GDST SGB - At A Glance by ncl38

GDST School Governing Boards | At a Glance Guide

GDST School Governing Boards Welcome

Welcome to the Girls’ Day School Trust

I am delighted that you have chosen to take up a role as a GDST school Governor and I would very much like to welcome you to the GDST family. The role played by our Governors is central to the success of the GDST, and our School Governing Boards (SGBs) are a unique asset to the Trust, providing an ongoing source of support, inspiration, and positive challenge to Heads. Governors also play a vital role acting as ambassadors for their schools, the GDST, and girls’ education in the local community and beyond. Our SGBs are a valuable resource for the GDST, and we hugely appreciate the time and expertise our Governors commit to ensuring that GDST schools continue to be centres of excellence in teaching and learning, offering supportive environments to all their pupils. The Trust is committed to providing support to the many people who give us their skills, their time, and their energy, and I hope that this ‘At a glance guide’ will prove useful to you during your time as a GDST Governor. I would like to reiterate that we are grateful for your support and I am sure that you will find the experience of being a Governor a rewarding and enjoyable one. Juliet Humphries GDST Chair

GDST School Governing Boards Welcome

Who the Guide is for This guide has been put together to help everyone involved with School Governing Boards (SGB) to develop a practical understanding of their role. It is intended particularly for SGB members and Chairs, but should also be useful to Heads, SGB Clerks and other staff involved in supporting or reporting to SGBs.

EDITOR Lucy Colegate DESIGN Graphic Outlines Ltd Printed by Impress Print Services, an FSC certified printer accredited with the international environmental standard ISO 14001, and a certified Carbon Balanced Publication Printer. The carbon impact of producing this magazine has been calculated and balanced with the World Land Trust.

CONTENTS 04

About the GDST

SGBs and the GDST’s Governance

Key Functions – the Governor’s Role

Additional Responsibilities

Maintaining a Productive Board

Glossary

Useful Contacts

GDST School Governing Boards About the GDST

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GDST schools in London 1. Blackheath High School 2. Bromley High School 3. Croydon High School 4. Kensington Prep School 5. Northwood College for Girls 6. Notting Hill & Ealing High School 7. Putney High School 8. South Hampstead High School 9. Streatham & Clapham High School 10. Sutton High School 11. Sydenham High School 12. Wimbledon High School GDST schools and academies outside London 13. The Belvedere Academy, Liverpool 14. Birkenhead High School Academy 15. Brighton Girls 16. Howell‘s School, Llandaff 17. Newcastle High School for Girls 18. Northampton High School 19. Norwich High School for Girls 20. Nottingham Girls’ High School 21. Oxford High School 22. Portsmouth High School 23. Royal High School Bath (Boarding) 24. Sheffield High School for Girls 25. Shrewsbury High School

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GDST School Governing Boards About the GDST

ABOUT THE GIRLS’ DAY SCHOOL TRUST (GDST) The GDST is a family of 23 independent schools and two academies located across the UK. Our schools represent the very best in teaching and pastoral care. We foster academic excellence but also build character, helping girls become confident, resilient and fearless. Whatever their disposition and direction in life, we strive to create environments where each girl can learn without limits and thrive in her own way.

We are uniquely placed to help girls make the most of opportunities today and in the future, by providing a first class education that combines an enriched curriculum with outstanding environments for them to thrive. The GDST is a charitable company, which means that all income is reinvested in our schools.

“Today people still comment on my inherent confidence and good communication skills and I would attribute these positive behaviours directly to being a pupil at a GDST school. Attending a GDST school gave me complete confidence in my intellect and ability.” GDST Alumna

Strategic Aims and Values The GDST’s vision is to be ‘pioneers in, and shapers of the future of, girls’ education. Our mission is to ‘create a movement in girls’ education.’ Our key strategic aims, that have been created to support our vision and mission, are: An innovative and high performance culture; An irresistible education; Reaching as many girls as possible; Connecting and mobilising the GDST family.

GDST School Governing Boards About the GDST

Philanthropy and Engagement As one of our school governors, you will be very aware that each of the 25 GDST schools has its own unique character – and this will be one of the reasons you joined a SGB. However, all of the schools within the GDST network share a strong spirit and binding ethos, based on our values of putting girls first, being fearless, forward-thinking and above all, being a family. This commitment to family is a distinctive strength for our organisation. The collaborative efforts of our individual schools and Trust Office, provide invaluable support to pupils, staff, SGBs and alumnae alike through sharing best practice, ensuring the stability and financial security of our schools and enhancing our schools through investment in their sites. Furthermore, individuals within the wider GDST family add value themselves to our ongoing success – whether they are alumnae, current/former parents and staff, or you, our school governors. For example, thanks to our unique alumnae community of over 70,000 members worldwide, our pupils and alumnae have a continuous support network, from sixth form onwards, offering mentoring, contacts, events and informal advice, for life.

“I would recommend to everyone who is thinking of possible career routes to go through the GDST alumnae network. Try and contact as many people in the sector you are interested in as you never know what opportunities you could get back from it…So even if you’re not sure what you want to do, explore the network and talk to some people who may suggest things you never thought of. Life really is about who you know.” Portsmouth High School Sixth Former. There are many ways in which our SGBs can contribute, such as giving up time to share their own experiences and professional expertise, offering to provide connections, making approaches on behalf of their school or donating financially on a personal basis. As a charity, one of the GDST’s core aims is to improve the education and futures of as many girls as possible, regardless of their family’s circumstances, through our commitment to social mobility and helping every girl to fulfil her potential. Our bursary programme is therefore a key element of the vibrancy of our schools and since 1998, assistance of £150 million has been given to more than 5,700 pupils – thanks to our growing community of

GDST School Governing Boards Aboit the GDST

Our values

which underpin our approach, are: financial supporters. In 2017-18, we spent over £13m on bursaries (the equivalent to 5% of all GDST fee income), supporting nearly 1,100 pupils with a means-tested bursary. It’s an incredible privilege to be able to open our doors to gifted girls from less affluent circumstances and as you will appreciate, the impact of the bursaries we award extends beyond the girls themselves, to their families, their communities and the networks they will create in the future.

“Being awarded a bursary enabled me to achieve my academic goals in a stimulating and active environment, where we were always encouraged to follow our dreams. I attended a top university, obtained a PhD in astrophysics and was able to fulfil my ambition of becoming an astrophysicist. I am truly grateful for the opportunities that my school gave me, along with the friendships that I acquired there”

We always put Girls First. They are the focus of everything we do.

We are Fearless. We act and speak with conviction and we are not afraid of thinking differently.

We are Forward-thinking. We embrace change and prepare our girls for the future.

Howell’s alumna. The Philanthropy and Alumnae Engagement team based at Trust Office works closely with individual schools to maximise fundraising potential and ongoing interaction with our alumnae.

We are a Family of schools. We are collaborative and supportive, and share our learning and experiences.

GDST School Governing Boards About the GDST

Why Girls-Only Education? In your position as a GDST Governor, you may be asked why the GDST advocates girls-only education. The Governance Team has a fact sheet that is designed to help you answer these sorts of questions, but for ease of reference, a few key points are summarised below:

For a variety of reasons, girls tend to develop intellectually, socially and emotionally at an earlier age than boys. They also tend (typically) to prefer different teaching and learning styles. A girls-only education is tailored to each girl’s age and stage of development and offers a bespoke educational experience designed to bring out the best in her. In girls-only schools, girls’ needs, styles and preferences can be fully accommodated within a dedicated learning environment.

There is less stereotyping in girls-only schools. Girls (and boys) face pressures to conform to gender stereotypes – pressures which tend to be stronger in the presence of the opposite sex. Girls need and deserve space in which to develop their full potential, and to make informed and unconstrained choices about interests, subjects and careers. Curriculum choices are made in a context in which girls are given every opportunity, without prejudice, to explore and fulfil their potential.

There is a common misconception that teaching girls separately is intended to protect them, to provide an educational bubble-wrap. In fact, GDST schools serve to subvert, rather than support, gender stereotypes and assumptions. We give girls space to develop a strong sense of themselves and their value, and to give them the confidence to make their own choices, free of any sense that the script has been written for them. GDST schools provide a learning environment specifically designed for and dedicated to the development and empowerment of successful, confident and adventurous girls.

GDST School Governing Boards About the GDST

Studies have shown that women who went to girls’ schools are more likely to study stereotypically ‘male’ subjects, like maths, physics and chemistry, both at school and at university. This often means they will have careers in more male-dominated industries, and earn more over their lifetime, than women of similar abilities and backgrounds who went to co-ed schools.

Figures from GDST schools show that girls are more than twice as likely to study A Level physics as girls nationally, and, overall, nearly half the students in GDST Sixth Forms take at least one science A Level. This carries forward into university choices, where again over 40% of students do science, medicine or maths as part of their degrees.

59% 46% 41% of GDST girls take Maths at A-level

of GDST girls take at least one Science at A-level

of GDST girls take at least one STEM A-level

20% of GDST girls take at least one modern foreign language at A-level

GDST School Governing Boards SGBS and the GDST’s Governance

SGBS AND THE GDST’S GOVERNANCE We have a board of Trustees, the Council of the Trust, which is legally responsible for the GDST’s activities, including financial viability and control, and the safety and welfare of our pupils. Council also sets the budgets and fees for the schools, authorises building and other capital development programmes and oversees matters of educational policy. The GDST Academy Trust, a subsidiary of the GDST, serves as the governing body of the academies in the group.

Council delegates responsibility for the day-today running of the Trust to the Chief Executive and Senior Management Team, who are based in central London at Trust Office. Trust Office is the central hub which provides expertise and support in a range of fields such as legal, HR, health and safety, finance, IT, estates, communications, fundraising and development, and, of course, education. Each GDST school has a local SGB, whose members provide essential support and inspiration to the Head, acting as a ‘critical friend’, as well as being vital links between the schools and their local communities. The SGB pro-

GDST School Governing Boards SGBS and the GDST’s Governance

vides insight into local opinions, and members act as ambassadors for the school in the local community. Unlike in standalone schools, the SGB is not the proprietor of the school, and as such does not have legal accountability for its performance – this falls to the GDST’s Council. Being a GDST school Governor can be very rewarding. Not only will you build up strong relationships with the Head, School Leadership Team, and fellow Governors, but you will also be part of the leading network of independent girls’ schools, and one of the country’s largest educational charities, shaping the future of girls’ education. SGBs should ideally consist of 7-10 Governors, including a Chair, and deputy Chair. Governors are appointed to serve for a period of three years. Governors will usually be re-appointed

for a further term of three years, subject to the approval of the SGB. It is rare for Governors to serve a third term, unless there are exceptional circumstances. Each Governor is encouraged to take an interest in a specific area of responsibility that aligns with their experience, and the current needs of the SGB and the school. Such areas might include safeguarding, finance, education, the junior school, sport, partnerships, fundraising, communications and marketing etc. SGBs meet once a term, but Governors are also encouraged to get to know their school and build up relationships with their peers and school staff by attending school events. A Governor may also be invited to spend part of a day attending lessons, or having lunch with pupils or staff.

GDST School Governing Boards SGBS and the GDST’s Governance

What happens when I join? Once your appointment to the SGB has been formally approved, there are a few administrative requirements that need to be undertaken, as well as an induction to welcome you to the school and the GDST family:

The GDST is committed to safeguarding the welfare and safety of our pupils. As a Governor, you will be required to undergo a Disclosure and Barring Service (DBS) check. The Clerk to the Governors will assist you with this process. You will be asked to read and sign a copy of the Code of Conduct. This document sets out the conduct that is expected of a GDST Governor, in line with the GDST’s own principles and values, and the Nolan Principles, which are the seven principles of ethical standards expected of public life. It also reminds Governors of the requirement for confidentiality – as a Governor, you will be privy to sensitive information about the school and the Trust as a whole. This document will be provided to you by the Clerk. You will be provided with a copy of the Conflicts of Interest Policy. This policy outlines our approach to ensuring that decisions taken at the GDST are, and are seen to be, free from personal bias. You will also be asked to complete the accompanying Declarations of Interests Form on an annual basis.

The Clerk will organise a school induction for you. You may have already attended an SGB meeting at the school as an observer prior to your appointment, but the induction is a good opportunity to meet some of the pupils and members of staff, and perhaps drop in on a few lessons. You will also be invited to attend a training day at Trust Office, where the Governance Team will run through the GDST’s governance structure, the role of the SGB both at school and Trust level, and go through a few practical scenarios that you might come across during your time on the Board. New Governors from all GDST schools are invited to this day, so you will be able to meet colleagues from across the network.

GDST School Governing Boards Key Functions – the Governor’s Role

KEY FUNCTIONS – THE GOVERNOR’S ROLE The expectations and parameters of our SGBs are set out in the SGB Regulations, as established by Council. This section of the guide will focus on those key functions of a Governor’s role, which can be summarised in the following areas of activity:

Assisting the Head and School Leadership Team in reviewing the performance and progress of the school.

To assist in the school’s strategic development.

Acting as a ‘critical friend’ to the Head.

Acting as an ambassador for the school and the GDST.

Performance, Progress and Strategic Development Performance, progress and strategic development are intrinsically linked, and reviewing how the school is operating in these areas, in conjunction with the Head and the SLT, is a key role for the SGB. As the SGB does not have involvement with the day-to-day running of the school, they have the advantage of being able to step back and examine the overall picture through their knowledge of local affairs, and through their collective skills and experience in other walks of life.

The Chief Executive will hold an Annual School Review with the Head, SLT, and SGB Chair, which acts as the mechanism for reviewing overall school performance, and agreeing the school strategy and objectives for the coming year. The SGB Chair will act as spokesperson for the Board during the Annual School Review, and therefore has the opportunity to feed in collective SGB views. The objectives for the coming year are agreed between the Chief Executive and the Head.

GDST School Governing Boards Key Functions – the Governor’s Role

The main topics that will be considered during the Annual School Review are: Academic achievements (this includes value-added results as well as exam results) Pupil numbers Financial management and contribution

1 ACADEMIC ACHIEVEMENTS How do projected and actual results compare?

Health and safety Staff engagement and well-being

Have there been any significant changes to the curriculum that has altered results either positively or negatively?

Estates How the school development plan intersects with the GDST strategy. Progress against these objectives will usually form part of the Head’s Report in the SGB meeting. While the Head has overall responsibility for ensuring that the ASR objectives are delivered, the SGB can offer valuable insight through their own experiences and expertise, and a different point of view. As an SGB, you are encouraged to review and discuss the school’s progress against its objectives, constructively and positively question assumptions and strategies that have been suggested by the Head and SLT to address any issues or areas to improve, and to offer your own ideas. Some examples of points you may wish to consider include:

How does the school respond to changes to GCSE and A level formats, and how does this impact on results? How does the value-added score compare with previous years? A member of school staff should be able to give you an introduction to value-added and to the performance tracking programmes that the school uses.

GDST School Governing Boards Key Functions – the Governor’s Role

PUPIL NUMBERS

FINANCIAL MANAGEMENT AND SURPLUS

How well do overall pupil numbers compare with previous years? How is recruitment into reception and year 7, and how strong is retention from year 6 to 7 and year 11 to 12? How are sixth form numbers holding up? Are there any obvious trends or areas of potential risk? How do they compare to the potential capacity of the school? Are there any external factors you are aware of, such as a local boys’ school becoming co-educational, or a successful GDST marketing campaign? Have you seen any effective and eye-catching marketing or advertising in the local community/local publications? This could also include school events. How influential is the Head in the local community, and are there areas that Governors could help with or events they could introduce the Head to?

The Head is responsible for the school’s financial performance, and will report to Trust Office on a regular basis. While SGBs do not sign off accounts or expenditure, having a regular oversight of finances can help identify and manage any potential problems, before they escalate. It’s helpful to have a Governor on the SGB who has experience or a particular interest in finance The SGB should be provided with a summary at the start of the year showing the budget that has been proposed/approved. Is the school on target to meet the budget? Are there any significant variances or unexpected changes to the budget? Governors should receive a financial report on the school’s YTD performance against budget at each SGB meeting from the Head or Director of Finance and Operations.

GDST School Governing Boards Key Functions – the Governor’s Role

Fees Setting

Risk Management GDST Council holds overall responsibility for risk management and, at school level, Heads have delegated responsibility for ensuring that adequate risk assessments take place, and appropriate mitigating actions are undertaken. GDST maintains a comprehensive risk register which covers many of the risks facing all its schools. However, as part of the strategic planning process and ongoing risk management, schools should consider the key strategic and operational risks, facing them at a local level, considering how best to respond. In addition, Schools will carry out detailed risk assessments on specific activities and projects. SGBs have an important role in maintaining an overview of the key risks facing their schools and the mitigating actions in place. The Head should keep the SGB updated on what risks have been identified, and what is being done to manage and mitigate these.

The fees-setting cycle begins in the early stages of the academic year. Colleagues at Trust Office work with the schools in order to identify competitor schools and gather information on their fee levels. A discussion usually takes place during the Autumn SGB meeting during which Governors can bring their own insights into the process – including their awareness of the wider economic environment, knowledge of parent views, and what is happening at other fee-paying schools. Fee levels are then subsequently set by GDST’s Council in the Spring term. Any Governors who are also current parents will have a conflict of interest during these discussions. The SGB will need to agree whether or not they are happy that this conflict can be managed, or whether such Governors should absent themselves from the discussion.

GDST School Governing Boards Key Functions – the Governor’s Role

Being a ‘Critical Friend’ Governors, and the SGB Chair in particular, have open and trusting relationships with the Heads, and act as a supportive friend - whilst not being afraid to offer advice and ideas to challenge and inspire. In their role as ambassadors of the school, the SGB needs to be mindful of reputational issues that may occur – Governors can act as valuable ‘eyes and ears’ for the Head in the local community. While the Head always remains responsible for the school, SGBs can provide a broader assessment of the potential reputational impact of proposed actions using their knowledge of the local community – Heads may find it useful to utilise the SGB as a sounding board when taking difficult decisions. You may hear conversations in the local area that could impact upon the school, particularly

during periods of change such as building works or projects, new staff etc. Naturally it will be important to flag this up to the Head and agree any action that may need to be taken. If there is any adverse press or publicity, the Head should keep the SGB informed and guided on what can or cannot be said. Typically, the Trust’s Communications Team will work with the Head and agree an appropriate response – you should pass any queries on to a nominated school spokesperson, and not attempt to comment yourselves. Not every situation can be foreseen or planned for and there may be times when there are urgent issues to be addressed to protect the school. The SGB can play a valuable role at such times by acting as a sounding board for the Head – however, it is important to remember that the Head, supported by advice from the GDST, remains responsible for handling the situation.

GDST School Governing Boards Key Functions – the Governor’s Role

Acting as an Ambassador GDST schools are lively, engaging places, and there are always a huge number of school and Trust-wide events taking place at any given time to inspire and challenge our girls, and promote connections across the GDST network. Some of the events include:

Seasonal events, such as summer fetes and Christmas plays

Speech days and prize-givings Art exhibitions

Fundraising for local charities

GDST Choir and Young Musician of the Year

Concerts and recitals Sports rallies, including netball, golf and cricket

Book festivals

GDST School Governing Boards Key Functions – the Governor’s Role

While it would be impossible to be present at all events, Governors are warmly invited to attend as many as they wish, and get involved with their particular school, and Trust-wide events alike. Your support at such events is invaluable – the Clerk to the Governors will be able to circulate a calendar of events so you can see which ones you would like to attend. It is possible that you may be approached by parents who wish to raise issues though the SGB. As a board, it might be worth agreeing some key messages that you could use in responding to likely queries that could arise. Should a parent wish to raise a complaint, the school has a formal complaints procedure that must be used, so as to ensure that issues are investigated by the right people, and the most accurate information provided. The best course of action is to listen sympathetically to the parent, and then gently advise them that they should follow the complaints procedure – don’t attempt to take on the complaint yourself.

Being connected to peers in the community, business and social world means that you may have the opportunity to promote the school – reputation and word of mouth can prove to be vital tools in the recruitment of pupils, as well as enhancing the links between local community and the school. It is best to discuss and agree levels of engagement and any plans you may have with the Head – you should take care not to tread on operational/management toes, even with the best intentions. If you are called upon to speak either to the media or at an event, it would be enormously helpful and much appreciated if you could mention the school by name. As you know, we are keen to promote the value of being part of the GDST network so where possible it would also be helpful if you could mention the GDST – this could be along with a mention of girls-only education. If you would like any advice on dealing with the media, please do not hesitate to contact the Communications Team at Trust Office. In your professional capacity, you may also be able to help support the school and its pupils through careers talks, mock interviews and work placements.

GDST School Governing Boards Key Functions – the Governor’s Role

Partnerships and Outreach In its position as a registered charity, the GDST must demonstrate the public benefit delivered through the activities of all its schools – this is a requirement of our charitable status. Moreover, reaching as many girls as possible is one of GDST’s key strategic objectives. Heads are responsible for ensuring that outreach and partnership working are a core part of their school activities. An annual survey is carried out in the Autumn term, so that all schools can update Trust Office on their current outreach and partnership activities. The results of this survey feed into the GDST’s annual report and accounts. The survey is a good opportunity for the SGB to consider the activities that have taken place and discuss whether they can be improved or enhanced – or if there is a new initiative you are aware of that the school could become involved in. There are some excellent examples of great partnership working across the Trust and many of these are showcased on the ISC’s “Schools Together” website. A number of our schools are involved in projects funded by the SHINE Trust (Support and Help In Education) and work with local schools to host and run exciting workshops and challenges for children within the community. Some schools have been very successful in securing local sponsorship (e.g. from businesses or universities) to support their projects. SGBs can often help schools in developing useful links in this respect.

GDST School Governing Boards Key Functions

GDST School Governing Boards Additional Responsibilities

ADDITIONAL RESPONSIBILITIES This section will look at the roles and responsibilities of the SGB during specific events that may occur during a Governor’s time on the Board.

GDST School Governing Boards Additional Responsibilities

Appointing Heads

Senior Staff Appointments

The appointment of GDST Heads is a decision of the GDST’s Council and is undertaken on their behalf by the Senior Appointments and Remuneration Committee (SARC).

The responsibility for senior staff appointments lies with the Head. The SGB Chair or another Governor might be invited to assist, where they have skills and experience that would be useful.

However, as the SGB have a close working relationship with the Head, the SGB Chair is directly involved with the appointment process.

School Inspections

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Vacancies are managed by Trust Office, with the support of an executive search firm

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Applications are reviewed by the CEO, HR Director, and Director of Innovation and Learning and a longlist is agreed.

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The first panel interview is chaired by the SGB Chair, and comprises a second member of the SGB, the HR Director, and the Director of Innovation & Learning. The aim of this interview is to produce a shortlist.

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Shortlisted candidates then visit the school and usually meet other Governors. Informal impressions are fed back via the SGB Chair to the final selection panel.

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The final selection interview panel comprises the GDST Chair, and two Council members of SARC. The Chief Executive, SGB Chair and HR Director will also be in attendance, and the final decision is made by the Council members.

The GDST’s schools are inspected by the Independent Schools Inspectorate (ISI) every three years. Regulatory Compliance Inspections alternate with Educational Quality + Focused Compliance Inspections. A school is typically given a maximum of two working days’ notice of an inspection. The SGB will be included as part of the school’s preparation for an inspection, and both they and the school are fully supported throughout the process by the Innovation and Learning team at Trust Office. An ISI inspection briefing note setting out the GDST governance structure in more detail, as well as some example questions and answers that may be addressed to the SGB, is available from the Governance Team. During the inspection the SGB Chair will be asked to meet with one of the Inspectors, together with a member of the GDST Senior Management Team, to answer questions on governance. At the end of the inspection, the SGB Chair will be asked to attend the feedback session, along with the school’s SLT and the Director of Innovation and Learning.

GDST School Governing Boards Additional Responsibilities

What a typical meeting might look like? Every meeting will include standard items that help shape the discussions you will have. Items that you will see on every agenda include: »» Disclosures of interest – the SGB will be asked to disclose any interests or conflicts they may have in the business about to be conducted, for example, those Governors who may have children or other relatives currently attending the school.

AUTUMN TERM

»» The SGB Chair’s Report – this will contain items such as school events that have been attended by the Chair and SGB, news of staff or Governor appointments that the Chair has been involved with, and any future matters such as performance reviews, or strategy planning. »» The Head’s Report – standard items include developments to the curriculum, pupil numbers, marketing plans, public exam results, complaints/exclusions, staff changes, fundraising and the financial report.

SPRING TERM

»» Trust Updates – any significant Trust-wide developments, such as key staff/Trustee appointments, amendments to strategy/policy. »» Most schools include a short presentation by a member of staff to give Governors a better insight into the workings of the school, a particular subject area, or an exciting new initiative. Depending on the term, the SGB will be invited to examine and discuss specific reports and requirements with the Head and members of the SLT. The following is intended as an example, and is not definitive:

SUMMER TERM

GDST School Governing Boards Additional Responsibilities

»» Exam results and pupil numbers comparison with previous years »» Fees setting discussion and input »» Review end year accounts »» Annual School Review – discuss strategy, performance and future targets (this discussion takes place in the term before the Review)

»» University places (analysis received from Trust Office in December) »» Review value-added results (analysis received from Trust Office in January) »» Annual School Review

»» SGB succession requirements – terms of office expiring, recruitment needs »» Annual School Review (if the Review was not undertaken during the Spring Term) »» Review targets for pupil numbers for the coming year »» Review budgets for the coming year

GDST School Governing Boards Maintaining a Productive Board

MAINTAINING A PRODUCTIVE BOARD Self-Review

Succession Planning

SGBs should ideally undertake a full self-review every year to assist in identifying any areas that could benefit from a different way of working, and to ensure that the SGB remains fit for purpose.

To ensure that SGBs retain a good mix of skills and experience, the Boards should be regularly refreshed with suitable new members from a range of backgrounds. A single term for a Governor is three years, and it is expected that the majority will be invited to serve a second term of three years. This is agreed by the SGB Chair and the Head. Governors are not expected to serve three terms unless there are exceptional circumstances that mean that the SGB would benefit from their continued service – for example, the appointment of a new Head, who might require experienced support.

A review guide and supporting documentation can be provided by the Governance Manager at Trust Office.

SGB Chairs are also invited to serve for two terms – this is counted separately from any terms they have already served as a Governor on the Board, provided that they do not surpass a maximum of 12 years in total on the Board. SGB Chairs are nominated by the school, and appointed by Council via SARC. Any subsequent terms following the first three-year term are also approved by SARC. The SGB Chair should start to consider their succession a year before their term is due to end to ensure that there is sufficient time to locate and appoint a successor. The Governance Manager at Trust Office will be in contact to assist with succession planning.

GDST School Governing Boards Maintaining a Productive Board

GDST Governance Network SGBs are a vital link between Trust Office, Council, and the schools. As described earlier in this guide, there is real strength in combining the knowledge, skills and expertise of our schools and Trust Office, and the network is a valuable resource that all can use and contribute to.

There are a number of ways in which communications and dialogue are maintained between the SGBs and Trust Office: On a termly basis, the Governance Manager collates and circulates summaries of SGB meetings to all SGB Chairs: this helps SGBs to identify and share best practice, or to identify common trends and themes. The annual SGB Chairs’ Forum and Dinner provides an opportunity for SGB Chairs to get together with the GDST Chair, Council, Chief Executive and SMT members to discuss key issues and share information and experience. SGBs are invited to raise topics that they would like to be discussed at this event. The Summit and Annual Reception also provides SGB Chairs with the opportunity to interact with the GDST Chair, Heads, Council, and senior staff, and celebrate the year’s achievements. Training is available for all new Governors – this is held at Trust Office, and enables them to meet other fellow Governors, learn more about the role of a GDST Governor, and meet the Governance Team and senior staff at Trust Office. Longer serving Governors are also very welcome to attend the training as a ‘refresher’ should they wish. The Governance Manager attends SGB meetings as an observer, to take note of common themes and answer any questions that the SGB may have. The Governance Manager can also arrange for members of Trust Office to attend to give presentations and updates, should the SGB wish. The Governance Team is keen to expand networking opportunities between SGBs, and so other suggestions or ideas that an SGB may have to further promote the network are welcome.

GDST School Governing Boards Glossary

GLOSSARY OF GDST JARGON AND ACRONYMS Below are some of the more common acronyms and jargon used in GDST and in other independent schools.

AGBIS

Association of Governing Bodies of Independent Schools

ALIS

A Level Information Service, used to evaluate and benchmark progress from GCSE to A Level

AMDIS

Association for Marketing and Development in Independent Schools

ASR

Annual school review

ATB

GDST Academy Trust Board, governing body for the GDST’s two academies

ATL

Association of Teachers and Lecturers (now NEU)

BCP

Business case process or business continuity planning

BMAT

Bio Medical Admissions Test

CAMHS

Child & Adolescent Mental Health Service

CEM

Centre for Evaluation and Management at Durham University – runs PIPS, MidYIS and ALIS

Compleat

Finance & budget management software used at Trust Office and in schools

CPD

Continuing professional development

CTSD

Central training & staff development

DBS

Disclosure and Barring Service

DFO

Director of finance and operations

EAL

English as an additional language

Executive Board

EPQ

Extended Project Qualification

EVC

Educational visits coordinator

FIL

Fees in lieu (of a term’s notice)

Firefly

VLE that also acts as a means of communication between the school and parents

G&T

Gifted and talented

GSA

Girls’ Schools Association

GDST School Governing Boards Glossary

HDC

Heads’ with Directors Committee

HMC

Headmasters’ & Headmistresses’ Conference

HOD

Head of department

HOY

Head of Year

Hub

GDST-wide intranet at hub.gdst.net

International Baccalaureate

ICT

Information communication technology

INSET

In-service training

ISBA

Independent School Bursars’ Association (GDST has corporate membership)

ISC

Independent Schools’ Council

ISI

Independent Schools Inspectorate

JCG

Joint Consultative Group

Knowledge Hub

Section of the GDST hub which contains legal information, GDST policies and guidance.

KPIs

Key performance indicators

Key stage

LADO

Local authority designated officer (for child protection)

LEA

Local education authority

LNAT

National admissions test for law

MidYIS

Middle Years Information Service, used to evaluate and benchmark progress and value added from Year 7 to GCSE

NAHT

National Association of Head Teachers

NCTL

National College for Teaching & Leadership (now Teaching Regulation Agency)

NEU

National Education Union

OFFA

Office for Fair Access

Ofqual

Office of Qualifications and Examinations Regulation

OFSTED

Office for Standards in Education

Oracle

A previous name for the Knowledge Hub

PDP

Performance development planning

PIPS

Performance Indicators in Primary Schools, used for benchmarking GDST junior and prep schools

PISA

OECD’s programme for international student assessment which tests the skills and knowledge of 15-year-old students in participating countries to evaluate education systems worldwide

GDST School Governing Boards Glossary

Planet

Facilities management software used by the estates staff at Trust Office and in schools

PSF

Accounting software used by GDST finance staff

QTS

Qualified teacher status

SARC

Senior Appointments & Remuneration Committee

SAT

Standard assessment test

SCC

Staff consultative committee

SDP

Strategic development plan

SEF

Self-evaluation form

SENCO

Special educational needs coordinator

SEND

Special Educational Needs and Disability

SGB

School governing board

SharePoint

The content management system used in some shared online areas

SIMS

Schools’ Information Management System, the Capita-supplied software used in all GDST schools to manage pupil and staff information

SIP

School improvement partner

SLG

SIMS learning gateway – allows pupils’ parents to access their child’s SIMS information online

SLT

Senior leadership team (schools)

SMT

Senior management team

SOFA

Statement of financial activities

SWOT

Strengths, weaknesses, opportunities and threats

Teaching Agency (set up April 2012) or teaching assistant

Trust Office

TRA

Teaching Regulation Agency

UCAS

Universities and Colleges Admissions Service

UKCAT

UK clinical aptitude test (admission test for medicine)

UPN

Unique pupil number

Video conference

VLE

Virtual learning environment

GDST School Governing Boards Contacts

USEFUL CONTACTS The Trust Office is here to support all Governors and school staff. You may find the below contacts useful to you, should you have any queries during your time on the SGB:

The Governance Team Strategy Planning Director Martin Pilkington m.pilkington@wes.gdst.net 0207 393 6703 Governance Manager Lucy Colegate l.colegate@wes.gdst.net 0207 393 6704 (Main point of contact for SGBs)

Communications Team Head of Communications Mo Bosch m.bosch@wes.gdst.net 0207 393 6603

Philanthropy and Alumnae Engagement Head of Philanthropy and Alumnae Engagement Sam Davies s.davies@wes.gdst.net 0207 393 6676

5th Floor 10 Bressenden Place London SW1E 5DH

020 7393 6666 info@wes.gdst.net www.gdst.net

www.facebook.com/TheGDST www.twitter.com/GDST www.youtube.com/GDST1872

The Girls’ Day School Trust, a limited company registered in England No. 6400. Registered Charity No. 306983. Published September 2019