Governance Today Summer 2021

Additionally the relationship the board has with the headteacher, CEO or principal underpins the vital governance role of holding school leaders to account. For effective challenge the board and school leaders will have a relationship based on mutual trust and respect, it is really hard to build and maintain those relationships through a computer screen. Getting a feel for the school Every time a governor or trustee steps into school they can identify little pieces of evidence to support the picture painted by the headteacher or CEO through the headteacher report; so board members can see for themselves the reality of something in action and the impact it is having for children and young people. The triangulation of that evidence can be very subtle, such as observing the demeanour or morale of staff, the state of the school grounds and buildings or the information displayed around the school. Whilst going into school for a meeting these observations can all form part of the overall picture - and governors cannot do that from the spare room, or kitchen table, at home. So maybe the new normal needs to be a mix? Board business of a more procedural nature, or items that require a single clear focus being discussed in virtual meetings, with face to face meetings for items that need greater discussion or debate and those around strategy, vision and problem solving. There are also some meetings, panels or committees that rely heavily on inter personal relationships; appraisal and recruitment for example, where face to face may be the preferred and more beneficial option. The same principles apply for monitoring visits, arguably even more so. Although there are remote monitoring strategies that can be used nothing beats going into the school, talking to staff and children to get a feel for what is working and what is not going so well. Now may be the time, as a board, to start considering and balancing the risks of going into school versus remaining remote. As a board we need to consider what different methods of working allow us to gain, but also what we might be missing out on virtually to help us challenge and support the school to achieve the best possible outcomes for all our pupils. Perhaps something to discuss with the board as an agenda item at the next meeting? Governors for Schools The governor and trustee recruitment charity Governors for Schools is encouraging boards to consider recruiting governors or trustees from outside the geographical area served by the school. In a recent blog they explain ‘remote governance, or flexi-governance, is a model of school governance that allows for at least a minority of board members to attend meetings remotely. There’s no expectation that they will visit the school regularly, if ever - remote governance relies on the understanding that governors won’t provide physical presence or oversight. Different schools will have different approaches to managing this, but remote governance allows for schools to benefit from skills and/or experience that they may not otherwise be able to recruit locally. In the past, many schools may not have been keen on having remote governors as part of their board, particularly if they hadn’t historically struggled to recruit capable volunteers local to the area. But the impact of COVID-19 on standard business practices and access to schools has caused us to question what is actually required from governors. There are various ways schools can design their own remote governance model. For volunteers, as Mark Storm, a remote governor at Burlish Park Primary School describes, these should result in; “Less physical effort required to attend meetings, meaning you have more mental energy to focus on ways to improve the school. This mix of in-person and remote work is a much better use of governor time as well as preserving essential in-person relationships.” Remote governance does come with challenges. Both volunteers and schools should be aware of these and manage their expectations and plans accordingly. Mark says: “The main challenge is structural - making sure the remote governors feel included in decision making and they are looped into important conversations. Bilateral discussions with other governors, the headteacher, and other stakeholders helps them remember to keep the remote governor in mind and make the most of their skills, abilities, and willingness to assist.’ Despite these difficulties, Mark would encourage schools to start advertising remote governor roles. ‘You’ll see a much more diverse range of candidates with unique skillsets and backgrounds who can help your school with specific challenges.” Being open to remote governance means schools can benefit from skills and/or experience that they may not otherwise be able to recruit locally. A remote governor can increase diversity on your board and could bring a different background, helping make your board more inclusive.’ 7 Summer 2021