6 Conclusion
140. Our inquiry into the role of school governing
bodies does not suggest that any radical changes are required
to the current system of governance in English schools. Recent
legislation provides adequate flexibility for governing bodies
to innovate and this flexibility could, in itself, bring about
radical change should governing bodies implement it more widely.
However, our evidence indicates that few governing bodies are
taking advantage of the new regulations, which suggests that Government
needs to do more to clarify what models of governance are now
possible, along with explaining how these could be beneficial
in different school contexts.
141. Although we are generally supportive of
the Government's current direction of travel with regard to school
governance, certain issues need to be addressed as priorities.
These include a strengthening of current interventions in poor
or failing governing bodies, and the promotion of the role of
clerk to a professional one. The Government also needs to make
it easier for skilled individuals to be recruited from business
to undertake governor duties.
142. In order to improve the quality of governance
in all schools, the Government must stress the importance of continuing
professional development for all governors and headteachers. Our
recommendation that the Government should introduce a requirement
for schools to offer mandatory training to all new governors reflects
the high priority attributed to training and development in the
evidence we received.
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