The Role of Chair - Strand 1 – Relationships

Strand 2 - Doing the right things

Strand 3: Efficient & effective

First Amongst Equals? Brian Beal

Let’s hit the ground running!

The Role of Chair - Strand 1 – Relationships

Chair & Headteacher –

The Axis

Governing Board & Headteacher

The Chair – Understanding

the role

The Headteacher - Understanding

governors

Governors - Expectations of

the role

Governors & Clerk – a positive

relationship

Relationship breakdown – the

symptoms

 

It  is  the  headteacher’s  job  (and  in  maintained  schools  it  is  their  legal  duty)  to  give  their  governing  body  all  the  informa:on  it  needs  to  do  its  job  well.    

 

They  should  also  provide  regularly  whatever  management  informa:on  the  governing  body  requires  to  monitor  different  aspects  of  life  in  the  school  throughout  the  year.    

 The  governing  body,  not  the  headteacher,  should  determine  the  scope  and  format  of  headteacher’s  termly  reports.    

This  will  mean  that  it  receives  the  informa:on  it  needs  in  a  format  that  enables  it  to  stay  focused  on  its  core  strategic  func:ons  and  not  get  distracted  or  overwhelmed  by  informa:on  of  secondary  importance.    

Relationship breakdown –

underlying issues

The Chair’s relationship with other governors

Honest reflection – making a difference?

Do all governors engage & make the difference?

Ineffective Governance – so

what?

Strand 2 - Doing the right things

Structural issues – fit for purpose?

Being focused – or dazed and confused?

Time out – having a cunning plan

Having a roadmap.. Is Sat

Nav good enough?

Who’s in the driving seat?

Objective data – hard decisions

Be prepared! – Having skills,

developing skills…

Not accepting information at face

value

Four  graded  judgments  across  all  phases  /  remits  

•  Leadership  and  management  

•  Teaching,  learning  and  assessment  

•  Personal  development,  behaviour  and  welfare  

•  Outcomes  for  children  and  learners  

…  and  greater  emphasis  on  safeguarding  and  curriculum  

What is ‘consultation’, and why should we

‘consult’?

Strand 3: efficient & effective

So little time – so much to do!

Asking great questions…

Managing the business – doing it

right

So what? Change or consolidate…?