2. Introduction
After completing this module you will be able to:
• Review the style and quality of reporting to the
Governing Body, including reference to maths and
English.
• Test for two significant weaknesses in reporting to the
Governing Body.
• Consider how decisions are taken and recorded by the
Governing Body.
• Review basic accountability arrangements.
3. Effective Reporting
Informed decision making by Governors relies on effective reporting by senior staff. But
how do we define 'effective reporting?'
Which of the following characteristics would you use to judge reporting to the Board:
• Timely
• Jargon free
• Abbreviations explained
• Clear report focus
• Brevity
• Use of relevant trend data, and use of relevant benchmarking data in relation to approved
college targets
• Financial implications
• Equality and diversity implications
• Learner implications
• Link to strategic plan and strategic risk implications
• Clear recommendation
Are there any more qualities of reporting that you would value?
4. Reflective Question
A standard report format could be useful for
Governors and senior staff for consistency, clarity,
brevity and focus.
What headings would you like to see in a model
report format?
5. Suggested headings for a standard
report template
Report for Governing Board
• Title of Report
• Author of report
• Date of report
• Meeting
• Recommendation
• Background and context (with any
link to the strategic plan)
• Detail (including any relevant data)
• Learner implications
• Financial and resource implications
Reports have to be flexible to
accommodate the subject - this
list is intended:
(a) to guide for minimum
content rather than dominate
(b) not to become a reason to
produce unnecessarily long
reports.
6. Maths & English Considerations
Government expectations for 16-18 year olds on full
time programmes (maths and English qualifications a
condition of funding for many students, on study programs
over 150 hours and without ‘good’ GCSE pass)
Government expectations for 16-18 year olds on part
time programmes (maths and English should be included
in part time courses to facilitate learning)
Ofsted expectations (leaders and managers can “sustain
provision of very high quality, including in English and
Mathematics.” OfSTED 2016)
7. Aspects of Reporting
Discussion questions:
1. Are you familiar with the expression
‘data dumping’? What do you think it
means in relation to reporting?
2. What should replace ‘data dumping’?
3. Do you receive large amounts of
paper for meetings, particularly Board
meetings?
4. If the amount of paperwork is a
problem for you, why do you think
you have so much?
8. ‘Data dumping’
• 'Data dumping' - data is added to a report with
little/ any reference to its usefulness, significance or
implications.
• Agenda items can be just tables of data e.g.
learner success data or learner retention data or
building project monthly cash flow.
• This is high risk governing as there is no
explanation, analysis, or management interpretation
for Governors to be guided by.
9. What Should Replace ‘Data dumping’?
• Governors should be able to judge a report by the
professional analysis of data - why is the data of
importance and what actions or interventions will
derive from the data?
• Are aspects of the data of concern? If so, why? If
not, why is it being presented?
• Governors gain their confidence from the quality of
the interpretation of relevant data, rather than from
the data alone.
10. Too much paperwork?
• When large amounts of paper are provided for meetings,
very few Governors have the time or inclination to read
all the paperwork
• They attend meetings without fully being aware of the
content of their papers.
• This is high risk governing as Governors will be
contributing without being informed by supporting written
material.
• The aim is to produce high quality, low density
paperwork for meetings of the Board.
11. Why is there so much to read?
1. The auditors expect certain paperwork to seen by all Governors.
2. Some senior staff believe that certain paperwork is essential for all Governors.
3. All senior staff believe that certain paperwork is essential for all Governors.
4. The Clerk insists that certain paperwork is essential for all Governors.
5. The Chief Executive / Principal insists that certain paperwork is essential for all
Governors.
6. The Chair wants certain paperwork to be circulated to all Governors.
7. Certain Governors want full paperwork to be provided to all Governors.
8. One Governor wants full paperwork to be provided to all Governors.
9. The Funding agencies expect certain paperwork to be seen by all Governors.
10. Ofsted will expect full files of evidence of the Board's consideration of relevant
items of business.
First consider where the source(s) of influence is regarding the amount of
paperwork for meetings. Now you need to test the validity of the case.
12. Suggested Activity
Gain the Board's support for a review of paperwork.
Ask the Principal, Clerk and one Governor e.g. the
Chair of the Quality and Standards Committee to
undertake a review of the relevant paperwork with the
intention to achieve high quality, low density
paperwork.
13. Informed Decision Making
How do you take decisions at meetings of the Board? Do you
actually know when you take a decision? How do you know?
This is not a plea for voting on every item on
the agenda; it is an encouragement to:
• request clear recommendations in reports
and from any presentations to the Board;
and
• make sure you agree the form of words
which will establish the decision,
particularly if it varies from the
formal recommendation.
Your Clerk will be skilled in preparing the
record of the meeting in draft minutes for the
Chair.
14. Suggested Activity
The next time you receive Board minutes, list their
qualities, remembering that the minutes should be a
record of decisions taken and succinct detail of
the context which informed each decision.
15. Reflective Questions
1. Can you easily see the decisions of the Board in the way the
minutes are formatted?
2. Is the context which contributed to the decision of the Board
succinctly expressed for reference?
3. Do you closely read each set of approved draft minutes prior
to meetings to be confident to offer your approval regarding
accuracy and intention?
4. Are there ways in which the formatting of minutes could help
you see the record of transacted business more clearly?
5. Can you suggest any improvements to the Board or committee
minutes you currently receive?
16. Accountability
Accountability is about seeking to achieve genuine and open
communication*.
The nature of the communication includes:
• celebrating successes
• sharing proposals for changes
• joining to work with others to solve problems
• demonstrating a willingness to learn from mistakes
The starting point for accountability is the building of trust and
confidence through achieving compliance with the legal and
regulatory framework.
*Good Governance: A code for the voluntary and community sector (Second
edition 2010)
17. How will you know how compliant your organisation is with its primary
obligations, including that of providing maths and English to 16-18 year olds as a
condition of funding?
You might get:
• Statements from the Chief Executive, Director of Finance, Clerk to the
Corporation
• Reviews - internal college (incl. self assessment, annual H&S reports, annual
E&D reports), internal thematic reviews
• Reports - external verification of programmes, external review, e.g. by auditors,
consultants, OfSTED, finding agencies, preparation for the financial statements
• Voices - students, staff, employers
• Policies & procedures - nominated governors, e.g. Safeguarding, Equality, use
of Whistleblowing Procedure, use of college solicitors in employment litigation,
reporting to the H&S Executive
Reflective Question
18. Complaints procedure
• A key procedure for Governor interest is the Complaints Procedure.
• You should know that there is a Complaints Procedure as part of the
Quality Improvement Policy.
• You should, e.g. every six months, receive composite reports
summarising the nature of complaints and any management action
to address key issues.
• The Audit and Risk Committee could test the Complaints Procedure
for its efficiency and impact.
• Accountability can also include responsibilities to the wider
community through e.g. social cohesion, environmental impact,
travel and transport, health and well-being, economic success,
democratic and participation practices.
19. Reflective Questions
1. How do you think this wider accountability is
working now?
2. Consider what priorities might be (and why) for
the coming period?
3. Is there any connectivity between the provision
of maths and English and, e.g. local secondary
schools, employers, other learning providers,
relevant organisations and agencies?
20. Suggested Activity
Acquire a copy of the Complaints Procedure (from the
Clerk to the Corporation) and consider how the
procedure would operate for a range of concerns,
e.g from: students, parents, employers, residents
living near the college / provider, councillors and
secondary schools.
