LEADERSHIP


Supporting governors


As the first chairs of governors take up the


role of National Leaders of Governance, Steve Munby discusses why supporting our governing bodies is more important than ever in today’s educational landscape


an increasingly diverse system, the need for good governance is crucial. Governing bodies need to be at their most effective


I


– holding us to account and striving for higher standards. They also need to look to the future – to the challenges and opportunities that exist in this changing world. And I am certain that the leadership shown by our


governing bodies will be critical to how successfully we manage this change. Leading the governing body and acting as critical


friend to the headteacher, the chair of governor’s role is fundamental. In the Schools White Paper, the significance of the


governing body was highlighted and, in particular, that of the chair of governors. And following the White Paper, I am delighted that the National college has been asked to provide training and support for chairs of governors to further develop their vital role in supporting schools. Working closely with the National Governors’


Association and other partners, we are developing a range of leadership development opportunities for chairs of governors, focusing on three key areas: ensuring the governing body makes a difference and improves the school, putting the accountability role of the governing body into practice, and leading the governing body. And from march, some of our most experienced


chairs of governors will take up a new system leadership role: National Leaders of Governance. They will work with chairs of governors in other


schools, helping to raise standards, particularly in relation to the performance of the governing body. They will provide support to the chair, sharing their expertise and experience, ensuring our governing bodies


SecEd • February 2 2012


NcReASING NumBeRS of schools are converting to academy status, free schools are entering the system, a “risk-based” approach to inspection is now in place, and greater responsibility is being placed upon schools for professional development and school improvement.


With new freedoms, more autonomy and


are holding us to account; advising and challenging us in the way we need them to. This is an exciting development for chairs of


governors, and for the school system as a whole. It is an opportunity for some of our best chairs of governors to use their skills and knowledge beyond their own school, working collaboratively with other chairs of governors and their schools to support school improvement, increasing the leadership capacity so that improvements can be sustained – extending the reach of school-to- school support. School-to-school support forms the core of the


government’s school improvement strategy – with increasing collaboration between schools taking place as we move towards a sector-led school improvement strategy. extending the concept of school-to-school support


to chairs of governors recognises the crucial role they can play, not just in your school or group of schools, but in the drive to achieve success in more schools right across the system. And we already know this works. collaboration is the key to raising standards.


Through successful initiatives such as National Leaders of education, National Support Schools, city challenges and Local Leaders of education, it has been shown that sharing expertise helps others to improve.


governing body and acting as critical friend to the headteacher, the chair of governor’s role is fundamental


‘ National Leaders ofeducation and National Support


Schools are demonstrating the benefits of collaboration in action. First of all they are achieving well above national average levels of improvement in the schools they are supporting. But interestingly the schools offering the support also continue to improve, even from a higher base. We want to extend this type of working to governing


’


bodies to ensure good governance is being achieved in all schools. As well as the new role of National Leader of


Governance, we have already published a booklet – Leading Governors – which provides a practical guide to the role of the chair of governor and outlines key areas of responsibility. This is available to order or download on our website. We have also put together a series of regional


training workshops which run initially untilmarch and one-off grants are available for groups of governors to run their own workshops to share best practice within their local area. In April, we will launch a collection of resources


and a leadership development module, designed to support practical skills and knowledge and identify areas for development. And finally, we have opened up membership of the


Leading the


Nationalcollege to all governors, providing free access to our range of resources, professional development courses and online network and discussions. We believe these opportunities will further support


governing bodies as they work with schools to manage change and maximise the opportunities that it brings.


SecEd


• Steve Munby is chief executive of the National College for School Leadership.


Further information


For more information about the training and support that is available for chairs of governors, go to www.nationalcollege.org.uk/chairsofgovernors


Taking the lead: Future Leaders Retaining NQTs


With so many NQTs leaving the profession


within three years, Claire-Marie Cuthbert discusses her school’s retention strategies


AcAdemy 360 is a newly built Academy in Sunderland in one of the most deprived wards in the country – not unlike many other schools it has a higher than average SeN cohort and the free school meal entitlement is well above the national average. The academy is in the Ofsted category of “notice


to improve” and has experienced difficulties in recruiting and retaining NQTs. Since opening in 2009, the school has haemorrhaged 69 staff. However, it recently appointed dynamic interim head, charlotte Blencowe, currently on the Future Leaders programme, who appears to be reversing some of these fortunes. Research shows that about one third of NQTs


leave the profession within three years of teaching, but why is this? At Academy 360 one of the issues that was cited was the behaviour of a minority of students. It was not uncommon for students to be wandering the building and instigating low- level disruption. On my first day at the school in September I was greeted with a toilet roll being thrown over the balcony in the hope it would catch my head. Thankfully this sort of behaviour no longer


occurs as it has been tackled by the introduction of a clear and systematic behaviour for learning policy. The behaviour policy has had a considerable impact on NQTs as they feel supported and nurtured. In addition, the fact that students can no longer throw toilet roll means that their hard work in planning sequences of lessons can come to fruition. Once NQTs enter the school, we have the


challenge of retaining them. To keep successful new teachers, we had to develop a fresh induction strategy that would offer help, support and guidance. Previously the academy had no induction strategy, which resulted in many NQTs leaving.


The new induction process is tailored to their


needs and reaching teachers’ professional standards. All NQTs within the school are given two mentors – one a subject mentor and the other a professional mentor who is outside their subject area. This is to ensure that their subject needs are met as well as their pastoral needs. NQTs meet weekly with both mentors and this is timetabled. There is great care to ensure that they are given the allocated planning, preparation and assessment time to ensure that they do not reach burn out. There is a whole-school cPd programme


specifically for NQTs, which also occurs on a weekly basis, as well as time for them to meet as a group and discuss the week ahead. NQTs are also given the opportunity to observe other strong practitioners throughout the school to assist with their pedagogy. Finally, they have a termly review to assess their progress and discuss areas of strength and development. The induction strategy has certainly made huge


in-roads in recruiting and retaining staff; we currently have four Teach First participants in the school (the highest number of participants in the North east of england), two NQTs, three from Graduate Training Programmes and a number of students from various universities. All are doing incredibly well and are on course to


complete a successful first year here. chris Newman, who joined the school in September as a Teach First participant, said: “I think the induction programme has been hugely successful. It has been refreshing to step outside of the classroom to reflect and discuss different aspects of teaching. each training session focuses on a particular set of teaching standards and is always very informative. The programme is clearly structured and has been delivered smoothly by my professional mentor. Overall, the induction programme has been an enriching and empowering experience.” We acknowledge that there are ongoing


challenges and there is a considerable way to go before the full impact of the induction strategy can be fully measured. However, through robust tracking and monitoring of NQTs and through tailored intervention and support Academy 360 is reversing all previous trends with regards to the difficulties that NQTs used to face.


• Claire-Marie Cuthbert has responsibility for learning and development at Academy 360 in Sunderland. She is a graduate of the Future Leaders programme, which aims to develop inspirational school leaders to work in challenging schools. Visit www.future-leaders.org.uk


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