An interview with David Marriott

In a special interview I quiz David Marriott on what it means to be a governor and the challenges that they face in the current educational climate. 

GD: Hello David Marriott and welcome to the Matravers Governor Blog. Please tell us a little about yourself.

DM: I am an education consultant specialising in governance and school leadership. I served as Head of Governor Services for Wiltshire Council between 1995 and 2011. Prior to that role I was a teacher (English and Drama) for 21 years in 5 different secondary schools, including deputy headship in the city of Bristol.

In recent years I was a governor at Rose Hill primary school in Oxford and while my children attended Priory secondary school in Weston super Mare in the 1990s I served as a parent governor for four years. I recently served as chair of the Interim Executive Board (IEB) of a primary school in Special Measures and steered it to become a sponsored academy.

I was a member of NCOGS (National Co-coordinators of Governor Services) for many years, was Vice Chair between 2006 and 2009, becoming its Chair in 2009.

I’ve written 4 books on different aspects of governance, including The Effective School Governor, 1998; Monitoring and Evaluation, 2004, revised 2009 and 2011, and Being Strategic, first published in 2005 and revised 2011. Most recently I wrote Getting to grips with performance-related pay (e-book) and Outstanding governance for academies for Optimus Publishing, both 2013. He contributes to the School Governor’s Yearbook annually.

As an independent consultant he has provided a wide range of services in ten different local authorities and for various other organisations.

I run a website (www.thegovernor.org.uk) offering a growing library of free downloadable resources and information for governors, regular opinion pieces and my consultancy services. Contact me via davidmarriott@gmail.com or on 01793 323780 or 0770 3367451.

GD: What should be the main purpose of the Board of Governors?

DM: I’m very comfortable with the DfE’s definition:

to ‘conduct the school with a view to promoting high standards of educational achievement at the school’

GD: How does that work out in practice?

DM: It means we have to focus on the children and their educational outcomes – everything else is less important, but can contribute to achieving the end result we seek.

GD: What do you think lies behind the Department of Education’s suggested change in nomenclature from ‘Governing Body’ to ‘Board of Governors’?

DM: Two things, I think. The first is an understandable desire by the DfE to iron out some of the practical differences between academies and maintained schools. In academies, especially those in a chain or sponsored academies the governing body can be more like the board of directors in a company – and, of course, academies are companies. The second is to emphasise that although governance remains a voluntary activity it needs to be done in a professional way.

GD: How does the role of Chair of Governors differ to that of Head Teacher?

DM: The chair is the head’s line manager and the head is accountable to the governors, mainly through the chair. The head’s job is to lead and manage the school on a day-to-day basis. The chair should keep out of the way most of the time but good and regular communication between the two is essential.

GD: What would be your most useful piece of advice for a new or aspiring Chair of Governors?

DM: In theory, if you get it right, you should have less to do than any other governor! Delegation is the key to success. Don’t try to do it all yourself.

GD: How may a Board of Governors best prepare for an Ofsted inspection?

DM: Share knowledge and understanding of the school between all the governors. It’s reasonable for some to specialise in particular areas but don’t allow any one governor to have a monopoly of knowledge of anything. Make sure your minutes reflect the challenge you present to the head and leadership team. Prepare simple summaries logging your impact as a governing body.

GD: What are the advantages and disadvantages of a school becoming an Academy from the perspective of governance?

DM: It depends on the kind of academy you become. The vast majority are converter academies where governance remains similar to that in maintained schools, with a sharper accountability for school finances. In sponsored academies and especially those in a chain, the “local governing body” in each school may have significantly reduced responsibilities. This can be good news if it enables a sharper focus on school performance with fewer distractions of other responsibilities but it can also feel like an emasculation.

The key thing is that an academy is a trust and the trustees rather than the governors  are ultimately responsible for what goes on – though trustees are nearly always governors, too!

GD: You are Secretary of State for Education for the day. What single reform would you make in order to raise standards in schools? 

DM: Instigate a five year moratorium  - or maybe 10-year moratorium - on all school reforms to allow schools to breathe and find their own way forward.

GD: What have you found most enjoyable about governance?

DM: I’m a democrat and I believe that public institutions should be accountable to the people they serve. School governing bodies are a living example of how that can work in practice. My enjoyment comes from seeing a really good governing body doing its job well.

GD: What have you found most frustrating about governance?

DM: Governors who don’t pull their weight or abuse the position, damaging the reputation of governance as an institution.

GD: If you could recommend only one book on school governance, what would it be?

DM: People have stopped writing books about governance as everything’s online these days. I think that’s a real shame but  - and I declare an interest at this point – “The School Governor’s Yearbook” is essential reading. I contribute to it but I find I use it regularly each year to remind myself of the key issues, governors’ statutory responsibilities and things like that.

GD: You maintain a blog, ‘The Governor’. What role may blogging play in improving governance?

DM: Hard to say! I sometimes use mine simply to blow off steam! The more governors share their experiences, though, the better. Governance can be an isolated activity and the more we share the stronger we get.

GD: Which governor blogs do you specially recommend and why?

DM: I don’t really look at many. My friend Ruth Agnew writes a good one. I tend to look at websites dealing with education in general and the Guardian online is where I start. Warwick Mansell and Peter Wilby are both excellent commentators. I was very sad when Mike Baker died last year. His website was the best.

GD: That just about wraps things up. Thanks, David. 

Parents, your views matter

One of the key tasks of the Board of Governors is to listen carefully to what our stakeholders have to say about the school. That includes engaging with students, staff and parents. We analyse anonymised results of Parents' Evening Surveys to monitor how school leaders have responded to parental feedback. It's mostly good, but where problems are highlighted we want to ensure that the appropriate action is taken. 

The Ofsted Parent View online survey asks for parents' opinion on twelve aspects of their child’s school, from the quality of teaching, to dealing with bullying and poor behaviour. Admittedly, it's a bit of a hassle to do, as you have to create an account and log in before you start giving Oftsed the benefit of your opinion. But what you say can make a real difference, as  the results are shared with the school so we can act on your feedback.

The survey asks parents whether they:  ‘strongly agree’, ‘agree’, ‘disagree’, ‘strongly disagree’ or ‘don’t know’ with the following points:

 • My child is happy at this school

 • My child feels safe at this school

 • My child makes good progress at this school

 • My child is well looked after at this school

 • My child is taught well at this school

 • My child receives appropriate homework for their age

 • This school ensures the pupils are well behaved

 • This school deals effectively with bullying

 • This school is well led and managed

 • This school responds well to any concern I raise

I've completed the survey myself, as have eight other Matravers parents. But it's only when we get to ten that the results are made public. So, c'mon, people! Don't worry, they won't reveal your identity. Just a bar graph showing the survey data. Your views matter, so please take a few minutes to let us (and the world) know what you think of Matravers School via Ofsted Parent View. 

Being Strategic: a practical guide for governors by David Marriott

Being Strategic: a practical guide for school governors by David Marriott,

third edition, Adamson Publishing Ltd, 2013, 47pp, £9.95. 

'Strategic' is one of those words that when slipped into conversation can give a speaker the impression that they know what they are talking about. Say, 'Now we really need to be strategic' and everyone will nod. Try it. But there's more to being strategic than repeated use of the word. The Governing Body is meant to be the school's strategic leadership team. However, some Governing Bodies seem to be so intent in meddling in the everyday running of their school that the strategic bit is sidelined. It is then left to others to develop a compelling vision of what the school could be like and work out how to get there. Or maybe the vision thing doesn't get done at all, and a school gets stuck in the Doldrums of ever requiring improvement, but never seeming to make much headway. 

It is to help try and avoid that kind of impasse that David Marriott penned this book. He describes step by step what it means for a Governing Body to be strategic. He shows how governors can get a handle on the where their school is currently and how to work out where they want it to be in the future. Guidance is given on how to devise Vision and Mission Statements that will give governors and the school they lead a strong sense of purpose. Words like 'vision', 'values', 'mission' and 'strategy' are much bandied about in governor circles. But Buzz Words don't buzz if they are devoid of content. Marriott clearly explains what they mean in the context of the school governance. 

Being strategic involves the whole Governing Body holding the school to account accurately and objectively, checking the schools strengths and weaknesses against a wide range of evidence. It means that governors and senior leaders own a shared vision of the future prospects of the school that is informed by their values and driven by a clear sense of mission. The Headteacher will play a key role in determining the direction of the school and Marriott stresses the importance of governors developing a good working relationship with the Head that involves both challenge and support. 

Being Strategic is a helpful tool for sharpening up the practice of governance. Following Marriott's suggestion we subjected a recent Head's report to the Full Governing Body to a SWOT analysis that enabled us to get to grips with the school's Strengths, Weakness, Opportunities and Threats. Again (almost literally) taking a leaf out of this book at the next FGB we'll be asking four questions:

• What do we want that we don't have? (need to achieve)
• What do we want that we already have? (need to preserve)
• What don't we have that we don't want? (need to avoid)
• What do we have now that we don't want? (need to eliminate)

The SWOT analysis was a useful exercise in understanding where we are now. Looking at the questions mentioned above will assist us in thinking critically about the school's future. The author also includes material on governor involvement in strategic planning, target setting, policy making and much more. He manages to squeeze quite a lot into a relatively brief book that is jam packed full of good advice and helpful tips.

All current or wannabe school governors would benefit from taking a look at Being Strategic. But I think it would be of particular value to Chairs, Vice-Chairs, Chairs of Committees and those who aspire to such roles in the future. The only drawback is that at £9.95 it's a bit pricey for a slim volume, weighing in at less than fifty pages. It's a helpful book, but not quite worth it's weight in gold. Perhaps the best thing would be for a Governing Body to invest in copy or two using money from their training budget so that the book can be lent out to interested colleagues. If our School Business Manager is reading this, that was a none too subtle hint.

Highly recommended.

I'm grateful to Adamson Publishing Ltd for sending me a complimentary review copy of the latest edition of this work. 

That was the term that was

As I was saying, back last term we had a Governor Visit Day. Sitting in lessons it struck me how much things have changed since I was in secondary school in the 1970/80s. Chalky Blackboards are now snazzy interactive Whiteboards. Students are spared the soul destroying drudgery of taking down dictated notes. Rather, they are encouraged to play an active role in their own learning. In my day it seemed you could get 1000 lines for saying, 'Please sir, my pen's run out.' But nowadays participation is positively welcomed. Thoughtful contributions can earn you a House Point or two. Why, I didn't witness even one teacher throw a well-aimed board rubber at a daydreaming student. Aren't teachers shown how to do that in PGCE courses any more? Anyway, Governors were impressed by what they witnessed as they visited classrooms and talked to students about their educational progress. Behaviour for learning was overwhelmingly good and students seemed to be enjoying their lessons, which was great to see.

Apart from that, highlight of the term for me was this year's school production, The Wizard of Oz. The wife and I attended Thursday's packed-out show. It was a lively affair with well acted performances, note perfect singing and a good dose of slapstick humour. The costumes, choreography and staging were a credit to all involved. The greenfaced, cackling Wicked Witch of the West was scary, though. And the flying monkeys freaked me out a bit. But I tried to be brave. While watching I started to reflect on which of the principal characters I identified with most. I don't posses a pair of shiny red slippers (honest) and you wouldn't want to hear me singing 'Over the Rainbow', so that's Dorothy out.  Scarecrow had no brain, Tin Man no heart and Lion no courage. Too close to call.

At the last meeting of the Full Governing Body, amongst other things we decided to 'reconstitute'. That may sound rather painful, but it simply means that we now have more of one kind of governor (Co-opted) and less of others (various). Reconstituting will give us a little more discretion when it comes to appointing new members of the Governing Body. We also welcomed a new Parent Governor and appointed people to fill vacant Partnership and Co-opted roles. Term 3  being midway through the academic year we revisited our goals for strengthening governance and reviewed our targets for school improvement. That left us reconstituted, reinvigorated and refocussed. There is some debate as to whether the route to Outstanding is a green or yellow brick road, but whatever the colour, we're determined to follow it. 

Governor Visit Day

It's evening now and an eerie silence has descended upon the school. No sound of teachers teaching or students talking wafts down the empty corridors. You can hear no patter of dancing feet beating rhythmically to music. The playing fields are in darkness. No shouts of 'pass the ball' or 'goal!' pierce the night air. It's a school building, but the school has left the building as staff and students head for home after another day's learning. 

But the building is not altogether deserted. It's 7pm on a Tuesday evening. The governors assemble for a meeting. Targets are set and monitored, data is crunched, budgets scrutinised, questions asked, answers given. Information about the school is carefully analysed, but that's not the same as seeing the school in action.

That's why we've arranged a Governor Visit Day for 29th January. Governors will come into school to meet Faculty and Subject leaders, sit in on lessons and speak to students about their learning experiences. We'll especially be looking out for three things: 

1) Students’ behaviour for learning and school ethos

That doesn't simply mean that students are behaving themselves, although we certainly hope they are. Good behaviour for learning means that students are active and engaged learners, who are motivated to do well for themselves and considerate towards others. 

2)   Are Students are meeting the targets set for them?

Students are set targets in accordance with their ability levels. Pupils should know what they are, what they need to do to achieve them, and whether they are on track to do so. Discussing targets with students will help governors discover whether they themselves feel that they fulfilling their educational potential. But more than talking about targets, we also want to find out what students enjoy about Matravers, and what they don't. 

3)   Are the resources used fit for purpose? 

Under this heading governors will note the quality of learning resources and consider whether they are appropriate for the lesson. Plus we'll be looking at the state of the school buildings. 

Information gleaned from the Visit Day will help enrich governors' understanding of the strengths and weaknesses of the school. That in turn will bolster our ability to offer strong strategic leadership and accountability. The school may be a little noisier than we're used to, but I for one am looking forward to it, as are the other governors who'll be taking part.

·

Your Governing Body Needs You

Ever thought of joining the SAS (Reserve)? Yes? No? If that's a 'no' there's nothing to be ashamed of. Neither have I. Not seriously for more than half a millisecond anyway. But if being dropped behind enemy lines and the like seems too demanding a sideline, perhaps you might consider something a little less dangerous? I may have just the thing for you. Let's cut to the chase. Fancy being a school governor? 

Currently we have three vacancies, for one Parent and two Partnership positions. Parents may nominate themselves. If there is more than one candidate there will be an election. Parents of Matravers students will choose who gets the post. Partnership applications will be considered by senior governors to ascertain which two candidates' skill sets best compliment the existing team. 

We would especially welcome applicants with a background relevant to the school’s PSHE curriculum, school finance or business planning. Some experience of governance would be nice, but training will be given. 

Tempted? Before you apply consider how well you match up against the check-list below. 

Matravers Governors...

1) Have an active dislike of quiet Tuesday evenings in and are happy to devote many a term-time Tuesday to governance.

2) Are not content with surrendering their Tuesday evenings. They occasionally give up additional time to attend training sessions in places like Devizes. No kidding. 

3) Are willing to visit the school and sit in on lessons, even though they have well exceeded the statutory school leaving age.  

4)  Are determined to master the strange and exotic langue that is educationalese with its mystifying jargon and baffling acronyms. 

5) Find analysis of school performance data strangely fascinating.

6) Think that Governing Matters magazine makes for utterly compelling reading.

7) Nod approvingly and in a very meaningful way every time someone says, "We have to be a 'critical friend' to the school". 

8) Find the idea of being paid for any of this stuff vaguely demeaning. 

9) Believe that the Governing Body can help ensure that every student fulfils their educational potential.  

10) Get involved because they want to make a difference in their community's local secondary school. 

So, how did you do? Reckon you're up for it? Get in touch with the school to find out more about the role of governors and how to apply, here. 

Who dares wins. 

The Three Musketeers of Education

Demothsenes
(Not one of the Three Musketeers) 

Tony Blair (remember him?) told delegates at the 1996 Labour Party Conference, "Ask me my three main priorities for government, and I tell you: education, education, education." I'm not going to offer my opinion on the success or otherwise of Labour's education policy when in government.  What I'm interested in for now is his rhetorical device, "education, education, education". 

This is more guesswork than scholarly source criticism, but I reckon that Blair was borrowing from Demosthenes. "Who's he when he's at home?" I hear you ask. Well, Demothsenes was one of the mightiest orators of ancient Greece. One day a pupil of his asked the great man, "What are the first three principles of oratory?" He replied, no doubt with an appropriately dramatic gesticulation, "Action, action, action." See the resemblance? 

The old Greek rhetoricians believed that persuasive and compelling oratory had three essential components: Athos, Porthos and Aramis. No, that's the Three Musketeers. What I meant was, logos, ethos and pathos. I believe that a successful school will also incorporate those basic elements. Let me explain:

Logos

'Logos' is Greek for 'word'. In rhetorical terms this refers to the matter of the speech and the reasoned arguments used by a speaker to win over an audience to his point of view. When applied to a school 'logos' means the subjects that are taught; arts, maths, sciences, languages, history, geography and so on. This is the essential stuff of education; conveying information and enabling students to understand what they are learning. The school sets challenging goals for student achievement and attainment in the subjects they study. We want our students to leave Matravers with the best possible exam results and/or vocational qualifications. That way their education will open doors of opportunity for further study, training, or the world of work. Ethos and pathos without logos are little better than well meaning sentiment. But if all we offer is the ‘logos’ of education, then we are failing our students. We want Matravers to be an academically successful school, but that's not all. We must not lose sight of:

Ethos

In ancient rhetoric this meant that the speaker’s background or character contributed to the persuasiveness of his speech. A convicted con man might be able to deliver an eloquent speech on business ethics, but who would listen to him? A man who has never left the comforts of life in the UK might be able to give a snazzy PowerPoint presentation on the value of overseas aid. But you would find the words of someone who has devoted their lives to helping the poor in Africa much more meaningful and persuasive.

And so it is with a school. We need to get the ethos right. Education is an exercise in character formation. We don't simply want to stuff our student's heads with knowledge. We want to help them to become rounded individuals with a strong sense of moral purpose. That's why the school challenges poor behaviour and demand that students treat staff and each other with respect. More positively, we encourage students to look out for one another and get involved in organising events for good causes. Ethos means endeavouring to inculcate in our students the virtues of hard work, consideration for others, honesty and integrity that will enable them to become valuable members of the community and good citizens. 

Pathos

Rhetoricians wanted to do more than change people's minds. They aimed at winning their audience's hearts. Closely reasoned arguments and good character will only get you so far. The orators also appealed to the emotions by speaking with feeling, relating affecting anecdotes and deploying vivid poetic language. A school also needs to have a big heart, offering a supportive environment where students feel safe and cared for. This, however doesn't mean an "Aw bless!" attitude that is indulgent and lacks challenge. A good parent will care enough to demand that their children behave well and will encourage them to fulfil their potential through creative inspiration, self-discipline and hard work. So will a decent school. 

In the words of W. B. Yeats, "Education is not the filling of a bucket, but the lighting of a fire." It is for that reason that the governing body is dedicated to ensuring that Matravers offers students an education that has logos, ethos and pathos. That is what lies behind our drive to become an Outstanding school.