CONCLUSIONES

issues related to effectiveness and views of Ofsted’s inspection of governors work.

Governors’ views about the

effectiveness of their governing bodies

We asked governors a range questions

concerned with board processes and activities. The percentage of governors, who are or have been involved with chairing governing bodies,

who agree or strongly agree with various statements about the effectiveness of their governing bodies is shown in Table 7.1. There are several observations.

• there is a generally very high level of perceived effectiveness of governing bodies with roughly six out of seven governors expressing the view that, overall, their governing body works effectively

• perhaps not unexpectedly, current and past chairs have a slightly more positive view of governing body effectiveness that those governors who are currently not or who have not been in that role

• about three quarters of governing bodies review their performance and activities • almost all have clearly structured agendas

for their meetings, although it is perhaps surprising the one in 20 governing body meetings do not

• over 85% of governors feel that they have a strong grasp of their role and responsibilities

• areas where respondents felt there governing bodies performed slightly less well were in the areas of periodic review and in discussing how well it was performing

Chapter 7. Findings: The effectiveness of

governing bodies

Overall, our school governing body works very effectively 92.2% 85.8% 83.6% 86.4%

The governing body has a clear understanding of its role and responsibilities 92.5% 86.5% 84.0% 86.8%

Meetings of the governing body have a clearly structured agenda 97.3% 93.9% 94.6% 95.3%

The governing body periodically reviews how it is working 80.5% 72.3% 67.3% 71.7%

The governing body has participated in discussions about the effectiveness

of its performance 83.1% 77.7% 70.9% 75.2%

Table 7.1. The percentage of school governors with different roles who agree with statements about aspects of the work of their governing bodies

Further analysis of this data, as shown in Table 7.2, indicates that there is little variation in the views of different kinds of governors on the overall effectiveness of their governing bodies and other aspects of their work.

Parent governors and associate members consider their school governing bodies to be somewhat less effective than other kinds of governors. Although this difference is consistent, it is small.

An analysis of the views of governors from governing bodies of different types of school on their governing bodies’ effectiveness is shown in Table 7.3.

Table 7.2. Percentage agreement with statements concerned with GB effectiveness for groups of governors

Overall, our school governing body works very effectively The governing body has a clear understanding of its role and responsibilities Meetings of the governing body have a clearly structured agenda The governing body periodically reviews how it is working

The governing body has participated in discussions about the effectiveness of its performance Community governor 87.8% 87.2% 95.5% 70.7% 74.9% Parent governor 82.9% 84.2% 94.4% 67.0% 69.9% Staff governor 84.6% 85.9% 96.0% 78.0% 80.6%

Local Authority governor 87.4% 88.0% 96.2% 73.7% 79.0%

Foundation governor 90.2% 90.0% 95.3% 76.6% 78.3%

Sponsor governor 91.7% 91.7% 91.7% 83.3% 83.3%

Partnership governor 96.3% 92.6% 96.3% 77.8% 74.1%

Associate member 81.5% 77.8% 96.3% 70.4% 70.4%

Table 7.3. The percentage of governors from governing bodies of different agreement agreeing with statements about the effectiveness of their governing body

Overall, our school governing body works very effectively The governing body has a clear understanding of its role and responsibilities Meetings of the governing body have a clearly structured agenda The governing body periodically reviews how it is working The governing body has participated in discussions about the effectiveness of its performance A Nursery School 71.4% 71.4% 78.6% 71.4% 64.3% A First School 92.9% 83.9% 92.9% 76.8% 73.2% An Infant School 90.6% 91.0% 95.0% 77.1% 82.0% A Junior School 85.3% 83.4% 95.0% 68.3% 74.1% A Primary School 84.9% 85.3% 95.4% 70.8% 74.4% A Middle School 90.2% 92.2% 98.0% 64.7% 74.5%

Secondary School with 6th Form 86.4% 88.1% 94.2% 72.4% 68.7%

Secondary School without 6th Form 85.6% 87.5% 96.3% 69.4% 78.1%

A Special School 84.6% 84.6% 92.3% 69.2% 77.9%

A Specialist School 89.9% 89.9% 97.5% 70.9% 82.3%

A Community School 85.4% 85.4% 95.8% 73.2% 75.3%

A Foundation School 86.9% 89.8% 94.9% 73.0% 76.6%

A Voluntary Aided School 89.1% 90.6% 95.4% 74.8% 76.6%

The percentage of respondents agreeing that their governing body works well ranged from 71.4% (nursery schools) to 92.9% (first schools). There is no discernable trend or pattern in the effectiveness of the governing bodies of different kinds of school.

Tables 7.1 – 7.3 together indicate six out of seven governing bodies are working effectively according to their members, which is broad agreement with Ofsted assessments (see Chapter 4). The one seventh of governing bodies deemed to be ineffective is not the result of the type of school or particularly harsh views of particular types of governors. These initial observations suggest that any consideration of school governing should be set in the context of a high overall level of effectiveness. This finding is supported broadly by all those we interviewed who have a detailed understanding of school governing. There is a good case for arguing that one out of seven schools is not at all satisfactory. In the

Table 7.4. Differences in perceived effectiveness between more and less effective governing bodies

Less Effective Governing Bodies More Effective Governing Bodies

The governing body has a clear understanding of its role and responsibilities 38.6% 94.4%

Governors from different stakeholder categories work well side-by-side 52.4% 90.9%

Attendance at meetings of the governing body is usually very good 59.8% 93.4%

The governing body and I share a common vision of what the school is trying to achieve 56.6% 96.3%

The governing body periodically reviews how it is working 29.7% 78.3%

Communication between myself and the governing body is good 47.8% 93.7%

Meetings of the governing body have a clearly structured agenda 75.1% 98.5%

Meetings of the governing body often run on too long 42.8% 29.9%

The chair of the governing body plays a very effective role 46.9% 90.7%

Members of the governing body feel able to speak their minds on issues 51.5% 95.2%

Our governing body has formal Terms of Reference 64.2% 87.3%

The clerk of the governing body offers specialist advice and guidance 48.7% 72.2%

The organisation of our governing body’s business is greatly facilitated by our clerk 51.5% 77.0%

Balancing their role as a member of our governing body with other responsibilities is challenging

for our governors 63.5% 72.7%

The Clerk to the Governing body also works in the school in a different capacity 28.8% 35.7%

The main job of the Clerk is to take the minutes of the meetings 41.3% 49.4%

The governing body has participated in discussions about the effectiveness of its performance 42.1% 80.4%

Members of the governing body are supplied with good quality, relevant information 44.5% 92.7%

words of one respondent, ‘Too many are not well governed’.

Table 7.4 below shows the differences between the characteristics of those governing bodies that were deemed by respondents to be effective and those that were not. A number of features are significant. Generally, effective governing bodies:

• have a clear understanding of their role and responsibilities

• share a common vision of what the school is trying to achieve

• are well attended

• have good communication • work to clearly structured agenda • are effectively chaired

• have meetings where members feel able to speak their minds

• are supplied with good quality, relevant information.

In those governing bodies reported as being less effective, governors do not have a clear understanding of their role and they do not receive good quality and relevant information. Attendance may be poor as may the chairing of the meetings. In addition the members do not:

• work well together

• communicate with each other well • share a common vision

• feel able to speak their minds on particular issues.

Importantly, effective governing bodies are more likely to periodically review how they are working than ineffective ones.

Less effective governing bodies underperform in a large number of dimensions. Their lack of effectiveness does not seem to be linked to any particular aspect of their work.

lack of effectiveness does not seem to be linked to any particular aspect of their work. The only areas where there is anything approaching close agreement in the

dimensions of the work of effective and less effective governing bodies are:

• in the difficulties experienced by

governors balancing their school governor responsibilities with other responsibilities • that the clerk is also likely to work in the

school in a different capacity

• that the main job of the clerk is to take the minutes of meetings.

The largest discrepancies between effective and ineffective governing bodies in what could be described as input factors – those aspects that need to be in place to the governing bodies can work well – are in:

• the clarity of understanding of role and responsibilities

• the extent to which there is a shared common vision

• the provision of good quality relevant information to the governing body. The largest differences between effective and ineffective governing bodies in what could be described as process factors – the ways the governing bodies work – are in:

• the extent to which the governing body reviews how it works

• the effectiveness of the chair • the extent to which members of the

governing bodies can speak their minds.

As regards the amount and quality of information provided to governors, it is likely that as the role of the School Improvement Partner (SIP) develops and understandings of how SIPs should relate to governing bodies develop, the quality of information schools receive should improve. A number of interviewees considered that the SIP would make a substantial difference to the work of governing bodies, especially as good practice amongst SIPs improved.

All the findings very much reflect the views of respondents who have direct experience of governing bodies, particularly in relation to the importance of the role of the chair, understanding the ethos of the school, the provision of information, and the ability to scrutinise policies, plans and practices. Having the authority to ‘speak their minds’ was considered to an important characteristic of governors, although that characteristic was expressed in a variety of ways.