School Governors and School Improvement

David Laws Excerpts

Tuesday 8th October 2013 Westminster Hall

[The Minister for Schools (Mr David Laws)]

It is a pleasure to serve under your chairmanship, Mrs Main.

I congratulate my hon. Friend the Member for Stroud (Neil Carmichael) on securing a debate on this very important topic; on the work that he has done in founding and chairing the all-party group on education governance and leadership; and, of course, on the contribution that he and his hon. Friend, the hon. Member for Beverley and Holderness (Mr Stuart), who is the Chairman of the Education Committee, have made to the Select Committee’s report on this issue, which came out earlier this year and which we, as a Department, have looked at very closely indeed.

Our Department believes that school governance has a vital role to play in driving up school standards and pupil performance, and—as my hon. Friend the Member for Stroud himself mentioned—we recognise the dedication of the hundreds of thousands of volunteers who serve as school governors and who are passionate about supporting and improving their schools. The success of our education system relies upon the expertise and hard work of those governors, and we need more skilled governors to help schools to improve, particularly in many of the disadvantaged areas where school performance is, at most, inadequate.

Every school needs a high-performing governing body that understands its responsibilities and that focuses on its core strategic functions; that is made up of people with the relevant skills and experience; that operates efficiently and effectively through appropriate structures and procedures; and that strives for continuous improvement, in order to perform to its full potential.

We need governing bodies that think innovatively and strategically to create robust governance arrangements, including across groups of schools, which is a point my hon. Friend mentioned in his contribution. It is this Government’s ambition that that is true of all governing bodies in terms of their quality standards, and I will say more about each of the key critical areas that we expect governing bodies to be able to address.

To begin, let me consider the core functions of governing bodies. In our view, high-quality governance is characterised by a relentless focus on three core strategic functions: first, setting the vision of the school; secondly, holding the head teacher and senior managers of the school to account for their educational performance; and thirdly, ensuring—of course—that the school’s money is well and properly spent.

Those functions reflect the criteria that Ofsted inspectors use when considering the effectiveness of governing bodies. All governing bodies, in both maintained schools and academies, should focus on these functions, leaving the senior leadership team responsible and accountable for the day-to-day management of the school. They should stay focused on these big issues and other specific statutory duties, and avoid being distracted by the myriad other things that might compete for their attention.

We believe that governing bodies are best placed to determine how to carry out their strategic functions, and their approach needs to reflect their own specific local circumstances and should be guided by Government only when that is genuinely necessary. That is why we have already reduced prescription and cut back on some of the unnecessary regulations that exist. Our ambition is that all governing bodies are made up of people who have the necessary skills and competencies to carry out effectively the demanding strategic functions that I have just outlined.

As my colleague in the Department, the Under-Secretary of State with responsibility for schools, Lord Nash, has said on previous occasions, in our view it is right that governors should be volunteers but they cannot afford to be amateurs in an area that is so critically important. We need to professionalise the quality of school governance, so that sitting on a board of governors is seen as being akin to the strategic responsibility of sitting on the board of a company or of a charity.

The best governing bodies identify explicitly the skills and competencies they need, and regularly audit the skills of their current members. They actively seek to recruit new governors and to invest in the professional development of their existing members, to address any gaps that might exist. Because governing bodies are best placed to determine the types of skills and people they need, we have given them more flexibility to decide for themselves the number and mix of governors that they need. Maintained school governing bodies can opt to reconstitute under new regulations, which my hon. Friend the Member for Stroud will know we introduced last year. Those new regulations allow the governing bodies to be smaller and more skills-focused, which is something I think my hon. Friend supports and which he has raised with my colleague, Lord Nash, on previous occasions.

We have also updated our model documentation, to give academies themselves much greater freedom in how they constitute their governing bodies. While our priority is to give governing bodies the freedom to decide their size for themselves, our view is that governing bodies should be no bigger than they need to be to secure all the crucial skills necessary for effective governance. In our view, it is not helpful to have anyone on a governing body who is in a passive or inactive role. In general, we think that smaller governing bodies are likely to be more dynamic and effective, as shown by the success of many of the tightly focused interim executive boards and by the testimony of many academy sponsors who need to reform the unwieldy governance in the schools they inherit. However, I will also accept the challenge put by the Chairman of the Education Committee, and the view taken by the Committee in its report, when I acknowledge that ultimately it is the quality of these individuals, rather than counting heads, that is particularly important.

In line with the core functions that I have outlined, governing bodies should not necessarily see themselves as the primary vehicle for ensuring meaningful engagement with parents and other stakeholders. It is vital that the governance of the school is informed by the views of parents, and for that to be done well it requires dedicated and appropriate arrangements. So, while there are still rules that governing bodies need to follow on how they are constituted, the emphasis should be on recruiting governors for the skills that they can individually contribute. After all, all governors—no matter what constituency they are drawn from—are there, once they are around the table, to govern in the interests of pupils and not primarily to play a representative role.

People from the world of work can bring a particular range of transferrable and relevant skills, as my hon. Friend the Member for Stroud mentioned in his contribution. That is why we plan to work more closely with the CBI and other business partners to engage more businesses in actively promoting governance to their employees. Forging links with business can be of huge value to schools, but the strategic nature of school governance also means that employees develop key skills that are often of benefit to them and indeed to their own employers.

The Government already fund the School Governor’s One Stop Shop to offer a free service to schools and local authorities, in order to help them to find new and highly skilled governors. The number of governors that SGOSS has recruited has risen year-on-year to nearly 1,600 volunteers in the financial year to date, compared with 1,400 for the same period last year. I hope that my hon. Friends will promote the work of SGOSS to local authorities and schools in their constituencies.

Governing groups of schools can be highly effective, and it can also bring many benefits. In particular, it can help to drive up standards by enabling governing bodies to compare and contrast across schools, thereby creating more robust accountability. It can also enable highly skilled governing bodies to have an impact in more schools. We in the Department encourage governing bodies to put aside any issues of territorialism, and to consider—where it is appropriate—forming a single governing body across a federation of schools. Alternatively they can, of course, consider a multi-academy trust or an umbrella trust, which benefit from the greater freedoms of academy status.

Before I talk about what happens when there are issues or problems, I need to address the importance of governing bodies striving for continuous improvement, and the ways that we are helping them to improve. To achieve the very best for the children in their school, every governing body needs to reflect regularly on its effectiveness and performance, and governing bodies should not be shy of paying for high-quality training and development to help improve their skills and effectiveness. There are many options, including the expanding offer from the National College for Teaching and Leadership. As my hon. Friend the Member for Stroud will know, the NCTL has also developed the national leaders of governance programme to provide free peer mentoring support for chairs. We are looking to develop the number of NLGs, with another 150 being selected this year.

I now come to the crucial role of Ofsted. It is a sad fact that in too many schools governance is still weak and does not create enough robust local accountability for standards in schools. When Ofsted identifies underperformance, we share the view expressed by both its chief inspector and my hon. Friend the Member for Stroud that there is a need for urgent and timely action.

In each particular case, there will be various considerations in determining the appropriate response, which will not always be the need for an interim executive board; for example, some governing bodies may themselves decide to seek a sponsored-academy solution. For that reason, we do not envisage this sort of recommendation being made in the inspection report before the various contextual factors have been taken into account. However, good, clear reporting by Ofsted on the weaknesses in governance will help to inform decisions on what action would be appropriate.

This Government recognise and celebrate the role of governors, and we are committed to improving the quality of governance in the ways that my hon. Friend has indicated today.