Governance Development

‘In times of change, learners inherit the earth, whilst the learned find themselves beautifully equipped to deal with a world that no longer exists.’        Eric Hoffer

Governance Development

Courses and Programmes

Training and Development

In an ever-changing educational landscape it is vital that members of governing boards continue to learn from best practice and have access to a range of development opportunities that meet their diverse and different needs.  The RoSIS School Governance Prospectus (whcih can be downloaded here) aims to meet those needs.  We have continued to build upon our extensive range of Professional Development and Learning Opportunities, facilitated or delivered by the RoSIS Team, in conjunction with experienced and effective staff from across the local authority, or external providers, who are specialists in their respective fields.


Our Programme is grounded in the 6 key features of effective governance, as detailed below and described in the Governance Handbook (DfE: revised March 2019), and all of our courses are mapped against the Competency Framework for Governance (DfE: January 2017) or the Clerks Competency Framework (DfE: April 2017), which define and describe the knowledge, skills and behaviours that contribute towards fulfilling the 6 key features for board members and clerks to governing boards respectively:

  1. Strategic leadership that sets and champions vision, ethos and strategy

  2. Accountability that drives up educational standards and financial performance

  3. People with the right skills, experience, qualities and capacity

  4. Structures that reinforce clearly defined roles and responsibilities

  5. Compliance with statutory and contractual requirements

  6. Evaluation to monitor and improve the quality and impact of governance

High Quality Development Opportunities for all Board Members

‘All boards are responsible for identifying the induction and other ongoing training and development they need – including for those with specific responsibilities……’
’The board’s code of conduct should set an ethos of professionalism and high expectations of everyone involved in governance, including an expectation that they undertake whatever training or development activity is needed to fill any gaps in the skills they have to contribute to effective governance.’
‘Ofsted HMIs will consider the commitment of governors/trustees to their own development as part of the judgement on the effectiveness of leadership and management.’

‘Governance Handbook’ - DfE Revised March 2019

All governing boards, no matter what type of schools or how many schools they govern, have three core functions:

  • 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 effective and efficient performance management of staff; and

  • Overseeing the financial performance of the organisation and making sure its money is well spent.


These are increasingly challenging roles; therefore it is vital that you have access to the highest quality professional development opportunities and advice, guidance and support to fulfil these core functions effectively.

Our Prospectus provides details of the wide range of professional development opportunities facilitated by RoSIS to support you to continue to develop your governance knowledge and skills.  The ‘core’ programme will continue to be developed throughout the course of the year as a consequence of specific feedback from governing boards, individual board members and clerks and also as a consequence of changing national priorities and guidance.


You will be reassured to know that our professional development opportunities continue to be relevant and support the needs of effective governance in all categories of schools.Where there are significant differences in the way LA-maintained schools and academies are governed, we are offering bespoke courses to address these differences.

Booking onto Courses and Programmes is essential

Bookings can be made by emailing your name, school and the course details to

As soon as a booking has been generated onto the booking system, you will receive an email confirming your booking. Up to one week before the course is due to run, we will send a second email reminding you of your booking.

Full booking terms and conditions can be found here.

Following positive feedback from our recent Governance Survey, we have made a few minor changes to the programme, which we hope you will welcome:

  • Whilst Rockingham PDC will continue to be our main base for hosting governance training events, we are looking to increase the number of events we offer in the South of the borough to ensure that more board members can more easily access these opportunities.  Our new base will be the Kiveton Park Meadows Community Base

  • For 2019/20 we are trialling a slightly earlier start time (and subsequently earlier finish!!) for our evening sessions.  Sessions will commence at 5:30pm, as opposed to the previous 6:00pm start time, and will finish around 7:45pm

  • Where possible, we have also increased the number of daytime events, to enable more board members with childcare and other evening commitments to attend more of our sessions


We hope you find the professional development opportunities available to be a valuable contribution towards meeting your school improvement needs for 2019/20.  Further professional development opportunities are being developed and will be added throughout the year.  Board members and clerks will be kept informed of these via our regular email Governance Circulars.  We welcome your feedback and suggestions on how we can improve our training and development programme. Please feel free to get in touch using the contact details shown on our webpages.


Rockingham PDC, Roughwood Road, 

Rotherham, South Yorkshire, S61 4HY

T: 01709 334005


School Improvement Partnership Mission:

all students making at least good progress;

no underperforming cohorts;

all teachers delivering at least good learning;

and all school moving to at least the next level of successful performance

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