Ministers are being urged to recognise the role played by governors as a 鈥渃ore component鈥 of the accountability framework for schools. This comes as a new study, released today, found schools with effective boards were better prepared for Ofsted visits and 鈥渕ore likely to sustain improvement beyond the inspection cycle鈥. The report, penned by the , also stated 鈥済overnance-related issues commonly precede formal intervention鈥. NGA chief executive Emma Balchin challenged leaders to 鈥渄evelop a system-wide understanding of governance as something to be acknowledged, celebrated, scrutinised, invested in, and kept firmly on the agenda鈥. Bad governance precedes intervention Emma Balchin The report noted that analysis from the Department for Education and NGA鈥檚 external reviews of governance (ERGs) show 鈥済overnance-related issues commonly precede formal intervention鈥. 鈥淭hese issues rarely stem from bad intent or lack of commitment. More often, they arise where boards lack clarity about their role, confidence to challenge, or capacity to exercise effective oversight.鈥 The ERGs identified 鈥渞ecurring patterns in weaker governance鈥, including limited challenge to executive decisions, gaps in financial oversight and risk management, and an 鈥渋nsufficient strategic focus, with boards drawn into operational detail鈥. Governance and inspections The report added effective governance provided leaders with 鈥渋ntelligence鈥 through 鈥渞egular oversight of performance, finance, risk and culture鈥. Consequently, boards 鈥渁re often the first to identify emerging issues鈥. The ERGs showed 鈥渙rganisations with effective governance are better prepared鈥 for Ofsted visits. They are 鈥渕ore able to respond constructively to findings, and more likely to sustain improvement beyond the inspection cycle鈥. 鈥淚n this sense,鈥 NGA said, 鈥済overnance acts as a form of system readiness, helping organisations translate external judgement into long-term action.鈥 鈥楥ore component鈥 The report urged government to 鈥渇ormally recognise governance as a core component of the national accountability framework鈥. It also told policymakers to 鈥渋nvest in governance training, development and research鈥, including impact assessments. Schools should also 鈥渢reat governance as an overarching strategic priority鈥 and 鈥渃ommit to regular external reviews and internal self-evaluation鈥, the report said. A ‘side note鈥 The NGA study also offered a vision for the sector if governance is recognised as 鈥渆ssential infrastructure鈥. If this happened, 鈥渋nspection, regulation and intervention would be designed to complement and reinforce鈥 the work of boards, 鈥渞ather than bypass it or relegate it as a side note鈥. “Where governance is strong, external accountability can be lighter-touch and more proportionate; where it is weak, support and development can be targeted earlier. 鈥淪uch an approach would reduce duplication, improve coherence and make better use of system capacity.”