MAT Governance A wicked problem Why did we bother? To create - - PowerPoint PPT Presentation
MAT Governance A wicked problem Why did we bother? To create thriving communities of primary schools that will endure and give security through strong networks and collaboration To concentrate on: The unique role of primary education in
A wicked problem
To create thriving communities
endure and give security through strong networks and collaboration To concentrate on:
The unique role of primary education in improving the life chances of all children Educational improvement through building a resilient system rather than treating the school in isolation
To build a primary voice
Governance of MATs is a wicked problem
Everything is related to everything else Intertwined with many unforeseen consequences Progress in solving the problem is mainly qualitative with a focus on what we are learning about both the issue and the solution Any solution is constrained by the context, political ramifications, change over time and role changes
We are all victims of our experiences:
Private good – Public bad OR Private bad – Public good OR Private bad – Public worse OR
Schools function by identifying success; they tend to enable The wider system functions by identifying failure; it tends to control
There are no ‘freedoms’ there is
Primary academies have more responsibility More bureaucracy And more (overlapping) regulators
There isn’t enough money in the system to run the system Unless you are building capacity in schools themselves, you are simply adding risk
Any system that seeks to serve children should:
Be as flexible, dynamic and connected as possible Create resilience across that system, making it less vulnerable to political or fiscal change Connect research, policy, practioners, funders & charities Improve the transmission of ideas, practice and knowledge to fully implement a different educational experience
Nolan at all levels, “government regulation cannot substitute for individual integrity.” “If I seem unduly clear to you, you must have misunderstood what I said.” “ I know you think you understand what you thought I said but I'm not sure you realise that what you heard is not what I meant” Alan Greenspan
Any governance system, needs tacit knowledge—an understanding of the unstated, implicit qualities of the governance space.
Tacit knowledge holds critical truths and assumptions about behaviour, policies, norms, and values and is gained through experience, rather than through explicit instruction. It is one of the defining qualities of expertise
What are the critical governance requirements to keep schools: Safe, Solvent, Structurally sound, Legally compliant & educationally improving? How do these functions need to work together? How do we use people, skills, knowledge, What processes and communication structures are needed? Use technology create timelines, How well does IT work? Constant "tinkering until you get it right" is also analysis and recognition of complexity
Regional Directors Elliot Foundation Academies Trust Principals’ Council Finance Committee Operations Group Local Governing Body Staff Principal
Children Community CEO
Audit Committee Standards Committee
Key:
Accountable Represented Supports & challenges
Meets bi-annually to develop MAT strategy with Ops Group (informed by staff survey & principal survey) 11 governors (6 appointed by trust) holds principal to account under delegated authority from MAT board Responsible for the
Drives strategy for the
Officer, performance,
risk 3 trustees, CEO, 2 principals meets >3x per year includes remuneration committee 3 trustees (no employees) meets >2x per year
and external audit 2 trustees, CEO, 2 principals meets >3x per year holds RDs and CEO to account for school performance Responsible for
performance in region CEO, FD, Regional &
for day-to-day running of the Trust Multi academy trust board chaired by founder with LGB
by LGBs & committees Custodians of the vision. Holds MAT to account for the performance of the