Three topics for boards to explore this summer term

Three topics for governing boards to explore this summer term

With the Easter break on the horizon, this blog offers an opportunity to reflect on key areas that contribute to a thriving school community. Informed by emerging education policy, reforms and research, we’ve highlighted key themes to support effective governance this summer. Read on for ideas to prompt your board discussions as well as helpful NGA resources and upcoming events to build your skills and knowledge.

Blog

28/03/2025

Making parental participation count

A Teacher Tapp survey of more than 600 headteachers in October last year found that 27% were either “moderately dissatisfied” or “very dissatisfied” with work – up from 21% in 2021. When asked about their biggest source of “work-related stress or unhappiness”, 16% identified relations with parents.

Unfortunately, many of us will be all too aware of the strain that school and trust staff can experience when navigating difficult or tense interactions with parents. And yet, Parentkind’s research shows that most parents want to play an active role in their child’s education and teachers recognise the value of genuine engagement.

When parents are involved in pupils’ learning, there is a well-evidenced link with improved educational outcomes across a range of measures, including behaviour, keenness to learn, self-esteem and academic results. It’s important to remember however, that all families have different experiences, circumstances and needs which may impact on their capacity or willingness to engage. That means not just creating opportunities to connect, but as Parentkind’s research highlights, making sure staff feel confident and equipped to have positive conversations – even when concerns arise:

The National Parent Survey 2024
“For some parents, their concerns related specifically to education or their child’s experience at school. In some cases, this was about their child’s attendance, or their child not prioritising their studies, whilst for others it was a concern about homework, what’s being taught at school, their child not enjoying school or accessing appropriate support for their child with special educational needs.”

For governing boards, seeking views and feedback from parents (and other stakeholder groups) provides valuable insight into how the school is performing – an essential starting point for developing a successful strategy.

Boards should also make sure there are clear, consistent systems and processes in place to keep parents informed, helping them understand how the school operates, how they can support their child’s education, and how they can put forward their views.

Strong relationships with parents are vital not only for creating a positive school culture and supporting pupil outcomes but also act as a preventative measure, reducing the likelihood of complaints and misunderstandings. When communication is open, consistent and respectful concerns are more likely to be resolved early and constructively.

However, staff should never be expected to manage difficult conversations in isolation. Governing boards have a key role in ensuring that clear policies are in place and that a culture of listening is embedded throughout the school or trust – modelled from the top.

An effective governing board builds relationships with parents and other stakeholders to create a sense of trust and shared ownership of the school strategy and its vision. This not only strengthens legitimacy – it builds a school community where everyone feels they have a voice.

For more on how boards can support effective partnerships with families, explore NGA’s Parental engagement guidance for governing boards.

Understanding attendance

No matter where you govern, it’s likely that discussions around pupils missing school is a regular feature of board meetings. This is a topic that occupies the attention of school leaders like no other.

If you follow education news, you may have come across the DfE’s recent research which looks at the link between attendance and attainment. While the research makes the (perhaps obvious) case that pupils who attend school nearly every day are far more likely to achieve the expected standards, we know that this is only a small part of a complex picture.

As governors and trustees, we have unique insight into the opportunities, successes and challenges faced by the young people we serve. And we see that schools don’t operate in a vacuum – they are shaped and supported by the families, communities and wider society that surrounds them. So, when we review the latest attendance rates and measure academic outcomes, we are also aware that there’s a story behind every statistic.

Approaching the final term of the academic year, many of us will be evaluating attendance rates. If you’re interested in learning to interpret this data whilst considering important factors such as special educational needs, poverty and other vulnerabilities, book your place on our upcoming attendance webinar.

Considering inclusion

‘Inclusion’ is a term that’s increasingly cropping up in the education sector. It’s a concept that flows through the government’s recent policy updates and broader plans for reform. But what does it really mean?

Under Ofsted proposals, new report cards will seek to evaluate how inclusive schools are. Sir Martyn Oliver, Ofsted Chief Inspector, has set out an intention that “schools can match the needs and provision of children, especially children with SEND, or who are finding learning difficult, or are economically disadvantaged or are vulnerable, whatever is their characteristic, and making sure that their school is working for them.”

Navigating pupil exclusions

Excluding a pupil should always be a last resort. There is compelling evidence that shows the adverse impact being excluded from school has on a child or young person, particularly those who are vulnerable.

But when this does happen, governing boards provide a crucial role in holding headteachers to account.

The procedure for reviewing an exclusion decision and managing any subsequent appeal can be daunting, so NGA offers a range of support for members to ensure compliance and good practice:

Guidance on the exclusion process
E-learning for governing board exclusion panels
Independent review panel training
Independent review panel support – source panel members and get advice

Ella Colley

Head of Content

As Head of Content, Ella takes the lead on coordinating content development across the organisation. She also oversees NGA’s Knowledge Centre, ensuring members can find information and guidance on a range of governance topics.