¾«Æ·SMÔÚÏßӰƬ

Skip to content

Staffing

¾«Æ·SMÔÚÏßӰƬ's position statement on staffing

school-environment young pupils in class reading with the teacher

Those governing will usually be the legal employer of theirÌýstaff orÌýwill exercise employer responsibilities on behalf of another organisation like the local authority. ThisÌýestablishesÌýa series of responsibilities around recruitment,ÌýrenumerationÌýandÌýwellbeing. Boards will work most closely with theirÌýorganisation’sÌýexecutive leader – the CEO or headteacher depending on their structure – but should have mechanisms in place for engagement with the whole staffing body.Ìý

In appointing theÌýCEO or headteacher,Ìýthe governing boardÌýsetsÌýthe scene for theÌýday-to-dayÌýleadership and management of the school. Governing boards need to beÌýproperly trainedÌýto ensure that they are equipped to make this mostÌývital ofÌýdecisions, andÌýshould take external support whenÌýappropriate.ÌýÌý

Governing boards have a clear strategic role to play in appointments at senior leadership level (CEOs/headteachers, deputy/assistantÌýexecutive leadersÌýand school business manager), but all other appointments should be delegated to theÌýCEO/headteacher.ÌýHaving set out its vision for theÌýtrust or school, put in place a strategy of how this will be achieved and appointed aÌýCEO/headteacherÌýto deliver the strategy, the governing board should then trust theÌýCEO/headteacherÌýto make other appointment decisions for the schoolÌýwithout the involvement of trustees or governors.ÌýThoseÌýgoverningÌýdo haveÌýan important roleÌýin ensuring proper recruitment procedures are in place, so that schools and trusts recruit in an objective and transparent manner.Ìý

Similar principles apply toÌýthe performanceÌýmanagement of staff and pay awards. Boards will only directlyÌýmanage and agreeÌýpayÌýawards for executive leaders,Ìýtrusting their leaders to handle the management of more junior staff. They will, however, putÌýin place clear policiesÌýfor theirÌýorganisation’sÌýapproach to pay and appraisal, andÌýscrutiniseÌýthe application of these policies, as part of the board’s responsibilities as the employer.ÌýÌý

With their over-arching responsibility for the financial well-being of theÌýtrust or school,Ìýtrustees/governorsÌýmust ensure that there isÌýappropriate financialÌýexpertiseÌýwithin the staff of theÌýtrust or school.ÌýThey shouldÌýseekÌýto appoint a properly qualified/trainedÌýCFO orÌýbusiness managerÌýtoÌýhelp toÌýensure thatÌýtheir finite resourcesÌýare usedÌýin the most effective way possible.ÌýAs trusts get larger, they will increasingly bringÌýadditionalÌýexpertise inÌýhouseÌýtoo, such as HR,ÌýestatesÌýand governance itself.ÌýÌý

¾«Æ·SMÔÚÏßӰƬ is concerned about the sector’s ongoing challenges with the recruitment and retention of staff, from leaders to teachers and support staff. Causes include the erosion ofÌýreal-termsÌýpay and concerns aroundÌýworkloadÌýas part of the ever-growing demandsÌýonÌýour schools.Ìý¾«Æ·SMÔÚÏßӰƬ callsÌýonÌýthe government toÌýaddress these challenges with a long-term people strategy for the sector.Ìý

¾«Æ·SMÔÚÏßӰƬ is also keen to ensure that executive leaders appreciate the role of governance, and so are ready to work constructively with their boards. To achieve this, we continue to work with the government so professional development frameworks,Ìýe.g.ÌýNPQs, include sufficient governance content.

Find out more about staffing