Explained: Three lessons to give schools great governance
Three lessons to give schools great governance is examined in this 2026 education briefing, which sets out the central development, the practical context for schools and the questions leaders may need to consider.
What happened?
When academy trusts first emerged, the layers of governance were often misunderstood. Over time, like many trusts, we’ve refined our approach – learning what genuinely adds value, what strengthens decision-making, and what helps children thrive.
Key details from the report
- Parents are the beating heart of our governance structure Parents aren’t just stakeholders – they’re partners.
- We have parents involved at every tier: one trust member, two trustees, and typically two parent governors on each local governing board.
- There’s a long-standing myth that parents pursue personal agendas.
- In reality, we’ve found the opposite.
Why this matters for schools
The issue is relevant to school leaders because policy announcements, funding decisions and regulatory changes rarely operate in isolation. Their effects can reach staffing, budgets, curriculum planning, pupil support and communication with families. Leaders should distinguish confirmed requirements from proposals, check the implementation timetable and identify which decisions need action now.
For classroom and SEND teams, the practical question is how the development affects access, inclusion and day-to-day provision. Schools may wish to review existing plans, clarify responsibilities and make sure staff receive information in a form they can use. Where national details remain incomplete, recording assumptions and revisiting them as guidance changes can reduce avoidable confusion.
Questions for leaders and governing boards
- What has been formally confirmed, and what remains under consultation or development?
- Which pupils, staff or services are most likely to be affected?
- Are there financial, workforce, safeguarding or SEND implications that require early planning?
- What evidence or updated guidance should be monitored next?
- How will the school communicate any resulting change clearly to staff and families?
