Guidance

National Leaders of Governance for further education: assessment criteria

Updated 15 May 2026

Applies to England

Assessment criteria

When submitting an application to become a National Leader of Governance, candidates will need to demonstrate evidence of their experience, knowledge and skills in the following areas:

Supporting college improvement

Setting strategic direction

• establish a clear vision and ethos, and engage stakeholders
• understand the broader context of the local community and employers needs
• regularly review organisation aims and sustainability

Monitoring performance and benchmarking

• ensure clear and robust plans are in place and understood by all
• agree monitoring and evaluation strategies
• actively manage risks and assurance or gaps

Process implementation, operation and reform

• identify where change is needed
• manage change effectively
• operate in an open and transparent way

Building capacity within the college board of governors

Accountability, scrutiny and challenge

• set a strong senior post holder structure within the college and a competent board of governors, with clear lines of accountability
• provide health challenge and support, asking difficult questions when needed
• establish robust processes for sustainable improvement with pace, as well as self-assessment and external assurance

Financial management, data skills and decision making

• ensure strong financial management, budget setting, forecasting and scenario planning
• ensure good estate and asset management and effective allocation of resources
• interpret learner data and local demographics and make evidence-based decisions

Staffing and relationship management

• work positively with the college chief executive, principal and senior post holders
• make strong appointments and conduct succession planning where needed
• communicate effectively with internal and external stakeholders

Coaching and mentoring

Leadership and communication skills

• communicate in a clear and engaging way, actively listening and ensuring all voices are heard, including students
• set behavioural policy and lead by way of example
• promote and uphold a diverse working environment

Self-assessment and identifying training needs

• evaluate development needs within the college board of governors
• ensure comprehensive inductions for new starters and access to training opportunities for all as a means to drive governance maturity
• ensure the board has the right mix of skills, knowledge and experience

Building capability for others

• set clear roles and responsibilities (including attendance) within the college board of governors and towards the wider community and other stakeholders
• demonstrate collective responsibility and provide support for colleagues
• understand charity law and the duties and responsibilities of trustees