Overview

TWO INDEPENDENT TRUSTEES REQUIRED FOR NEWLY ESTABLISHED SCHOOL

The Wessex Partnership Trust is seeking two new non-executive directors (also referred to as trustees) to join its board. Board meetings are held in the Salisbury area, six times per year.

School trusteeship is a voluntary, unpaid role for people who have the energy and skills to make a real contribution to shaping the future of our schools.

You do not need to have any specialist knowledge of education to apply for this role.

ROLE SUMMARY 

The role of Trustee encompasses the following three key areas of governance & oversight:

  1. Holding executive leaders to account for the educational and financial performance of the Trust. The Trust Board creates robust accountability for executive leaders through rigorous analysis of performance data and financial information.
  2. Setting the Trust’s vision and values, and the strategy for achieving this vision. The Trust’s vision centres on pupil progress and achievement. Working with senior leaders, the board sets strategic objectives to help the Trust reach its goals.
  3. Ensuring the Trust’s financial success and probity. Trustees are responsible for ensuring that the Trust operates with regularity, propriety and value for money, using only the resources it has available.

COMPETENCIES REQUIRED

Essential

  • Critical listening and the ability to ask effective questions
  • Strategic thinking
  • Excellent communication
  • Problem solving and analysis

Desirable (one or more of the following):

  • Risk management
  • Legal expertise, particularly knowledge of charity law
  • Understanding of data
  • Finance and/or accounting knowledge
  • HR experience
  • Knowledge of education
  • Leadership and management

TIME COMMITMENT 

  • Trustees are expected to attend at least 6 meetings of the full board per year. The term of office is 4 years.
  • Preparation for meetings includes reading papers and preparing questions for senior leaders.
  • You will also be expected to undertake any training required to enable you to discharge your role effectively.
  • Trustees are also expected to visit the school while it is open to pupils at least once a year.

APPLICATION PROCESS

If you are interested in applying for the role, please send your CV and a short expression of interest detailing which role you are applying for to the Chair of the Trust Board, Wendie Michie.

Please note, candidates should live within reasonable travelling distance of the Trust and/or have a link with the region.

Email: wendiemichie@icloud.com Telephone: 01225 635948

KEY DATES 

We strongly recommend applying as early as you can to have the best possible chance of being considered. We reserve the right to change the closing date if we have received sufficient applications.

  • Closing date for applications: 22 June 2018
  • Interview process: 25-29 June 2018
  • Selection decision: 3 July 2018
  • First Board date for successful applicants: 25 Sept 2018

Tagged as: charity law, employment law, governance, health & safety, leadership

About Wessex Partnership Trust

ABOUT THE TRUST 

The Wessex Partnership Trust is a charity and also a company, limited by guarantee. As such, members of its Board are both directors and trustees.

The Trust provides governance and oversight to The WASP Centre, a newly established, independent school in Salisbury, Wiltshire.

The school offers an alternative educational pathway to children who would otherwise be excluded from mainstream education.

ABOUT THE WASP CENTRE 

The WASP Centre is a place where young people can learn through supportive interaction, experience and success. We aim to provide a safe environment for both young people and staff so that the emphasis can be placed upon growing, learning and fulfilling the potential that exists.

We are committed to improving the life chances of our young people by removing barriers to participation and achievement.

Our intention is to create and continually develop a secure, inspiring and responsive environment where each young person is supported holistically to enable them to take ownership of their lives, their learning and their decisions.

For more information, please see our website: http://www.waspcentre.com Plans for the Future
The key challenges for the board over the next 12-24 months are:

To create leadership structures and appoint key personnel to drive forward the vision and strategic direction of the trust - these include an additional member of the senior leadership team as well as two additional trustees - to provide the operational and strategic leadership essential for the trust’s success.
To create challenge and support mechanisms, plans and success criteria to ensure compliance with and adherence to the Independent Schools’ Standards.

OUR ETHOS & VALUES

Inspire, Believe, Achieve

We will inspire our students to:

  • Be positive role models
  • Have ambition and aspirations
  • Enjoy lifelong learning
  • Be respectful and responsible for their own behaviours and actions

Foster a belief in our students that:

  • They can make positive contributions to society
  • They are safe, secure and valued
  • They can make progress academically, emotionally and socially

We can achieve this by:

  • Providing a quality, challenging and personalised curriculum
  • Expecting the highest standards of all staff and students
  • Developing self-confidence, resilience and personal growth
  • Providing structured and consistent routines
  • Providing an environment where it is safe to make mistakes

BACKGROUND ON ACADEMY TRUSTS 

Academy schools are charities run independently of local authority control.

If the schools are to fulfil their potential, the trusts need non-executives (known in charity law as trustees) to bring a wide range of skills and experience to help guide strategy, ensure their ambitions can be soundly financed and keep their schools up to the mark delivering for their pupils.

“Academy boards must be ambitious for all children and young people and infused with a passion for education and a commitment to continuous school improvement that enables the best possible outcomes. Governance must be grounded in reality as defined by both high- quality objective data and a full understanding of the views and needs of pupils/students, staff, parents, carers and local communities. It should be driven by inquisitive, independent minds and through conversations focused on the key strategic issues which are conducted with humility, good judgement, resilience and determination.”

Source: Governance Handbook, Department for Education (2017)