I have noticed how many schools change to a Vertical Tutoring (VT) culture (from Year to House in effect) by copying other schools often passing on poor practice often based on erroneous assumptions. Governing Bodies are left entirely in the dark (as are untrained and poorly prepared staff) for what should be a liberating and whole school improvement process. Behind VT is a deep knowledge base about management, leadership and systems thinking. There are now around 900 schools that have adopted VT (a number increasing fast), half of which show uncertainty and ignorance in what VT is and how it works to improve teaching and learning; many have made matters worse not better but would never admit this. Because of what I see as the damage being done to a good idea and to schools, I offer free support and advice to governing bodies and Leadership Teams re such whole school change. Just as leadership teams are poorly placed to embark on such a sophisticated change without support, so are supportive Governing Bodies. In many ways I have found GBs to be better placed than LTs in their management understanding of the fundamentals of VT. My question is this: how can governors understand more fully the management and training needs of teachers and play a better support role?