Good Governance:
Strategy &
Accountability
Outline
— Accountability
— Staying Strategic
— Working Effectively
Context - Problem or Solution?
If local democracy had worked, if local governing
bodies had worked in the most challenging
schools and for the most disadvantaged children,
we would never have needed academies
Often governing bodies are the problem, actually
Sir Michael Wilshaw
Context - A fine mess….
Messiness in terms of structures will be a natural byproduct of radical structural reform as we move from a
standardised national system to a system of many
small systems
The best performing systems combine high autonomy
and high accountability
David Bell – Tribal Annual Education lecture ‘Reflections of Reform’ 2012
The right way to…
You have your way. I have my way. As for
the right way, the correct way, and the
only way, it does not exist.
Friedrich Nietzsche
Rules and Good Practice
DfE Governors Handbook – read it!
— Legal duties
— Core role and functions
— Signposting of further reading
— What is needed to be effective – not how to operate!
Articles of Association
Scheme of Financial Delegation
Ofsted Handbook
Ofsted ‘Learning from the Best’
Framework for External Reviews of Governance
In a MAT - Scheme of Delegation
Effective Governance
Ofsted Presentation – NGA website
http://www.nga.org.uk/getattachment/Events/EventPresentations/Yorkshire-and-Humber-Conference-Autumn2014/Ofsted-Presentation-Y-H-Oct-2014.pdf.aspx
Ofsted (March 2013)
Effective governors focus on the quality of teaching, the
progress and achievement of students and the culture
that supports this
The best governing boards get the right balance
between support and challenge
And they ask the right questions
Asking The Right Questions
What needs to be done?
Are they competent?
Do they have appropriate skills, training, experience, time etc.?
Is it being done?
How do we intervene in time?
DIFFICULTY
Who will do it?
Leadership & Management
Inspection must examine the impact of
leaders at all levels, including governors,
and evaluate how efficiently and
effectively the school is led and managed.
Leadership & Management extracts
Inspectors should consider whether governors…
— carry out their statutory duties, such as safeguarding, and
understand the boundaries of their role as governors
— ensure clarity of vision, ethos and strategic direction
— contribute to the school’s self-evaluation and understand
its strengths and weaknesses, including the quality of
teaching, and reviewing the impact of their own work
— or whether they hinder school improvement by failing to
tackle key concerns or developing their own skills
School Inspection Handbook September 2014
Evidence used by Ofsted
Inspectors should also request that the following
information is made available at the start of the
inspection:
— A summary of any school self evaluation
— documented evidence of the work of governors and their
impact
— Any reports of external evaluation of the school including
any review of governance
School Inspection Handbook September 2014
Evidence
There may also be other relevant information that is in
the public domain and reported in the press.
Inspectors should therefore conduct a brief internet
search as part of their pre-inspection planning to see
whether there are any safeguarding or other
issues - for example governance - that may need to be
followed up during inspection.
Meeting the Inspectors
Inspectors will always seek to meet with
governors….
Meetings should take place without the
presence of the headteacher or senior
staff
Implications
Some questions:
— Which governors are keeping up to date with the Ofsted
framework?
— Which governors will speak to Ofsted – and how well
briefed are they?
— What is plan B?
— What evidence will you provide to the inspectors?
— Does the evidence reflect what Ofsted look for?
— What will stakeholders say about the role of governors?
— What does your media profile say
— Is there an audit trail of decision making?
Evidence File(s)
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—
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—
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Minutes and supporting papers
Terms of reference for any committees/groups
Governor responsibilities & role descriptors
Policy review schedule
Stakeholder engagement
Records of visits
Evidence File(s)
—
—
—
—
Training records
Skills analysis
Induction materials for new governors
Governor support agreements - e.g. the LA
governor support service, NGA subscription
— Job description/SLA for Clerk
— Internal or external reviews of governance
Self or External Evaluation
Schools do not need to wait for an Ofsted
inspection recommendation to seek a review.
Any school can arrange a review of
governance at any time to improve the
effectiveness of the work of the governing
body
https://www.gov.uk/reviews-of-schoolgovernance
Staying Strategic
Context:
Ofsted provides us with a useful prompt as to
what our focus should be:
Inspectors will evaluate how effectively
governors challenge and hold senior leaders to
account for all aspects of the school's
performance and ensure financial stability.
Ofsted: The Framework for School Inspection
What kind of school will you be a Governor of?
Governors bring a good range of relevant skills and have had
training on their roles.
They have high ambitions for the school, hold leaders closely
to account for the school’s performance and are kept well
informed about students’ achievement compared to the
national picture.
They know how pupil premium funding is spent and that
achievement for these students is improving, and have looked
closely at the impact of each of the different ways in which the
funding is used.
What kind of school will you be a Governor of?
There were insufficient checks on the quality of the teaching,
learning and results. Governors were too reliant on the school
for this information.
Governors know that pupils’ attainment is significantly above
average, but they are not fully aware that pupils do not make
enough progress and so they have not held senior leaders to
account for the dip in progress over the past three years.
They do not, however, hold leaders fully to account. In part
this is because they are not provided with enough good
quality information about the school’s work to enable them to
ask challenging questions.
From Founders to Governors
Whose school is it anyway?
Free school proposers need to make a shift from
leading on everything and often being hands on in every
area,
to
knowing about all areas but expecting others to take
their share of responsibility and the Principal/HT to
manage the school
Making a shift, key aspects
•
Allow the HT to manage the school
•
Delegate within the GB (Committees etc)
•
Ensure there’s an opportunity for regular, focused, and
informal, contact with HT – staff – pupils – parents.
“Help – I have never been a school governor
before”
• Induction for new governors and buddy system
• Training – Internal and external
• Asking the right questions
Forming the Governing Board
Who should be on the Governing Board?
• Agree what key skills, knowledge and experience
are essential
• Audit the proposed governors for these skills
• Ask them to be realistic about their capacity
Who should do what?
• Chairs for Committees chosen from original
directors
• Ensure some governors have experience
• Transparency – consultative approach – no
surprises
• Appoint a Clerk to the GB
Before opening
• Agree expectations of all governors with a signed
governor contract:
• Framework for GB structure
• Committees with roles and responsibilities
• Terms of Reference
• Draft schedule of work - term by term
• Induction for new governors
• Consider what would happen if?
Holding the school to account
A Strategic Framework
Governors set the “framework” for how they hold the school
and its professional leadership to account
Key building blocks:
– Training
– Mechanisms for knowing the school
– Planned cycle of scrutiny to cover statutory duties
– Consistent approach to reporting
– Clear forward planning – avoid reactiveness
Roles and Responsibilities
•
•
•
•
•
•
•
Education and Inspection
Pupil wellbeing
Finance
Teachers and Support Staff
Organisation
Premises
Community Engagement/Partnership
(See separate document)
How can governors get to know the school?
• Understanding the data and key
interventions
• Knowing how we keep pupils safe
• Listening to parents, staff and pupils
• Monitoring school targets
• Seeking external advice on how things are
going
• Asking challenging questions
What tools do you have?
• School Development Plan linked to Ofsted judgements
(leadership and management, behaviour and safety, teaching,
achievement)
• Self Evaluation
• Headteacher’s report to governors
• Committees – Set up a work schedule – policies and
monitoring
• Governors’ focused visits and informal visits
• Surveys
Data Data Data
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•
•
•
•
•
•
•
•
Ofsted Data dashboard;
RAISEonline,
School and College Performance Tables
FFT
External support
Compliance with statutory duties
Pupil applications, admissions, attendance and exclusion
Staff retention, resignations, vacancies, performance
Quality of teaching
Good Questioning
•
Which groups of pupils are the highest and lowest performing? why?
•
Do you have credible plans for addressing underperformance or less than
expected progress?
•
How will we know that things are improving?
•
Which year groups or subjects get the best and worst results and why?
•
How does this relate to the quality of teaching across the school?
•
What is your strategy for improving the areas of weakest performance?
A Good Chair
•
•
•
•
•
Balanced relationship
K-i-T arrangements
Policy of no surprises – on both sides
Speak with single public voice
Honesty and trust will enable you both to create a strong
partnership
Getting the Basics Right
• Understanding role and responsibilities
• The right people around the table
• Knowing the school – data, performance, self evaluation,
compliance etc
• Good relationships to facilitate trust and confidence
• Ability and knowledge to ask challenging questions
• Effective meetings
Table Exercise
Relationships - Useful Resource
What governing boards should expect
from school leaders and what school
leaders should expect from governing
boards
ASCL/LGA/NAHT/NGA
Effective Operation
STRUCTURE
EFFECTIVE
GOVERNANCE
OPERATION
Core Governance
Effective governing bodies are driven by a
core of key governors such as the chair and
chairs of committees. They see themselves
as part of a team and build strong
relationships with the headteacher, senior
leaders and other governors.
School Governance – Learning from the best (Ofsted 2011)
Traditional Structure
Governing Body
Leadership
Committee
Working Groups
& Ad-Hoc
Committees
Teaching &
Learning
Committee
Business
Management
Committee
H&S
Consultative
Group
Ideal Committee Structure?
Alternative Structure
Board of Directors/
Governing Body
Working Groups
& Ad-Hoc
Committees
Non Executive Directors/
Lead Governors
Alternative Structure
Board of Directors/
Governing Body
Teaching & Learning OR Business
Management Committee
Working Groups
& Ad-Hoc
Committees
Non Executive Directors/
Lead Governors
Evolution of Governance
Ceremonial
Monitor
Leader
Through
Partnership
Boards That Lead – Harvard Business Review Press
Decision making
SLT Proposals
Publication (and
consultation?)
Governor
Consideration
Governor
Consideration
Implementation
SLT Review
Decision making
Group/Committee
Decides
Publication (and
consultation?)
Implementation
Group/Committee
Review
Are the right people in the right place?
Allocating Time
A detailed timeline of activities,
maintained by the clerk and linked to the
school development plan, provides a
clear structure for the work of governors
and ensures that their time is used
appropriately
School Governance – Learning from the best (Ofsted 2011)
Managing Time
It is essential that governors, working with head teachers, put in
place systems that free up governors to consider strategic issues
and reflect on the performance of the school.
The chair of governors, the clerk and the head teacher should all
work closely to ensure that the governing body’s work is
managed in a way that focuses on key strategic issues, with
detailed work being carried out by school staff or other
professionals or experts.
School Governors A Guide to the Law May 2012
Focus
We all joined the party to
change the world and not to
change the minutes of the last
meeting
Hilary Benn – Environment Minister 2008
Key characteristics of effective governing bodies
The role of the clerk to the governors is pivotal to ensuring that
statutory duties are met, meetings are well organised and
governors receive the information they need in good time.
Consequently, governors come to meetings well prepared and
with pertinent questions ready so that they are able to provide
constructive challenge
School Governance – Learning from the best (Ofsted 2011)
Reporting
• For a purpose linked to expectations
on governors
• Explain why governors have the
report & what they are being asked to
do with it
• Provided in advance of meeting!
• Data collected once, used many times
• Transparency and accountability –
good and bad
Clerks - Unexploited Potential?
‘The status, skills and independence of clerks to
governing bodies should be raised, so that they can
provide a more professional service to governing
bodies’
Ministerial Working Group on School Governance Report – April 2010
An effective clerk is vital to the success of a
governing body. The evidence clearly indicates that
this should be a professional role.
Education Select Committee July 2013
Higher Level Clerking – Examples
• Strategic planning for effective
operation
• Facilitates self evaluation of
governance
• Leads recruitment & induction
• Manages training of governors
• Broker with external agencies
• May co-ordinate a team
More than a code….?
Good governing bodies set out clearly what they expect of their governors,
particularly when they first join the governing body. The governing body’s
code of conduct should set an ethos of professionalism and high
expectations of governors’ role, 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.
If a governor fails persistently to do this, then they will be in breach of the
code of conduct and may bring the governing body or the office of a
governor into disrepute – and as such provide grounds for the governing
body to consider suspension.
School Governors Handbook May 2014
The Importance of
Data in your Free
School
Introduction
— Why is Data Important
— Supports duties as:
—Governor
—Trustee
—Director
— Post Opening period is a critical time – data
provides the evidence of your school’s
effectiveness at a time when scrutiny is intense!
Governors Handbook
— It is essential that every governing body has at
least one governor with the skills to understand
and interpret the full detail of the financial and
performance data available
— These governors should make sure that the wider
governing body has a correct understanding of
the school’s performance and finances.
— They should identify from the data the issues that
most need to be discussed.
Three Key Questions
— What is the context of our school and how does
this compare to other schools?
— What do our pupils attain?
— What progress do our pupils make given their
starting points?
Role of Governing Body
—
—
—
—
—
—
Interpreting
Comparing
Challenging
Ensuring Impact
Supporting Performance Management
Supporting School
Role of Chair of Governors
— National College for Teaching and Leadership
(National College) in association with the National
Governors' Association:
—Ensure the school has effective processes relating to
self-evaluation
—Ensure that good quality and relevant information is
available to governors
Ofsted Reports on Free Schools
— The local governing body is highly committed to
the success of the school. It does not shy from
asking searching questions to hold senior
leadership to account. It is fully aware of data
relating to students’ achievement and demands
results. Governors are fully aware of the quality of
teaching and the impact of initiatives to improve
it. They understand with pinpoint accuracy the
school’s systems for managing the performance of
staff and are rigorous in implementing decisions
relating to salary increases.
Ofsted Reports on Free Schools
— Ambitious targets have been set by the governing
body. However, the information provided to them
about students’ progress has been unreliable.
Ofsted Reports on Free Schools
— Governors have accepted the accuracy of
information given to them by senior leaders
without proper scrutiny;
— Where governors have challenged the leadership
on areas of weakness, they have not set clear
targets for improvement.
— Governors have not effectively monitored
progress towards the school’s targets. In common
with other leaders in the school, the governors
have an over-generous view of the effectiveness
of teaching.
Schools are “data-rich” environments…
…but can be “information-poor”
Off site Trip
Pupil Council
Admissions
School Improvement
Partner Visit
Teacher Absences
Return to Work
Interview
Pupil Attendance
Pupil Premium
Interventions
Performance
Management
Training
External moderation
Teacher observations
School Census Return
Grievance/disciplinary
SEN Review
Parental Survey
Pupil Assessment and
Tests
Safeguarding Incident
Accidents
A Complaint
Health and Safety
Monitoring
The Data Conundrum
Can be…
Should be…
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
—
Overwhelming
Contradictory
Presented poorly
Confusing
Too much
Too little
Inaccurate
Not objective
High effort-low impact
Defined
Consistent over time
Timely
Understandable
Robust
Objective
Benchmarked
Comparable
78%
90%
85%
80%
75%
70%
Time
Series
65%
60%
55%
50%
1
2
3
4
90%
School
Target
85%
80%
75%
70%
65%
60%
55%
50%
1
2
3
4
90%
85%
80%
75%
National
Average
70%
65%
60%
55%
50%
1
2
3
4
90%
85%
Peer
Performance
80%
75%
70%
65%
60%
55%
50%
1
2
3
4
Sources of Data
— Key Sources of Data to be aware of:
— National Data
—Ofsted Data Dash Board
—Performance Tables
—RAISEonline
— Internally generated data
Data Dash Board - Ofsted
— The Data Dashboard provides a snapshot of
performance in a school. It can be used by
governors and by members of the public to check
performance of the school.
— The Data Dashboard complements the Ofsted
inspection report by providing a summary of
results data over a three year period and
comparisons to other schools.
— The data should be used by governors to generate
key questions to support and challenge the
leadership team.
Performance Tables - DfE
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—
—
—
—
—
Topline performance – Test and Exam Results
Pupil Progress
Disadvantaged Pupils
3 Year Averages
Cohort Information
Similar Schools
RAISEonline - Ofsted
— Enable schools to analyse performance data in
greater depth as part of the self-evaluation
process.
— Provide a common set of analyses for schools,
local authorities, inspectors, dioceses, academy
trusts and governors.
— Better support teaching and learning.
Self Evaluation – Ofsted guidance
—
—
—
—
Concise and succinct
Evaluative rather than descriptive
A working document
Developed by, and used to inform, leaders,
including governors and middle leaders as well as
senior staff
Self Evaluation – Ofsted guidance
— Demonstrates strengths and weaknesses in
relation to
—pupils’ achievement,
—the quality of teaching,
—behaviour and safety,
—Leadership and Management
—the school’s provision for the pupils’ spiritual, moral,
social and cultural development
— Together it can then provide a picture of the
school’s assessment of its overall effectiveness
SEF - What to include
— lesson observations
— scrutiny of pupils’ work
— analyses of the progress and attainment of pupils
on roll, including the performance of different
groups of pupils
— analysis of the pupils’ past progress and
attainment
SEF – What to Include
— analysis of data and information related to pupils’
behaviour and safety, including exclusions, rewards
and sanctions, incident logs and attendance
— analysis of the effectiveness of specific interventions
to improve, for example, the achievement and/or
behaviour of particular groups of pupils
— the views of parents and carers as shown by Parent
View
— any external evaluations such as those carried out by
the local authority
— the outcomes of any surveys carried out by Ofsted.
So What Now?
Budgeting & Financial
Management
Intended Outcomes
By the end, attendees should understand:
• Governor responsibilities when it comes to
operational finance, and how this differs from a
maintained school h
• Where they can get additional financial
training/support
• What some key challenges that free schools have
faced in terms of managing small school finance,
and strategies to address these common issues
• How to make effective decisions about strategic
finance that will impact positively on teaching and
learning
Why is this important?
Flagship free school
'misused funds'
This is what can happen when
you give schools too much
freedom
Hidden scandal of school frauds costing millions
MILLIONS of pounds are being stolen by staff in
charge of vast education budgets in Britain’s
schools. The fraud is often written off by head
teachers and governors embarrassed by a
scandal they failed to spot.
Recently, a finance manager
stole more than £288,000
Scandal-hit academy chief who earned
£200,000-a-year quits over financial
management of schools
A head teacher stole at least
£90,000 by claiming false
expenses from the special school
he ran for five years. He spent the
cash on trips to the races and
overnight stays at a yacht club.
System tensions
‘The Department relies on the quality of academies’ financial
management and governance to ensure effective and proper use
of
public money.’
Managing the expansion of the Academies Programme, NAO 2012
‘I have qualified my opinion on the YPLA’s 2011-12 financial
statements because the YPLA’s control framework is not adequately
designed to provide sufficient, appropriate assurance that academies
have complied with all aspects of HM Treasury’s Managing Public
Money.’
Report of the Comptroller and Auditor General, The Young People’s
Learning Agency’s financial statements 2011-12
Key Elements of Financial Control
Know the rules – Articles of Association, Funding Agreement,
& Academies Financial Handbook
Key Elements of Financial Control
Clarify and communicate responsibilities – Chief Finance
Officer, scheme(s) of delegation, terms of reference for
governance, financial procedures manual
Academies Financial handbook
• Roles & Responsibilities
• Financial & Governance
Requirements
• Delegated Authorities
• Audit requirements
Academies Financial Handbook – ‘The Board’
• Responsible for ensuring that the trust’s funds
are used only in accordance with the law, its
articles of association, its funding agreement
and this handbook.
• Wide discretion over its use of the trust's
funds, which it must discharge reasonably and
in a way that commands broad public support.
• Proper stewardship of those funds, including
regularity and propriety
• Ensuring economy, efficiency and
effectiveness in their use – the three key
elements of value for money.
Headteacher as Accounting Officer
— Regularity – playing by the rules (AFH, Funding
Agreement, spending money for the purposes intended
by parliament, taxes etc.)
— Propriety – doing things properly (systems, controls,
audits, reporting, decision making etc.)
— Value for money – effective use of resources (the 3e’s+)
•
•
•
•
•
•
Economy = best price
Efficiency = best use of resources
Effectiveness = desired results
Equality - is it maintained?
Ethics - Probity/tendering etc.
Ethos - e.g. buying locally
Academies Financial Handbook – ‘The CFO’
• Should play both a technical and leadership
role, including ensuring sound and
appropriate financial governance and risk
management arrangements are in place,
preparing and monitoring of budgets, and
ensuring the delivery of annual accounts
• Must be appropriately qualified and/or
experienced
• The CFO need not discharge all of their duties
personally
Key Elements of Financial Control
Accounting structure - avoiding the accountants running the
show!
See your auditors as your friends……and (mis)use them
accordingly!
Key Elements of Financial Control
Internal and External Auditing
Key Elements of Financial Control
Every school should have an effective business manager
SCHOOL BUSINESS MANAGER
SCHOOL BUSINESS LEADER(S)
EFFECTIVE SCHOOL BUSINESS MANAGEMENT
I’m responsible for Finance…..
PROCESSING ORDERS &
INVOICES
PAYROLL PROCESSING
MONITORING &
REPORTING
PROCUREMNET & BEST VALUE
STRATEGIC PLANNING
INFLUENCING NATIONAL
POLICY
LEADERSHIP
FINANCE
HUMAN
RESOURCES
FACILITIES
MANAGEMENT
SCHOOL CONTEXT
GENERIC
GOVERNANCE
RISK
Financial Planning, Monitoring & Reporting
Gather intelligence…
• EFA – funding agreements & claw backs
• What’s happening in LA funding forums?
• Funding consultations – DfE & EFA
• Professional Associations – ASCL, NAHT,
NASBM
• Your local & virtual networks
Financial Planning, Monitoring & Reporting
Best advice
• Promote understanding of context
• Credibility and for decision making
• Assess risk
• Model on standstill, and reductions of 1-5%
with adjustments for pupil numbers
• Budget planning based on ‘what if’
• What are the key decisions we need to take?
Financial Planning, Monitoring & Reporting
Considerations
• Too many schools look for perfection in budget
planning…..
• Work on round numbers, averages & assumptions
where necessary
• How quickly do you need to make decisions in these
various scenarios?
• Early decisions probably needed on fixed term
contracts, shared funding arrangements, redundancy
and restructuring
• Restrict focus to current year +1 for detail but look for
trends and consider your growth
Financial Planning, Monitoring & Reporting
Incrementalism
‘The largest determining factor of the size & content of
this years budget is last years budget’ Wildavsky
•
•
•
•
•
Last years plus (or less) a bit
Easy but repetitive
Appropriate where little changes
Inefficiencies carried forward
Does not challenge existing rationale e.g. pupil:
teacher ratio, ppa, class sizes, contact ratio,
departmental capitation formula
Financial Planning, Monitoring & Reporting
Zero Based
‘‘The past, as reflected in the budgetary base is explicitly
rejected. There is no yesterday. Nothing is taken for
granted, everything at every period is subjected to
searching scrutiny’
Wildavsky
Questions basic assumptions e.g. staffing levels &
structure
Time Consuming
Does not recognise that some costs are indeed ‘fixed’?
Appropriate to apply proportionately considering nature
of expenditure
Financial Planning, Monitoring & Reporting
Multi Year Budgets
‘The weakness of (annuality).. is that it fails to view education as
an on-going process with long term needs that cannot be
packaged into 12 month spending bouts’ Davies 1994
Financial Planning, Monitoring & Reporting
Effective Monitoring & Reporting
Financial Planning, Monitoring & Reporting
EFA EXPECTATIONS FOR FINANCIAL REPORTS
It is up to governors to decide on the format that suits them, however we
recommend inclusion of the following:
• Clear reporting of actual year to date totals against budget for the year
to date, with variances clearly shown;
• Projected year end outturn, compared to the original budget;
• A rolling monthly cash flow forecast, showing the level of cash held and
how this is expected to fluctuate over the next 12 months;
• Key performance indicators such as staff costs to income ratio
• Presentation of a narrative commentary alongside the financial report
to highlight and explain key variances and describe what action is being
taken to address these variances
Effective Use of Resources
 Be open minded – a blank canvas;
 Seek out expertise and innovation;
 Question (but don’t dismiss) the status
quo;
 Ground your ideas in the experiences
you want the children to have in your
school.
Methods of delivery
 Teaching staff (inc Leadership team) – teaching
periods, non contact time, duties etc.
 Support staff.
 Agencies and service procurement.
 Volunteers – including governors.
 Partnerships and shared expertise.
Internal versus External
In House
External
Your employees with control,
flexibility and loyalty
Responsible to someone else
and may be little flexibility in
contract
Pay for what you use?
Have to pay staff whether
busy or not & when absent. On
paternity leave etc. You carry
the risk
No need to make profit – cover Contractor needs to earn a
the costs
living
Need to meet employer’s
responsibilities including
providing equipment
Contractor responsibility
Possible groups
Staffing Considerations
• Free periods beyond PPA – what for and for what
value?
• SLT are very expensive classroom teachers
• Should we staff to create capacity or buy it in
when we can?
• Future supply and retention issues
• More flexible models?
• What can we afford for staffing – ASCL tool?
The Matrix - Teaching
See the Difference
Partnership and Procurement
• Greatest opportunities are in shared staffing
• Purchasing consortia provide good benchmarks,
perform due diligence and discharge best value
• Use procurement frameworks
Plenary
Feedback and Questions