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 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
Presupposition 1 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
Presupposition 2 We are all victims of our experiences: Private good – Public bad OR Private bad – Public good OR Private bad – Public worse OR
Presupposition 3 Schools function by identifying success; they tend to enable The wider system functions by identifying failure; it tends to control
Presupposition 4 There are no ‘freedoms’ there is only accountability and risk 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
Presupposition 5 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
Presupposition 6 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
Presupposition 7 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
Participatory Design: Key Questions 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
Designing a system
From this…..
Custodians of the vision. Drives strategy for the Multi academy trust board Holds MAT to account for the organisation, Accounting chaired by founder with LGB performance of the Officer, performance, representation. Holds CEO & organisation. Fundraising organisational design & officers to account. Supported To this risk by LGBs & committees Elliot Foundation 3 trustees, CEO, 2 2 trustees, CEO, 2 Academies 3 trustees (no principals meets principals meets Trust employees) meets >3x per year >3x per year holds >2x per year CEO, FD, Regional & includes RDs and CEO to CEO oversees internal other directors meets remuneration account for school and external audit weekly. Responsible committee performance for day-to-day running of the Trust Finance Audit Standards Principals’ Operations Committee Committee Committee Council Group Regional Directors Responsible for 11 governors (6 overall school appointed by performance in trust) holds region principal to Local account under Governing delegated Body authority from MAT board Key : Principal Accountable Staff Meets bi-annually to Represented Responsible for the develop MAT operation and strategy with Ops Supports & overall performance Group (informed by challenges of a school staff survey & principal survey) Community Children
Reporting
P.S. we use our mentors
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