Governance Styles: Maintained Schools Versus Academies

Whether your school is a maintained school or an academy, it is essential that there is a strong and effective link between schools and their governing body

There are some differences between a maintained school governing body and one that is in an academy, which mainly revolves around the governance structure, responsibilities and the level of autonomy they have.  The key differences are:

Structure and Composition

Maintained Schools:

• The governing body is typically made up of elected representatives, including parents, staff, local authority and community governors
• There may be a local authority representative on the governing body, as maintained schools are funded and regulated by the local authority

Academies:

• Academies are independent of local authority control, and their governing bodies have more flexibility in terms of structure
• Academies are often governed by a trust which may have a board overseeing multiple schools
• Governors (or trustees) in an academy can include a range of stakeholders such as academics, business leaders, or independent professionals
• Parent governors are less common in academies, though they may still exist

Responsibilities and Powers

Maintained Schools:

• The governing body works within the framework set by the local authority and is expected to follow local and national education policies
• The local authority often provides guidance, training, and support
• The governing body is responsible for areas like school strategy, staffing and budget approval, but the local authority retains oversight and control

Academies:

• Academies have more autonomy and control over finances, curriculum and staffing. They are free from the local authority’s direct control and can make decisions tailored to their needs
• Academies have more freedom to set their own curriculum (though still must follow certain national standards, such as GCSE requirements)
• They manage their own budget without local authority intervention
• The governance structure is more centralised, which might oversee multiple schools, allowing for shared resources, policies and staff

Accountability

Maintained Schools:

• Maintained school governors are held accountable to the local authority and have a duty to adhere to the authority’s guidelines and regulations
• The local authority may provide support, inspections and reports on the school’s performance

Academies:

• Academy trusts are held accountable by the Department for Education and Ofsted
• Local academy governing bodies report to the trust and are accountable to the DfE. The trust must also meet legal requirements and funding agreements with the DfE

Funding and Oversight

Maintained Schools:

• Maintained schools receive their funding directly from the local authority, which also manages the financial allocation
• The local authority provides oversight and support, such as monitoring pupil performance, safeguarding and financial management

Academies:

• Academies are funded directly by the Department for Education (DfE) through a funding agreement
• Financial management and budget decisions are made at the trust level, and there is more flexibility in how funds are used compared

Curriculum and Policies

Maintained Schools:

• The curriculum is determined by national standards and maintained schools are expected to follow guidelines set by the DfE and the local authority
• Schools must adhere to the National Curriculum in England

Academies:

• Academies have greater freedom to design their own curriculum, although they still need to follow the broad principles of the national curriculum
• Academies can decide on their own policies and procedures, such as school hours, uniform policies and behaviour management strategies

Leadership and Management

Maintained Schools:

• The governing body works with the headteacher to set the school’s strategic direction, but the local authority has a stronger role in policy-making and overall direction

Academies:

• In academies, the trust has greater influence over leadership decisions and the direction of the school. The CEO of the trust has more autonomy
• The governing body (trustees) has a more direct role in making key decisions related to curriculum, staffing and overall strategy

It is my belief that the main things that need to be considered to ensure that governance is taking place in all schools and academies effectively are as follows:

Having the right people around the table.  A governing body needs to consist of a range of people with a relevant blend of skills, knowledge and backgrounds who can work together to create an effective team.  It can be useful to carry out a skills audit of your governors/trustees to see where your gaps in knowledge are.  This can then be used to inform your recruitment when you have a governor vacancy.

Everyone understands their role and the responsibilities that go with that role.  This can be achieved by ensuring that governors have a good induction and ongoing training both in school and online.  It is useful to have a governor’s handbook that can be used as a reference point for the school’s structure, committee roles and current regulations that must be adhered to.  Sometimes a longer serving governor can act as a mentor to new members which also helps build relationships within the group.

A good, confident chairperson is someone who can guide the meetings so that they are effective, setting the tone for meetings.  They should be able to demonstrate organisation, integrity and clarity in decision-making and inspire confidence in others so that they can challenge where necessary and ensure the governing body remains focused on strategic goals.

Great, professional clerking is essential to the smooth running of meetings and supporting governors in their roles.  They need to be able to demonstrate good administrative, communication and organisational skills.  They should be able to produce clear, comprehensive agendas and minutes and ensure that meetings run to time whilst allowing enough time for each topic that needs to be discussed.

Good working relationships that are built on mutual trust are crucial to the effectiveness of governing bodies in all schools and academies to enable open and honest communication and collaboration.  This will lead to effective decision-making.

Knowledge of your school is also essential for effective governance.  Being well-informed about the school’s operation, vision, challenges and successes helps governing bodies make better strategic decisions and provide the support and oversight the school needs.

A governing body that is committed to setting challenges and asking questions is key to effective and successful governance and contributes significantly to the school’s growth, accountability and success.

Governors who are confident to take part in courageous conversations.  These conversations can create an environment that encourages self-reflection in the leadership team of the school/trust.  This helps school leaders to think critically about their decisions and approach, potentially leading to better outcomes for the school, its staff, pupils and families.

It is my belief that by having a governing body that is committed to setting challenges and asking questions plays a critical role in improving the quality of governance, driving school improvement and ensuring accountability.

This approach encourages transparency, proactive problem-solving, strategic thinking and a culture of continuous improvement. By asking thoughtful and probing questions, governors ensure that the leadership team remains focused on the school’s mission and objectives, while also identifying areas for growth and development. Ultimately, challenging and questioning is an integral part of ensuring that the school is operating effectively and delivering the best possible outcomes for its students.  I find my role as a governor very rewarding and a great way to give something back to the community where my own education began.