LDBE Skills Audit Form

This skills audit is a way of assessing the overall breadth and depth of the LDBE's skills and knowledge. No individual will have all the necessary competencies.

I have governing experience in a school / academy trust or in a different sector *

you have significant (more than 4 years') experience on a school or academy trust board
you have up to 4 years' experience governing within the school sector or more than 4 years' experience governing in a different sector
you have limited governing experience outside the school sector
you have no prior governing experience

I am / have been the chair of a board or committee *

you have more than 4 years' experience chairing boverning boards and c or committees in schools or trusts
you have up to 4 years' experience chairing governing boards and or committees in schools or trusts.
you have some chairing experience, including being a vice-chair or acting chair for meetings. This may include chairing experience outside the school sector
you have no chairing experience

I have experience and expertise in developing a strategy. Developing a medium to long tern strategy for any organisation requires: risk management; identification of key performance indicators and deciding how they will be monitored; and consideration of stakeholders views. *

you have experience of strategy development in a school or academy (such as leading a governing board strategy development day)
you have equivilent strategy development outside the schools sector
your experience is less extensive
you have no experience of developing a strategy

I know what the LDBE's strategic priorities are *

you know what the LDBE's strategic priorities are, what they mean for pupils and other stakeholders, and can confidently discuss these priorities with others
you are aware of the LDBE's strategic priorities but don't feel confident discussing them
you don't know what the strategic priorities are - perhaps you have recently joined the board or haven't been involved in developing the strategy

I can identify key risks and evaluate their potential impact *

you have experience of evaluating and managing risk in a governance role - you have contributed to discussions about the LDBE's risk register, potential impact and mitigation
you have some understanding of how risk management works in practice
you have no experience of risk management and do not feel able to contribute

I am aware of how the LDBE is funded and what the funding is spent on *

you have a good understanding of how funding is allocated under different budget headings and how spending impacts outcomes
you have some awareness of LDBE's funding and allocation but do not feel confident providing examples of how spending impacts outcomes.
you are not aware of what the key information is

I can interpret budget monitoring reports and ask relevant questions. The LDBE (finance/resources committee in particular) should recieve budget monitoring reports (management accounts) from their chief financial officer. *

you can confidently use these reports to ask relevant questions which help provide assurances that the budget is being managed effectively. Your questions focus on any changes to planned spending and the explanations for such changes.
you have evaluated financial data in an academy trust, your experience informs your contribution to relevant discussion
you have experience of financial data in another type of organisation
you have no experience of using financial data and so do not feel able to contribute to relevant discussions

I understand how the LDBE engages with stakeholders - DfE, Local Authorities, Academy Trusts, Schools and the wider community - and how this informs decisions. *

you have been involved in your Board's stakeholder engagement activity, which may include: meeting with staff and outside organisations (such as the local authority)
you have experience of stakeholder engagement on another governing board
you have experience of stakeholder engagement outside the schools sector
you have no experience of stakeholder engagement

I know how to build the knowledge I need to be effective in my role on the DBE *

you have completed an induction to the board and engage in ongoing development
you have identified knowledge or skills gaps but have not yet engaged in or planned relevant development activity
you have not yet identified knowledge or skills gaps and have not engaged in relevant development activity

I can build positive, collaborative relationships with members of my board *

are willing to share the workload, welcome a range of experiences and perspectives, feel comfortable offering up constructive challenge, can reach a reasonable consensus and seek to resolve issues that may lead to conflict
you have identified areas you would like to work on
you have not built collaborative relationships and are unsure how to achieve this

I understand the powers of the DBE members. Members hold the LDBE officers to account for the effective governance of the LDBE but have a minimal role in the actual running of the LDBE. *

you understand the distinct role of members as guardians of the governance of the LDBE
you have some understanding of the role of the members but would not yet feel confident explaining it
you do not understand the role of the LDBE members

I understand the distinct responsibilities of the LDBE delegated committees. The DBE delegates the role of finance and resources to FAM Committee and the Trust and Property matters to the Barchester Committee *

you can confidently explain the role of the DBE sub committees as set out in the scheme of delegation
you have read the scheme of delegation but need further clarity
you have not read the scheme of delegation and so do not understand the role of the DBE's committees

I have experience and knowledge relevant to the Barchester Committee. The Barchester committee is responsible for providing support and assistance to church schools in the upkeep and improvement of their buildings and sites and to schools that are subject to reorganisation plans and closures. *

you have experience of charity law in relation to land and buildings
you have experience of site and project management in public buildings
you have some understanding of school sites and property management
you have no experience of property management

What of

I am aware of the LDBE's legal and compliance responsibilities. You should have a broad understanding of the board's legal and compliance responsibilities in areas such as safeguarding. *

you have gained awareness of the legal and compliance responsibilities from your induction, experience of governing, attending meetings, carrying out the business and undertaking further development.
you have some awareness
you have no awareness

I feel able to speak up if I am concerned about non-compliance and unethical behaviour. *

you are able to recognise something that is not - or does not appear to be - right and raise it as an issue in an appropirate way, however challenging it may be
you do not feel confident in recognising or challenging appropriately
you would like more support or guidance in this area

I recognise when independent, expert advice may be required. Effective DBE's recognise the importance of seeking independent, expert advice and are prepared to call for advice before making a decision. This includes the advice of their DDE and, where necessary, legal, financial or HR advice. *

you feel confident requesting that expert advice is sought where necessary
you have a lower level of confidence
you are unable to recognise situations where expert advice is necessary

I feel confident serving on a panel. Members are sometimes part of a panel which is required to decide employment issues and other matters. *

you have been a member of a panel where you reviewed evidence and reached an objective decision
you understand how and why panels are formed and, with some support, you would feel confident being part of a panel
you do not feel confident being part of a panel

I have knowledge, experience or training that will help me to promote diversity, inclusion and equal opportunities. An example is training on unconscious bias (beliefs and views about other people that might not be right or reasonable). *

you have experience and or training and so are confident making a tangible contribution to discussions and actions that promote diversity, inclusion and equal opportunities
you have some knowledge or experience but do not feel confident about making a tangible contribution
you have limited knowledge or experience and are unable to make a tangible contribution

I can confidently challenge behaviour, attitudes and practices which are detrimental to creating an inclusive culture. *

you are able and prepared to challenge attitudes, assumptions and or language that, whether intentional or not, could result in individuals or groups being disadvantaged or treated less favourably than others
you are prepared to challenge but could benefit from development, support or guidance
you require development, support or guidance in this area

Church of England schools follow the legal position of the Department for Education and additional guidance/ statutory guidance that is issued by the Department for Education. This includes statutory guidance on Relationships and Sex Education. A summary of expectations can be found at https://www.gov.uk/national-curriculum/other-compulsory-subjects. They also follow guidance that is issued by the Church of England Education Office, known as The National Society. All schools operation within the Equalities Act 2010. Please indicate to what extent you understand this position.

Is there any training or support you would like to increase your contribution to promoting equality and diversity in the LDBE? This could include: mentoring & coaching, specific training (such as unconscious bias training), reading, general awareness raising, a whole board approach (such as a diversity and inclusion workshop)

What do you need to do over the next 12 months to increase your governance knowledge and skills?

What specific skills or experience do you have that could be utilised by the LDBE and its committees?