Short course qualification Certificate in Academy Governance Academy Gov Syllabus(1).pdf · Module format Module title The title describes the content of the module. ... Defining

Short course qualification

Syllabus

Certificate in Academy Governance

© ICSA, 2018 Page 2 of 36

Contents

Key features 3

Module format 4

Qualification structure 5

Modules 6

Legislative and Regulatory Framework 7

Governance 12

Risk, Compliance and Policies 20

Financial Management 29


Key features The ICSA Certificate in Academy Governance:

is aimed at individuals who are working, or looking for a role, with governance responsibilities in an academy school.

is a Level 4 qualification – set at first-year undergraduate level

contains four compulsory modules

is an open-entry programme with no prior qualifications required

is externally assessed – ICSA will set and mark the assessment

is assessed twice a year, in June and November

is graded at Pass (P), Merit (M) or Distinction (D) – students whose level of achievement is below

Pass will be classified as Fail A, Fail B, Fail C or Fail D, depending on the number of marks achieved.

Prior knowledge, skills and understanding Students do not need to achieve any other qualifications before registering for the qualification. No prior knowledge, skills or understanding are necessary. There are no formal entry requirements and the qualifications are suitable for non-degree holders, although it is recommended that the student is working in a relevant occupation.

Assessment The modules within the qualification are externally assessed via one closed-book examination that will cover content from each module. The examination is set and marked by ICSA and the pass mark is 50%. See the Qualification structure section for further information. The examination provides independently assessed evidence of learning. It also enables students to demonstrate the range of transferable skills they have developed throughout their programme of study by requiring them to apply their knowledge in unfamiliar contexts.


Module format

Module title The title describes the content of the module. Level All the modules in this syllabus document are set at Level 4, which is equivalent to first-year undergraduate level in the UK. Module type

All of the modules in this syllabus document are compulsory.

Total hours study time This is the total number of hours that students are expected to take to study the module. This time incorporates module webinars, self-study with the study text, wider reading, and reflection on work experiences, practice assessment tasks and exam preparation. Introduction The introduction provides a snapshot of the module and summarises the learning outcomes. Learning outcomes The learning outcomes of a module set out what a student is expected to know, understand or be able to do as the result of a process of learning. Module content This section identifies the breadth of knowledge, skills and understanding needed to achieve each of the learning outcomes through a programme of study. Topic Each learning outcome is broken down further into a series of themes that should be covered in the programme of study for the module. Exemplification The content of this section provides the range of subject material to be studied under each topic heading.


Qualification structure This qualification comprises four modules and is assessed via one three-hour (plus 15 minutes’ reading time) closed-book examination which is set and marked by ICSA. Students must pass this paper to be awarded the qualification. The pass mark is 50%.

Module

number

Module title Total hours

study time

% weighting

1 Legislative and Regulatory Framework 30 15%

2 Governance 70 35%

3 Risk, Compliance and Policies 70 35%

4 Financial Management 30 15%

Total 200 hours 100%


Modules

MODULE 1 – LEGISLATIVE AND REGULATORY FRAMEWORK


Module 1

Legislative and Regulatory Framework Level: 4 Total hours study time: 30

Introduction This module provides a broad understanding of the legal framework within which the governance of academies is set. The module explores the nature of governance and the legislative and regulatory framework which shapes it. It will examine the impact of regulators and the constitution of academies as charitable companies required to comply with both charity and company law. Learning outcomes In this module you will: 1 Understand how the principles of good governance are applied by academies in the UK. 2 Know about the legal and regulatory framework for academies and the role of regulators in academy

governance. 3 Know about the roles and responsibilities of the Department for Education (DfE) and the Education

and Skills Funding Agency (ESFA). 4 Understand how compliance with charity and company law impacts on academies.



Module content

What needs to be learnt

Section A: Introduction to governance and the academies landscape

Topic Exemplification

Defining good governance Cadbury Report 1992 – Financial Aspects of Corporate

Governance

UK Corporate Governance Code 2018:

Board leadership and company purpose

Division of responsibilities

Composition, succession and evaluation

Audit, risk and internal control

Remuneration

Department for Education (DfE) Governance Handbook:

government’s vision and priorities for effective

governance

core functions of the board

key features necessary for effective governance

DfE Guidance on Schools Causing Concern:

powers of Regional Schools Commissioners (RSCs) to

intervene

reasons for strategic failure

Strategic versus operational leadership:

responsibilities of trustees and chief executive

officer/principal

importance of separating strategic oversight and

operational leadership

Background to academisation:

impact of key acts:

− Education Reform Act 1988 and the introduction of

City Technology Colleges (CTCs)

− Learning and Skills Act 2000 and the conversion to

‘city academies’

− Education Act 2002

− Academies Act 2010

− Education and Adoption Act 2016

proposal to introduce compulsory academisation

Legal structure of academies

Definition of a trust

Charity status, including:

Charities Act 2011

the role of the Charity Commission

the role of the Education and Skills Funding Agency

(ESFA)

Parent Teacher Associations (PTAs)




Section A: Introduction to governance and the academies landscape


The shift from the stakeholder model:

how boards can make the right trustee appointments

separation of member and trustee roles

Establishing and maintaining good

governance Independent trustees:

benefits of having independent trustees on the board

declarations of interests and conflicts of loyalty

Academy freedoms:

local authority control

pay and conditions for staff

national curriculum

General Annual Grant (GAG)

The role of governance in school improvement:

how the board is responsible for educational standards

DfE Competency Framework for Governance

Lord Agnew letter to auditors – increasing awareness of

best practice in financial management and governance

Principles of good governance:

Seven Principles of Public Life – the Nolan principles

Charity Governance Code

Collaboration:

school-to-school support through clusters or partnerships

the role of RSCs

risks of entering into partnerships

the rise of the multi-academy trust (MAT):

− benefits of the MAT structure


© ICSA, 2018 Page 10 of 36


Section B: Legislation and regulation


The legislative framework

Academies Act 2010:

key features of the act

Companies Act 2006:

benefits to academies

provisions in relation to directors and

members/shareholders

Charity law:

trusts as charitable companies

Financial management DfE Academies Financial Handbook:

letters to accounting officers

Academies Accounts Direction:

requirements for trusts in relation to preparing and

auditing financial statements

Regulatory and competency

frameworks Department for Education (DfE):

responsibilities of the DfE

Education and Skills Funding Agency (ESFA):

responsibilities of ESFA

role of ESFA accounting officer

DfE Governance Handbook

Competency frameworks:

DfE Competency Framework for Governance:

− knowledge, skills and behaviours required for

effective governance

DfE Clerking Competency Framework:

− knowledge, skills and behaviours required for

professional clerking

Schools Commissioners Group:

key responsibilities of RSCs

Headteacher Board

Companies House:

responsibilities of Companies House

Registrar of Companies

filing requirements

inspection of statutory registers and access to

information

Office for Standards in Education, Children’s Services and

Skills (Ofsted):

provisions of the Education Act 2005 – section 5

full inspections – ‘section 5 inspections’


© ICSA, 2018 Page 11 of 36


Section B: Legislation and regulation


short inspections – ‘section 8 inspections’

inspection criteria according to the Common Inspection

Handbook 2017

Specialist guidance Schools Causing Concern:

the role of local authorities and RSCs in supporting

improvements in educational performance

evidence that governors may be failing

Local authority:

relationship with trusts

responsibilities including school place planning,

transportation, vulnerable learners and safeguarding

National Leaders of Education:

criteria for appointment

national support schools

National Leaders of Governance (NLGs):

criteria for becoming an NLG

areas of support

MODULE 2 – GOVERNANCE

© ICSA, 2018 Page 12 of 36

Module 2

Governance Level: 4 Total hours study time: 70

Introduction This module explains the different types of governance structures that are available for academies. It outlines the nature of an academy’s constitution as set out in its articles, how the roles and responsibilities of the officers are delineated and how responsibility is delegated through an academy. The roles of clerk and company secretary are also explored in detail. Learning outcomes In this module you will: 1 Understand how the legal structures of academies impact on governance. 2 Understand the roles and responsibilities of the board of trustees, board committees and members. 3 Understand the roles and responsibilities of the clerk and the company secretary.


© ICSA, 2018 Page 13 of 36

Module content


Section A: Governance structures


Different types of governance

structures Single academy trusts (SATs):

key features

how the DfE judges applications to convert to a SAT

structure

Multi-academy trusts (MATs):

key features

reasons schools convert to a MAT structure

the MAT as a single legal entity

the role of local governing bodies

Church schools:

memoranda of understanding between the DfE and the

Church of England and the Catholic Church

criteria for church schools joining MATs

Other academy arrangements:

umbrella trusts

free schools

studio schools

University Technical Colleges (UTCs)

Sponsors:

situations in which sponsorship is necessary

organisations that can apply to become an academy

sponsor

responsibilities of the lead sponsor

Memorandum and articles of

association Memorandum

Articles of association – standard clauses in model articles,

including:

objects

trustees

committees

patrons and honorary officers

notices

Changes to the articles

Becoming an academy Conversion, including DfE process for conversion

Joining a MAT:

processes and issues involved in joining a MAT

School Governance (Federations) (England) Regulations

2012


© ICSA, 2018 Page 14 of 36


Section A: Governance structures


approval of ‘prescribed governors’

Forced academisation:

failing and coasting schools

issuing of performance standards and safety warning

notices – DfE Guidance on Schools Causing Concern

Mergers and acquisitions:

the role of RSCs

the Diocesan Board of Education (DBE) – church

academies

Land issues:

land transfer arrangements and documentation

ownership and leasing of land:


© ICSA, 2018 Page 15 of 36


Section B: Roles and responsibilities


Members Legal standing and guarantee

Need for separation of powers between members and

trustees

Appointment of members:

minimum and recommended numbers of members

Responsibilities and rights:

requirements of DfE Academies Financial Handbook

rights of members according to company law

Restrictions and remedies, including:

circumstances in which members can benefit from trusts

protection against ‘unfair prejudice’

causes of derivative actions

Ceasing to be a member

Trustees Tripartite role:

trustees

directors

governors

Appointment of trustees:

terms of office

different types of trustees

different routes to appointment and election

Chief executive officer (CEO)/principal and executive

officers

Selection of trustees:

skills, experience and diversity

Eligibility

Directors’ duties

Liability:

officers’ and directors’ insurance

derivative claims against trustees

Termination of office

Disqualification

Shadow and de facto directors:

factors to determine whether an individual is a shadow or

de facto director

outcome and impact of Holland v HMRC (2010)

Time off work


© ICSA, 2018 Page 16 of 36


Section B: Roles and responsibilities


Role of the board Core functions and responsibilities

The chair of the board:

term of office

vice-chair

succession planning

Local authority Local authority associated persons (LAAPs), including:

local authorities (LAs)

number of votes exercisable by LAAPs

Local governors:

purpose of local governing bodies (LGBs) and the role of

local governors within them

DfE preference for separation of powers between the

different layers in trust governance structures

how LGBs are established


© ICSA, 2018 Page 17 of 36


Section C: The clerk and company secretary


The governance professional The importance of appointing a governance professional

The two-tier governance support structure

Benefits of the performance management system

DfE Clerking Competency Framework – key competencies:

understanding governance

administration

advice and guidance

people and relationships

Clerk:

‘professional-quality clerking’

role and responsibilities

the importance of clear functions and lines of reporting

Company secretary:

requirement for a company secretary


relationship between company secretary and clerk

Statutory registers Requirements of the Companies Act 2006

Register of members

Register of directors/trustees

Register of secretaries

Register of directors’/trustees’ residential addresses

Register of people with significant control

Register of interests

Register of gifts, hospitality and entertainments

Inspection of registers

Companies House Key functions

Filing requirements and deadlines

Public record:

information available for public inspection

Filing changes by hard copy:

reasons for filings being rejected

WebFiling:

uses and benefits of the WebFiling service

Confirmation statement:

purpose of the confirmation statement

standard industrial classification (SIC) codes

Notification of Single Alternative Inspection Location (SAIL)


© ICSA, 2018 Page 18 of 36


Section D: Meetings and decision making


General meetings and decision

making Regulation of meetings by the Companies Act 2006

Annual general meetings (AGMs)

Responsibility for calling general meetings

Notice period

Quorum

Role of the chair

Ordinary and special resolutions

Voting rights

Appointing a proxy

Trustees’ meetings Calling meetings:

regularity of meetings

responsibility for calling meetings

notice period

agenda

Managing meetings:

right to attend meetings

role of the chair

provision of documents and reports

Quorum, including impact of falling below quorum

Voting:

different methods of voting

voting of LAAPs

Conflicts of interest and loyalty:

pecuniary interests

Charity Commission guidance

Telephone/video attendance

Adjournments

Written resolutions, including how resolutions are passed

Minute taking Requirements of Companies Act 2006

Accepted protocols for minute taking

Circulation, retention and inspection of minutes

Content of the minutes

Confidential items

Committee structures The purpose of committees

MAT local governing bodies (LGBs) and advisory councils:

delegation of responsibility to LGBs

the role of parents as trustees and local governors

Audit committee


© ICSA, 2018 Page 19 of 36


Section D: Meetings and decision making


Delegation of authority Delegation of authority by MATs to:

board committees

individual trustees

members of the executive

individual academies

Schemes of delegation:

the importance of clear delegation of powers

matters reserved for the board

MODULE 3 – RISK, COMPLIANCE AND POLICIES

© ICSA, 2018 Page 20 of 36

Module 3

Risk, Compliance and Policies Level: 4 Total hours study time: 70

Introduction This module provides a broad understanding of the legal and regulatory requirements for academies as well as best practice around risk management and reviews that can be put in place. The module examines the process of risk management by looking at how different types of risk are identified, managed and tolerated and the factors that influence the treatment of risk. It considers statutory and regulatory compliance and how information, especially electronic data, should be managed. It also explains the types of reviews that can be used to ensure robust governance practices.

Learning outcomes In this module you will:

1 Understand the importance of assessing and managing risk in academies. 2 Understand how to comply with legal and regulatory requirements for academies. 3 Know how legal requirements for information management are met. 4 Know the procedures around performance management and internal and external reviews.


© ICSA, 2018 Page 21 of 36

Module content


Section A: Risk management


Understanding risk management Definition of risk management and outline of risk

management process

Types of risk:

the role of the International Organization for

Standardization (ISO)

categories of risk, e.g. reputational risk

financial oversight:

− requirements of DfE Academies Financial Handbook

Risk appetite and risk tolerance:

factors which impact on levels of risk appetite and risk

tolerance

Assessing and managing risk in

academies Risk management, including:

risk strategy framework:

− responsibility for risk strategy

risk identification:

− factors which may heighten a trust’s risk profile

risk estimation:

− likelihood and impact of risks

risk prioritisation

risk mitigation:

− share

− avoid

− reduce

− accept

risk monitoring

risk reporting:

− reporting methods

− reporting financial risk

business continuity and disaster recovery plans

Risk register

Insurance and risk protection arrangements:

statutory requirements

types of insurance that MATs should consider, e.g.

pupils’ personal accident insurance

risk protection arrangement (RPA) for academies


© ICSA, 2018 Page 22 of 36


Section A: Risk management


Specific risks Health and safety:

Health and Safety at Work Act 1974

regulations and specialist guidance

Health and Safety Executive (HSE)

Off-site activities

Safeguarding:

statutory guidance

policies and procedures

Safer recruitment, including:

Disclosure and Barring Service (DBS) checks

Complaints:

formal written complaints procedure

Reputational risk:

factors which can impact on reputation


© ICSA, 2018 Page 23 of 36


Section B: Compliance and policies


Policies Policy drafting:

responsibility for policy development

different approaches taken by MATs

format of policies

Access to policies

Review:

frequency of review

processes for managing and embedding policies

Statutory policies DfE’s Statutory Policies for Schools 2014 and DfE guidance

for individual policies

Admissions arrangements, including:

DfE Schools Admissions Code

selection criteria

Allegations of abuse against staff

Behaviour policy, including:

anti-bullying strategy

Charging and remissions, including:

circumstances in which charges may be made

Child protection policy and procedures

Complaints procedure

Data protection, including:

Data Protection Act 1998

data protection principles

Early years foundation stage (EYFS)

Freedom of information

Equality information and objectives (public sector equality

duty) statement:

aims of the general equality duty

Equality Act 2010, including protected characteristics

Health and safety

Home–school agreement

Recruitment and selection

Sex and relationships education

Special educational needs (SEN)

Staff discipline, conduct and grievance procedures

Supporting pupils with medical conditions


© ICSA, 2018 Page 24 of 36


Section B: Compliance and policies


Other statutory documents Accessibility plan

Central record of recruitment and vetting checks

Minutes of, and papers considered at, meetings of the board

and its committees

Premises management documents

Register of pupils’ admission to school

Register of pupils’ attendance

Safeguarding and Disclosure and

Barring Service (DBS) checks

Safeguarding and child protection training for staff

Safeguarding teaching and learning opportunities for pupils

Counter-Terrorism and Security Act 2015 – ‘Prevent’ duty:

‘Prevent’ awareness training and guidance

Requirements for enhanced DBS certificates

Safeguarding Vulnerable Groups Act 2006

Conflicts of interest and register Direct and indirect interests

Requirements of the Companies Act 2006

Requirements of DfE Academies Financial Handbook

The importance of a conflicts of interest policy

Declarations of interests and loyalties:

register of interests

Related party transactions

Whistleblowing Definition of whistleblowing

Procedures in place for staff

How staff can report their concerns

Protection by the Public Interest Disclosure Act 1998:

examples of protected disclosures


© ICSA, 2018 Page 25 of 36


Section C: Information management


Data protection and information

sharing

Freedom of Information Act 2000:

Code of Practice

publication of information

requests for information

Data protection:

Data Protection Act 1998

Personal data

Subject access request (SAR):

rights of parents and children

General Data Protection Regulation (GDPR):

application of GDPR to personal data

special categories of personal data

lawful bases for processing personal data

rights granted to individuals

Article 39 – role and responsibilities of the data

protection officer

data breaches

non-compliance with GDPR

Website Requirements for availability of information and

documentation on school websites, including:

contact details

admissions

annual reports and accounts

company information

curriculum

equality objectives

examination and assessment results

exclusion arrangements

gender pay gap reporting

governance

Ofsted reports

performance tables

policies

pupil premium funding

register of interests

special educational needs and disabilities (SEND)

values and ethos


© ICSA, 2018 Page 26 of 36


Section C: Information management


Social media Social media use in schools

Risks arising from use of social media

Importance of social media policies and procedures

Code of conduct and social media guidelines for trustees,

governors and volunteers

Get Information About Schools

(GIAS) Purpose of GIAS as an online government register

Requirement for information on trust leadership and

management:

members

trustees

chair of trustees

members of LGB

chair of LGB


© ICSA, 2018 Page 27 of 36


Section D: Performance management and internal reviews


Setting strategic objectives and key

indicators

Features of strategic leadership, including:

vision for the future

values and ethos

strategic planning

The importance of key performance indicators (KPIs):

quantitative

practical

directional

actionable

Requirements of Companies Act 2006 and DfE Academies

Financial Handbook

Examples of KPIs

Self-evaluation:

Ofsted requirements

purpose of self-evaluation

responsibility for undertaking self-evaluation

SWOT analysis – strengths, weaknesses, opportunities, and

threats

PESTLE analysis – political, economic, socio-cultural,

technological, legal and environmental

Performance management Performance management tools

Benefits of effective performance management processes

Purpose of regular staff reviews

DfE School Teachers’ Pay and Conditions

Responsibility for performance management

Review of clerk and company secretary performance

Objective setting:

importance of clear, written objectives

ensuring objectives are SMART – specific, measurable,

achievable, relevant and time bound

CEO/principal performance management:

Effectively managing headteacher performance 2014 –

National College for Teaching and Leadership

appraisal meeting – role of external adviser in supporting

trustees

responsibility for managing performance of

CEO/principal

importance of clear decision-making on pay


© ICSA, 2018 Page 28 of 36


Section D: Performance management and internal reviews


360° reviews of the chair of the board:

purpose of the 360° review

skills and behaviours required by chair to monitor board

effectiveness

Skills audits:


the importance of identifying skills gaps on the board

Review of governance Behaviours required by board members to manage self-

review and development

Committee self-evaluation

Contents of the governance statement

External review of governance (ERG):

aims of the ERG

responsibility for the ERG and skills required to

undertake it

steps to be followed by the reviewer

MODULE 4 – FINANCIAL MANAGEMENT

© ICSA, 2018 Page 29 of 36

Module 4

Financial Management Level: 4 Total hours study time: 30

Introduction This module provides a broad understanding of the key principles affecting financial management in an academy and how they affect the trustees and office holders as they seek to discharge their legal duties and responsibilities in practice. The module explores the main sources of income for academies as well as the legal and governance issues that relate to the proper application and management of funds. It also examines the importance of financial compliance with legal requirements as well as the need for robust financial controls.

Learning outcomes In this module you will: 1 Understand the main sources of income for academies and restrictions imposed on their

management. 2 Understand regulatory and legal requirements for financial planning, reporting and control. 3 Understand the importance of financial planning and how it relates to strategic planning.


© ICSA, 2018 Page 30 of 36

Module content


Section A: Funding


Funding agreement The importance of the funding agreement:

the model funding agreement:

− deviation from the model funding agreement

Sources of income – revenue

General annual grant (GAG) income:

national funding formula – per pupil costs, additional

needs, school-led funding, geographic costs

minimum funding guarantee

GAG payments and how funding should be used

GAG pooling:

how a MAT can meet the needs of its academies

through a central fund

appeals mechanism to resolve funding grievances

Education Services Grant (ESG)

Special and alternative provision academies

Sources of income – capital

Formula funding:

School Condition Allocation eligibility and conditions

Condition Improvement Fund (CIF):

purpose of the scheme

how to prepare a bid for CIF

Healthy Pupils Capital Fund (HPCF)

Private finance initiative (PFI) academies

Strategic School Improvement Fund – supporting

improvement in:

teaching methods and approaches

financial health and efficiency

16 to 19 funding:

criteria for funding

additional funding for disadvantaged young people

Pupil premium:

aims of funding

different rates available

requirements to publish pupil premium strategy

Physical education and sport premium:

purpose of funding

benefits of funding

Universal infant free school meals (UIFSM)

Year 7 catch-up funding:

types of extra support provided to pupils by funding


© ICSA, 2018 Page 31 of 36


Section A: Funding


Application of funds, tax and

alternative ways of raising money Funding central services in a MAT:

how MATs use the top-slice model

how funds can be applied according to need

Gift Aid:

provisions of model funding agreement

how gifts and financial donations can be maximised

how to claim under Gift Aid Small Donations Scheme

requirements for record keeping

Tax relief

Raising money and trading subsidiaries:

definition of primary purpose trading

benefits of trading through a subsidiary company

trustees’ annual report and financial statements:

− compliance with provisions of Charities (Protection

and Social Investment) Act 2016

Loans and leasing agreements:

provisions of model funding agreement

use of credit cards as provided by Academies Financial

Handbook

acceptable forms of borrowing:

− Condition Improvement Fund (CIF)

− Salix Energy Efficiency Fund


© ICSA, 2018 Page 32 of 36


Section B: Financial management


Managing and reporting funds Trusts as companies and central government public sector

bodies

Accounting reference date

Accounting officer:

role and responsibilities:

− personal responsibility to Parliament and ESFA

accounting officer

− completion of statement on regularity, propriety and

compliance

− oversight of financial transactions

− compliance with DfE Academies Financial

Handbook and model funding agreement

Chief financial officer (CFO):


skills and experience necessary for the role

Financial planning Requirements of DfE Academies Financial Handbook

Budgeting and forecasting:

budget setting

budget monitoring

submission of budget forecast information to ESFA

Executive pay:

provisions of DfE Academies Financial Handbook

the importance of a transparent, proportionate and

justifiable approach

Investment policy:

role of the board

purpose of the policy

Value added tax (VAT):

charging and reclaiming VAT

different rates of VAT

registration with HM Revenue and Customs (HMRC)

VAT returns

Financial monitoring

Role of the board and finance committee

The importance of forecasting cash flow:

cash flow problems and issuing of financial notice to

improve

Financial management and governance self-assessment

Internal financial controls:


features of a control framework


© ICSA, 2018 Page 33 of 36




Audit committee:

provisions of DfE Academies Financial Handbook

responsibilities of committee

requirements of trust staff

Regularity, propriety and compliance

Procurement Provisions for spending

How trusts can make savings through procurement

The importance of observing Official Journal of the

European Union procurement thresholds

Irregular expenditure:

common themes as identified by ESFA’s Academies

Accounts Direction

Related party transactions

How trustees can avoid conflicts of interest

Requirements of charity and company law

Provisions of DfE Academies Financial Handbook:

increased restrictions

relationships which may attract public scrutiny

Managing potential conflicts of interest

Annual report and accounts Funding agreement requirement to produce annual

accounts

Importance of preparing financial statements in line with:

the Charities’ Statement of Recommended Practice

(SORP)

guidance in the Academies Financial Handbook

Reports that accompany the annual financial statements in

the annual report:

trustees’ report

governance statement

statement on regularity, propriety and compliance

statement of trustees’ responsibilities

independent auditor’s report on the financial statements

independent reporting accountant’s assurance report on

regularity

ESFA Academies Accounts Direction additional

requirements for inclusion in the financial statements:

− guidance and technical requirements

− example annual reports and accounts

additional disclosures for Multi-academy trusts (MATs)


© ICSA, 2018 Page 34 of 36




Audit, reserves and assets Audit:

requirements of Companies Act 2006


role and responsibilities of auditor

removal of auditor

Reserves:

surplus GAG funds

reserves policy

Asset register, including purpose:

definition of fixed assets

role of the accounting officer

ESFA approval for specific transactions

© ICSA, 2018 Page 35 of 36

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Documents

Short course qualification Certificate in Academy Governance Academy Gov Syllabus(1).pdf · Module format Module title The title describes the content of the module. ... Defining