of office for any Board member is four years and thereafter they may be re-appointed.
The Board has a Standards Committee whose responsibilities cover:
- Evaluation of key indicators, especially educational performance data
- Assessing progress of the academies over time against targets
- Identifying success and urgent priorities for remedial action
Openness and transparency: It is our intention that there is openness and strong relationships between all tiers of governance. Governors from LGBs may attend any other meeting should they wish, although certain confidential matters may require their withdrawal for that item.
Local Governing Bodies
Each academy has its own Local Governing Body made up of a mix of local people including staff and parents. Governors are appointed by directors of the Trust and the Trust chooses to allow parents to elect representatives so that key stakeholders are involved in the governance of their own local school. We believe this is important for the role schools play in their own communities.
Where a school is Good or Outstanding and operates within budget, the LGB have fully delegated powers and the budget is recommended to the Board by the LGB for approval.
For schools with RI/Inadequate judgments or where a school has not balanced its budget:
- Headteacher’s approval is required for orders of an individual item exceeding £5000 and not already approved at governor level. It is expected that these are included in the School Development Plans (SDPs). Items up to the value of £5000 may be sanctioned by the FM or SBM.
- All purchases of over £10,000 need approval of the Chair or Vice Chair of the Board of Directors unless previously authorised by the Board. All such approved purchases should then be reported to the Business Committee at the next available opportunity.
- Decisions over staffing, recruitment and deployment will be taken by the Executive Head for the relevant phase.
- The school will account to the Standards Committee every half term for progress towards Good. This includes reports on the quality of Teaching, Learning and Assessment, progress of learners especially vulnerable groups.
- The LGB will be constituted with directors as well as governors.
- LGBs will be responsible for identifying and escalating issues and risks to the MAT board.
The Headboard/ Headteachers’ committee
The Headboard constitutes all the Headteachers of the MAT and its Associate members, including schools which intend to join the Trust in the future. This group is accountable to the Board and carries out 7 key functions:
- Agrees allocation and deployment of any shared human resources to support all members of the Trust (e.g: TAs, cover supervisors, premises staff etc).
- Directs the Teaching School in supporting improvement in the quality of teaching and learning, in the organisation of INSET days, in moderation and standardisation of work both in each year group for primary, subject for secondary and at each transition point.
- Critically evaluates data from each school and deploys school improvement.
- Holds each secondary school to account for the progress of learners from each primary school.
- Holds primary schools to account for the standards of learners on transition to secondary.
- Shares best practice and provides high challenge and high support for Headteachers
- Implements decisions of the Board.
Become a Governor or Director
We think it’s important that governance in our schools should be representative of the local community.
To that end each of our schools has a Local Governing Committee, with representatives from staff, parents, and community members. We also have a Board of Directors, who are accountable for all the school in the Trust and provide oversight as a group of schools.
Why become a school governor or a director?
Make a difference
Governors and Directors provide critical challenge and support to the leadership team of a school/Trust with the ultimate aim of improving student progress and outcomes. Taking a governance role is a unique opportunity to positively influence children’s lives.
Get to know your community
Governors and Directors are part of the strategic leadership team. Our schools are tied to the fabric of their community and it is part of the role of being a Governor/Director to ensure that we are accountable to the area we serve, representing the community as a whole.
Develop your skills
You can expect to develop a range of both new and existing skills. Training is provided and there is a wealth of independent training providers which offer opportunities for professional development.
You might want to develop your professional expertise in a specific capacity, or it could be softer skills like team working as the governing committee or Board deliberate and reach a significant decision.
Improve your knowledge about the education sector
As a Director or Governor you are not expected to have a working knowledge of the education sector. What is more important to the role is a specific working skill set relevant to the operations of a governing body (HR, data analysis, finance, project management) and commitment to the position.
It’s a challenge
There’s no denying that being involved in governance is a challenge, but that’s a good thing. The role should be a challenge (because it’s important) and it can put you out of your comfort zone when you have to get to grips with new policies, procedures and challenges.
This challenge does not necessarily mean the role is time consuming – though of course it can be – but it will certainly, at least initially, challenge you to think in new ways and work with new people.
Knowing that you are making a difference to children’s lives is the most reward anyone could wish for. And you do. The support and challenge from Governors ensures that no child is left behind and no child in invisible. Every child achieves, belongs and participates.