5 ways to make sure your MAT governance structure works at scale - Arbor
5 ways to make sure your MAT governance structure works at scale
Arbor - 6 June, 2018
This blog is a transcript of the second half of the presentation given by Sarah Pittam at our MAT conference. Drawing on her experience in both top-tier consulting and the education sector, Sarah spoke about MAT governance structures and how to make sure your model works at scale. In this part of her presentation, she
This blog is a transcript of the second half of the presentation given by Sarah Pittam at our MAT conference. Drawing on her experience in both top-tier consulting and the education sector, Sarah spoke about MAT governance structures and how to make sure your model works at scale. In this part of her presentation, she goes on to discuss schemes of delegation, the importance of board papers, and how to make sure LGBs have a meaningful role. Read what she had to say below:
When thinking about your scheme of delegation, you must make sure that:
You have proper board papers – that they’re fit for purpose and are answering the right questions
The dashboard information is properly presented
The non-execs are asking the right questions
They’re reading the papers
The minutes are reliable
There are the right subcommittee structures
The other thing that is very important is your scheme of delegation. There are all sorts of templates out there, but you’ll have your own version. It’s an evolving document. Think really carefully about this. This will be driven by your culture and history as a Trust, the nature of the relationship the schools have had before they joined the Trust, and, most critically, how the headteachers feel about the Trust. This is important
How headteachers feel about the loss of autonomy is something that hampers Trust growth all the time. They don’t feel comfortable handing over their autonomy to someone who could potentially undermine the potential of their school, the chances of their children, their school’s next Ofsted judgement, and frankly, their career
It’s important to work on evolving this document, getting buy-in from everybody and thinking about:
Who gets to make the final decision
Who has the right of veto
Who has the right of consultation
It’s long and it’s tedious, but it’s very important. It may evolve, but try not to be held to ransom by joining schools. In discussions with new school prospects, make sure that both parties share a common understanding, and be as pragmatic as you can
Don’t disempower your LGBs
When things start going well, it’s tempting to want to centralise the power at the center of the MAT. That is a big mistake: if you become too centralised and have all the decision-making power concentrated within the Trust board, you will disempower your Local Governing Bodies and they will feel marginalised. As a result, you’ll lose the best people on your LGB when they spot that all action is happening at the trust board.
You need good people at the LGB level to get into the detail of the academic performance, to codify that information, hold the executive to account on standards and on outcomes at the local level. Try to find a happy medium. Generally speaking, I’ve found that the three big things LGBs feel strongly that they should be involved in are:
Setting and approving budgets
Appointment of headteachers
Performance and management of headteachers
If you can find a way for LGBs to have a meaningful role in the three elements above, give them a reason for being & make them feel empowered, you’ll find it easier to recruit quality people at the LGB level.
If you are a brilliant board, you should be able to answer these questions comprehensively:
What is the trust’s strategy?
How is the trust going to deliver on that strategy? Is it evidence-based, do you have the people to delivery the strategy?
What does the trust need in both governance structures and governance personnel in order to drive that strategy?
Where do you and your fellow directors fit into your overall structure and are you and they clear on the roles and responsibilities of the Board, LGBs and Headteachers?
How well are you supplied with expertise in the following areas: Finance, HR, Estates and Property, Remuneration, Legals, Change Management/Due Diligence and General Management?
How would you assess your performance as a board over the last year?
What do you believe you need to do in terms of recruitment to improve the performance of your board?
How well do you hold the CEO and his/her senior team to account?
Five final points to leave you with:
To conclude, I’ve rounded up the 5 most important points that you should take away from what I’ve talked about today.
1. Firstly, you must define and drive the strategic direction of the Trust and hold the executive to account. These are the most important objectives of the board
2. Give plenty of consideration to your Scheme of Delegation
3. Don’t allow the board of your growing Trust to be dominated by legacy membership. This can be achieved by having a backbone (by that I mean having the difficult conversations early!)
4. Diversity on your board should be about diversity of thought, analysis & professional experience
5. Finally, be ambitious in terms of calibre of people on your board, even if yours is a smaller trust. Look for senior level experience in medium to large organisations
Is your MAT governance structure scalable?
Scaling your MAT sustainably: Different ways to centralise to achieve economies of scale
How to scale your MAT sustainably
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