Governance at GLF Schools
The governance structure for the Trust has been developed to support the culture of the Trust and the effective management of a growing organisation. It is based around the following principles:
- The culture and vision of GLF Schools recognises the individuality of each school:
Each of our schools has its own distinct character and culture which is respectful of its community and context
There will be a curriculum, unique to each school, which suits the need of its children in their local community
- The Trust Board is accountable to the Secretary of State for all schools within the MAT and responsible for compliance with government and ESFA requirements, company law and charity law. Whilst the Trust Board will always remain accountable, our governance structure allows for the delegation of decisions to the most appropriate body.
- The governance structure must reinforce clearly defined roles and responsibilities through complementary and non-duplicative roles for the board, committees, local governance and MAT leaders in holding school-level leaders to accounts. Every level of governance must add value.
- All actions and decisions of, by and regarding all levels of governance must be undertaken to further the principles, vision and values of the Trust>
- Appointees at all levels of governance must conduct themselves in line with the vision and values of the Trust, and in accordance with the seven principles of public life.
The Members of the Trust:
- Ensure the Objects of the Trust are met
- Determine the Trust’s constitution and governance structure
- Appoint Trustees
The Board of Trustees
The Board of Trustees is responsible for the three core functions of governance:
- Ensuring clarity of vision, ethos and strategic direction
- Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff
- Overseeing the financial performance of the organisation and making sure its money is well spent.
The Board has three sub-committees: Audit & Risk, Standards and Resources.
The Executive team
The Executive team, led by the CEO, is accountable for the outcomes of the group of schools whilst having an overview of: the national system of education, the internal organisation, management and control of the schools (including the implementation of all policies approved by Trustees), quality of local governance, and the direction of the teaching and curriculum in every school.
School Strategy Boards
The Trust Board delegates certain functions to School Strategy Boards (SSBs), which form the local governance level within the Trust. The SSB must comprise the right people with the right skills to make appropriate and informed decisions for a school, taking into account the views of pupil, staff, parents and the local community.
GLF Schools is clear that each school must retain its own distinct character to meet the needs of its local area. The Trust places a high value on recruiting members for the School Strategy Boards who can represent the local community whilst also contributing a useful skillset and encourages applications from interested parties (click here for more information).
SSBs include members of the Trust’s central team to ensure effective collaboration and communication between the Executive team and the SSB.
Our Members and Trustees are listed in our organisational structure here
Trustee Vacancy – October 2017
We are currently recruiting for a Trustee with significant financial expertise to join our Board and to sit on our Audit & Risk committee. We are looking for candidates who can provide advice, oversight and scrutiny on matters relating to the Trust’s financial systems and who are ACA qualified and have experience of working at a major accountancy firm. A role profile is available here. Diversity is important to the Trust, so we would welcome applications from under-represented groups.
To apply, please send your CV to Sarah Lynagh, company secretary at email@example.com, or to discuss the role further please contact Sarah in the first instance.