What Governors do
Here you can see the roles of the Governors
Boards of Governors have three core responsibilities:
Ensuring clarity of vision, ethos and strategic direction;
Holding the headteacher to account for the educational performance of the school and its pupils; and
Overseeing the financial performance of the school and making sure its money is well spent.
In order to achieve these responsibilities, the Governing Body (GB) works with the school on planning and developing polices and keeping the school under review. Its powers and responsibilities must be exercised in partnership with the Headteacher and staff.
What follows are ‘job descriptions’ for all and each of the categories of governors, plus a list of the duties of the Clerk to the Governors. The responsibilities listed in the All Governor task description cover every member of the GB; those listed under the separate headings are in addition to, not instead of, these general responsibilities.
JOB DESCRIPTION LIST:
All governors
Chair of Governors
Vice Chair of Governors
The Headteacher as governor
Staff governor
Parent governor
Local Authority governor
Community governor
Associate member
Committee chair
Performance Management governor
Training co-ordinator governor
Special Needs governor
Safeguarding/Looked after Children governor
Equality and Diversity governor
School Council governor
Curriculum Link governor
English and Mathematics governor
ICT governor
Gifted and Talented governor
Pupil Premium governor
Health and Safety governor
Mentor governor
Clerk to the governors
1 EXPECTATIONS OF ALL GOVERNORS
Meetings
Attend meetings of the GB whenever possible, and provide good reasons for any failure to attend meetings
Prepare for and contribute to meetings and complete any agreed follow-up work
Teamwork
Contribute to the GB’s operation as an effective team by establishing and maintaining good working relationships with other governors and with staff
Recognise the power of the GB body is vested in the group and that no governor has individual authority unless it is delegated by the GB
Recognise the respective roles of the GB and the Headteacher and staff (the GB is a strategic body, the operational management of the school is the responsibility of the Headteacher)
Recognise that governors are equal members of the GB and accept collective responsibility. Speak or act on behalf of the GB only when authorised to do so
Accept a fair share of the GB’s work, including through active committee membership
Knowledge of the school
Arrange to visit the school when teaching and learning are taking place and attend school events and functions
Know the school’s strengths, its areas for development and improvement plans
Personal interests
Put responsibilities as a governor before personal interests
Ensure any business or pecuniary interests are declared as required and withdraw from meetings as appropriate
Other
Maintain confidentiality
Act at all times fairly and without prejudice
Support the school in the community, exercising prudence and tact if contentious issues affecting the school arise outside the GB, and follow procedures agreed by the GB in making or responding to criticism or complaints
Personal development
Undertake training and take advantage of opportunities to increase understanding and effectiveness as a governor
Keep up to date with governance through reading and accessing information via the National Governors Association material, Ten Governor support, school information – the website and newsletter - and Local Authority information.
2 CHAIR OF GOVERNORS
Role and responsibilities in addition to those listed for ALL GOVERNORS
General
Ensure the effective organisation of the GB
Maintain a focus on the predominantly strategic role of the GB and establish a clear understanding of the different roles of governors and staff in the school
Ensure that all governors are clear about their roles through a clear description of their key tasks
Encourage and develop the GB’s role as critical friend
Build a team by recognising and using people’s strengths: delegate effectively, clarify objectives and use the whole GB
Meetings
Work closely with the Headteacher and Clerk to plan effective GB meetings, ensuring relevant and realistic agendas
Plan the year’s cycle of meetings and a timetable for action and reports
Chair GB meetings effectively and efficiently: ensure meetings start and end on time, that agenda items are properly introduced, and that people are encouraged to contribute
Ensure all decisions taken at meetings are understood and minuted and that the necessary action is taken
Ensure, supported by the Clerk, that the GB’s meetings and affairs are conducted in accordance with the law
Ensure, with the Clerk, that governors receive relevant information and materials well in advance of meetings
Emphasise that all governors must accept collective responsibility for decisions taken at governors’ meetings
Use committees and smaller groups to meet statutory requirements, develop new ideas and agree plans of action
Other
Encourage commitment, loyalty and high standards of behaviour by governors through personal example and the development of clear, written expectations in a
Code of Conduct
Take the lead in managing the GB’s accountability to parents
Act on behalf of the GB in emergencies and report any urgent action taken on behalf of the GB, ensuring it is fully explained and supported
Co-ordinate the GB’s response to new legislation and emerging priorities
Planning
Work with the GB to provide strategic direction: implement, plan and monitor progress
Co-ordinate the formulation of an annual GB development plan in sympathy with the school development plan and the Children’s Services Authority’s education development plan, and ensure that all governors have an opportunity to contribute to school development and target setting
Work with the Headteacher and governors on effective school policies
Take the lead in co-ordinating the work of the governing body in relation to Ofsted inspection
Ensure that the processes of governor recruitment, induction and development are effective
Supporting
Be seen regularly in the school and attend school functions
Develop and maintain effective teamwork by the GB
Be accessible to governors, staff and parents and keep in touch with governors between meetings
Develop working relationships with all governors, including particularly the Vice Chair and chairs of committees, and ensure that individual governors’ strengths are known and used and their efforts recognised
Ensure that the efforts of staff are recognised by the GB
Develop an honest, open and supportive partnership with the Headteacher, making time to listen to concerns and give constructive advice
Develop working relationships with the Children’s Services Authority, the diocese and other key partners
Work in close partnership with the Clerk to manage the work of the GB effectively
Create opportunities for informal gatherings of governors and staff
Discourage cabals and caucuses in the GB
Meet governors of other local schools from time to time
Be ready to admit failure and accept more than a fair sharer of blame
Be ready to take on the jobs no-one else will do
3 VICE CHAIR OF GOVERNORS
Role and responsibilities in addition to those listed at All governors
Deputise during the absence of the Chair of Governors
Support the Chair in the conduct of meetings
Work closely with the Chair and take responsibility for agreed areas of work, e.g.:
Support the effective operation of committees
Check, with the Chair, that decisions taken by the GB are enacted
Co-ordinate the induction of new governors
Co-ordinate training of individual governors and the governing body
4 THE HEADTEACHER AS GOVERNOR
The Headteacher is automatically a member of the GB and counts as a staff governor. Any Headteacher who decides not to be a governor must let the Clerk know in writing, and the place remains reserved.
Role and responsibilities in addition to those listed at ALL GOVERNORS
Support the GB in identifying its role in school development and improvement
Meet regularly with the Chair (and perhaps the Clerk) to plan, monitor and review meetings and the work of the GB
Provide information to the GB and its committees, including regular reports on the progress of the school development plan and academic standards
Co-ordinate a programme of governor visits to the school
Promote partnership between staff and governors
Demonstrate respect for and value the contribution of the GB and individual governors
Help governors with the challenge aspect of critical friendship by encouraging relevant questions and providing clear and accurate explanations
5 STAFF GOVERNOR
Teaching and support staff paid to work at the school are eligible to stand as staff governors. At least one staff governor in addition to the Headteacher must be a teacher, but if no teacher stands a member of the support staff can be elected. Staff governors are elected by the staff at the school and cannot be removed from office.
All staff may vote in all staff governor elections: the old distinction which allowed only teaching staff to vote for teachers and support staff for support staff has been discontinued. If staff governors leave the school they cannot remain on the GB.
Role and responsibilities in addition to those listed at ALL GOVERNORS
Have the wellbeing of the school as your prime consideration
Ensure you enjoy the equal treatment to which you are entitled, but be aware of the possible sensitivity of involvement in some staff - or pupil - related matters
Avoid involvement in discussions or decisions where you have a personal interest in the outcome
Develop strategies, in consultation with the Headteacher, that enable you to represent staff opinions as well as your personal views at governors’ meetings
Vote on issues according to your knowledge, experience and conscience
Visit the school as a governor on occasion
Relationships
Share decisions with staff according to protocols on reporting and confidentiality established by the GB in consultation with teacher and staff governors and the Headteacher
Ensure that delicate issues are discussed with the Headteacher before meetings
Development
Develop your role as a governor, including by attending relevant governor training
6 PARENT GOVERNOR
Parent governors are elected by parents or carers of registered pupils attending the school at the time of the election. They do not have to stand down if their child leaves the school but may do so if they wish. They may not be removed from office.
If insufficient parents stand for election, the GB can appoint parent governors and may remove an appointed parent governor from office. You may not be a parent governor if you are an elected member of the LEA/Children’s Services Authority or if you work at the school for more than 500 hours a year at the time of appointment.
Role and responsibilities in addition to those listed at All governors
Have the wellbeing of the school as your prime consideration
Act as representatives, not delegates, of the school’s parent body
Develop strategies, in consultation with the Headteacher, that enable you to gain the views of parents and report back to them
Take a particular interest in ensuring effective communication between the GB and parents and also the school and parents
Ensure the GB manages its accountability to parents effectively
Ensure that matters of individual or collective parental concern are handled according to policy by staff, the Headteacher, the Chair or the GB
Relationships
Establish productive links with the parents’ association
Development
Develop your role as a governor, including by attending relevant governor training
7 LOCAL AUTHORITY (LA) GOVERNOR
LA governors are appointed by the LA following publicity through schools and contacts with existing LA governors who may want to stand for re-election. The final decision on appointments is made by an Education Appointments Panel of elected members and ratified by the Cabinet. The DfE urges LAs to appoint people irrespective of whether or not they have a particular political preference. The LA can remove these governors with reasonable cause.
Role and responsibilities in addition to those listed at All GOVERNORS
Have the wellbeing of the school as your prime consideration
Act as a representative, not a delegate, of the LA
Seek to know and understand the LA’s education policies and have views about their impact on the school
In consultation with the GB, make sure the LA is aware of matters relating to its policies as they affect local schools
In consultation with the GB, consider wider issues of education in the area
Take a particular interest on behalf of the GB in the services provided by or made available to the school by the LA and relate this to considerations of Best Value
Contribute to effective links between the LA and the school
Develop your role as a governor, including by attending relevant governor training
8 FOUNDATION GOVERNOR NOT REQUIRED AT DEAN VALLEY
In Foundation, VC or VA schools, foundation governors are appointed to represent the interests of the church authority or voluntary trust or organisation which established the school. Their terms of office are shown in the Instrument.
They can be removed by the people who appointed them with reasonable cause. In some schools there are ex-officio foundation governors, often the parish priest in church schools. In VA schools there must be enough foundation governors to outnumber all the other members of the GB. In VC schools and in schools with a charitable, rather than a church, foundation the number of foundation governors is at least two but no more than a quarter of the whole GB.
Role and responsibilities in addition to those listed at All governors
Have the wellbeing of the school as your prime consideration
Preserve the distinctiveness of the school through its aims, policies and practice
Be aware of the distinctive responsibilities of foundation schools and their GBs: for example, regarding staff, admissions and premises
Ensure you and the GB are aware of issues relating to the church or foundation
Relationships
Maintain contact with the foundation
In VA schools, ensure that the majority of foundation governors does not result in the marginalisation of the views of other governors
Development
Develop your role as a governor, including by attending specific governor training relevant to the roles and responsibilities of church school governors
9 CO-OPTED GOVERNOR
Co-opted governors are chosen by the GB to represent community interests.
They can be people who live or work locally or others who are committed to ‘the good government and success of the school’. They can be removed by the GB.
Employees and pupil at the school and members of the CSA are not eligible to stand.
Role and responsibilities in addition to those listed at All GOVERNORS
Have the wellbeing of the school as your prime consideration
Use your knowledge of the wider community to inform the decisions of the GB
Promote the school in the wider community
Use your knowledge, skills and interests for the school’s benefit
Development
Develop your role as a governor, including by attending relevant governor training
10 PARTNERSHIP GOVERNOR NOT REQUIRED AT DEAN VALLEY
If a foundation or foundation special school has no foundation or equivalent body, it has partnership governors in place of foundation governors. The GB seeks nominations to vacancies from parents and others in the community and with an interest in the school. All parents must be informed of their opportunity to make nominations. People may nominate themselves, but pupils and the parents of pupils are not eligible to stand, and neither are employees of the school or members of the LA. If there are insufficient nominations the GB can make its own appointment.
Partnership governors may not be removed by the GB.
Role and responsibilities in addition to those listed at All governors
Have the wellbeing of the school as your prime consideration
Use your knowledge of the wider community to inform the decisions of the GB
Promote the school in the wider community
Use your knowledge, skills and interests for the school’s benefit
Development
Develop your role as a governor, including by attending relevant governor training
11 SPONSOR GOVERNOR – NOT REQUIRED AT DEAN VALLEY
People who give substantial assistance to a school, financially or in kind, or who provide services to the school, can be appointed as sponsor governors by a GB.
This allows for external partners, including other schools, who offer advice and support to a school to be represented on the GB. A GB is not required to appoint sponsor governors and may appoint a maximum of two.
The role of the sponsor governor will vary according to the reason for the appointment, but the list of responsibilities for all governors shown at the start of this paper should be observed.
12 ASSOCIATE MEMBER
GBs can benefit from being able to draw on expertise and experience from outside their formal governor membership. The GB can appoint associate members to serve on one or more of the GB committees and attend full GB meetings. Associate members are not governors but people interested in contributing to the work of the
GB and the definition of associate member is wide and can include pupils, school staff and people with a particular area of expertise. Associate members are appointed for between one and four years and can be reappointed. They can be removed by the GB at any time. Provided they are 18 they can have bestowed voting rights within a committee, but not on any resolution concerning admissions, pupil discipline, election or appointment of governors, or the budget and financial commitments of the GB.
The role of the associate member will vary according to the reason for the appointment, but the list of responsibilities for all governors shown at the start of this paper should be observed.
13 COMMITTEE CHAIR
The GB appoints committees, sets their terms of reference and agrees any delegated powers.
Role and responsibilities
Ensure that the terms of reference and delegated powers of the committee are
known and understood by all governors
Ensure that the committee fulfils relevant legal obligations on behalf of the GB
Co-ordinate the committee’s contribution to the GB’s communications policies
Relationships
Work with the Chair of Governors, other committee chairs and the Headteacher to ensure coherence in the management of the GB and the school
Promote effective teamwork and good working relationships within the committee
Development
Formulate a committee development plan at the beginning of each academic year, consistent with the priorities of the school and the GB
Ensure that members’ strengths and interests are recognised and used in achieving the committee’s objectives
Encourage the continued development of committee members’ knowledge and understanding, including through training
Lead an annual review of committee work, making recommendations to the GB
Meetings
Ensure effective clerking arrangements for the committee
Plan an annual meetings programme to fit in with the GB and other committees
Ensure that meetings are effectively planned and chaired, and that follow-up activity is completed
Ensure that minutes are accurate and published promptly
Ensure that confidentiality is maintained
14 PERFORMANCE MANAGEMENT APPOINTED GOVERNOR
Performance Management Governors
Responsibilities
The GB appoints governors for the Headteacher’s performance management. These governors MUST, LEGALLY, work with an external adviser.
Preparation
Undertake training to understand the responsibilities of the appointed governors
Be aware of any relevant changes in legislation affecting the role
Ensure that the GB has appointed a lead appointed governor
Prepare, with the Headteacher, for the review meeting by ensuring monitoring arrangements for current objectives have been effected as planned and that objectives for the new year are considered and discussed
Ensure you have a good understanding of pupil performance data, current priorities in the school development plan and emerging priorities to inform suitable and possible objectives for the Headteacher
Consider any issues arising from the current objectives and the monitoring of those objectives, to inform discussion
Working with the External Adviser
Work with the Headteacher to secure an external adviser
Agree with the Headteacher and the external adviser the timing of the review meeting
Agree with the external adviser and the Headteacher the agenda for the meeting, chairing arrangements, minutes and decisions on current and new objectives
Decide, advised by the Headteacher and the external adviser, the data, information and forms that the external adviser needs and ensure this is sent out in good time
Consider, with the Headteacher, the external adviser’s suggestions for the Headteacher’s objectives, based on an analysis of the information received
Gather evidence of the monitoring of current year objectives in preparation for the informal and formal meetings with the external adviser.
Use the informal meeting with the external adviser to learn and inform about the PM process for the Headteacher, including the review and setting of objectives
The meeting and outcomes
Ensure that a fair decision is reached, based on evidence, about the satisfactory achievement of the Headteacher’s current year objectives
Seek agreement with the Headteacher on the new objectives, ensuring that at least one objective relates to pupil progress, at least one to leadership and management and that an objective for the head’s professional development is considered, taking any advice offered by the EA into consideration
Ensure that the objectives are relevant and realistic, unambiguously stated and measurable, indicating milestones and monitoring procedures
Formalise in writing the decision on the achievement of current objectives, with copies to the appointed governors and the Headteacher
Ensure the programme of monitoring new objectives is implemented as planned
Contribute to the annual review of the GB’s performance management policy
15 TRAINING CO-ORDINATOR
Governor Training and Development
Job Description
To help their schools most effectively, governing bodies need to take their own development seriously. They should consider their training and support needs carefully, and be prepared to allocate funds for courses, visits to other schools or training for the whole governing body.
Governing bodies and effective schools DCFS
Governing bodies are recommended to appoint a link governor for training and development. .
Good working relationships with all governors and the Clerk is crucial for this role to be effective.
Assist in planning of development activities for governors in accordance with the school development plan and priorities, as well as taking account of individual needs
Making use of school development plan, draw up prioritized list of skills and knowledge needed by governing body. Ensure school development plan has section on governor learning and development
Ensure new governors receive school based induction pack, governors handbook and are encouraged to attend Local Authority induction sessions (recommended procedures under SFVS)
Ensure effective school based induction procedures for governors are in place
Ensure all governors receive yearly training programme and support booking process if required
Encourage governors to attend training and development opportunities and report back to governing body on value and content (preferably via a standing agenda item)
Ensure decisions are made with regard to training and development Service Level Agreement and ensure that sufficient money is allocated to support governor development
Promote skills/experience audits and training needs audit – especially when inducting new governors
Encourage governing body to undertake an annual self-review and liaise with governor Support Service to secure bespoke training session if required to support this
Liaise with other schools to promote joint training sessions
Liaise with Governor Support Service in all matters relating to training
Receive record of attendance of governors at training and development sessions from the Governor Support Service and report back to governing body. Ensure record is filed safely
Ensure certificates of attendance at training provided by Governor Support Service are received and given to governors
Attend annual link governor forum to inform future training programme delivered by Governor Support Service
Assist in maintenance of library of resources and information for governors
16. SPECIAL NEEDS GOVERNOR
Special Educational Needs
Job descriptors
The code of practice for identification and Assessment of Special educational Needs recommends the nomination of a named governor to take a particular interest on behalf of the governing body in the way the school manages its provision for children with SEN, and to report regularly to the governing body.
Keep informed about relevant legislation and request to be kept informed about new materials published and distributed to schools
Liaise with SENCO, other governors and staff as necessary
Assist in monitoring/evaluating SEN policy and ensure its annual review
Ensure all parents are kept informed of schools policy and communication between parents of children with SEN and the school is 2 way
Consider whether governing body decisions will have implications on SEN
Attend relevant training (including INSET – by invitation)
Report back to the governing body following focused visits to school using agreed protocol on visiting
17. SAFEGUARDING GOVERNOR
Safeguarding
Job descriptors
Section 175 of the Education Act 2002 states governing bodies must ensure they exercise their functions with a view to safeguarding and promoting the welfare of children and to have regard to guidance issued by the Secretary of State.
Essentially this duty requires governing bodies to have appropriate child protection procedures in place and are well resourced.
Schools should have in place procedures for handling suspected cases of child abuse including those to be followed if an allegation is made against a member of staff.
Schools should have a designated senior teacher and nominated governor with responsibility for child protection. If a specific governor is not named the responsibility will fall to the Chair of governors.
The role of Child Protection Governor and Safeguarding sit well together as one role and could also incorporate a link role for Looked After Children.
As good practice, in order to provide the appropriate challenge and scrutiny within this role, it is recommended that this role is not undertaken by a staff governor.
You must be aware of the importance of confidentiality. The role is not about:
Investigating concerns and allegations
Asking for information or details about individual cases or pupils
Acting independently
Creating additional work for staff
Liaise with designated teacher (often the Headteacher) on a regular basis and provide a link between staff and governing body
Oversee procedures relating to allegations made against Headteacher (this is not a direct role in undertaking enquiries, criminal or disciplinary investigations but one of liaison, ensuring good communication between all parties and providing information to assist enquiries if requested
Ensure Local Authority, all staff and governors are aware of name of designated member of staff and nominated governor
Ensure all staff members (including designated teacher) and governors have received training at the appropriate level
Support the governing body to have a greater understanding of child protection/safeguarding procedures and liaise with training and development link governor to secure bespoke training if appropriate
Attend relevant training – including enhanced safeguarding
Ensure school has up to date and robust child protection policies and procedures consistent with Local Authority Safeguarding Board and that these are reviewed annually by governing body
Ensure parents are aware of procedures in place
Ensure governors, via an agenda item, receive regular reports on:
changes to policy/procedures
training undertaken within school,
incidents of bullying and racial incidents
number of looked after on roll
number of exclusions
number of children on child protection register
please note that all data provided above should not include any personal information
(many Headteachers will include much of the information above in their termly reports but it would be acceptable to receive the information annually)
Ensure section 175 audit is completed by school and governing body receives action plan
Ensure all staff are aware of relevant policies in place and are familiar with referral process
Ensure all staff receive induction training on child protection appropriate to their role and responsibilities
Ensure Headteacher and one other governor has undertaken NCSL safer recruitment training to strengthen safeguards against employing unsuitable people
ensure appropriate reporting and recording procedures are in place and staff are familiar with these
Find out how school delivers the Every Child Matters agenda in particular stay safe, being happy and enjoying and achieving.
Ensure relevant school policies have an appropriate link to safeguarding such as:
Anti bullying
Behaviour management
Child Protection
Allegations against staff
Drugs guidance
Extended schools
Health and safety
First aid
Internet safety
PSHE
Physical handling and restraint
Racial equality
Recruitment and selection
Educational trips
Sex education
Use of photographs and video
Use of volunteers and helpers
Whistle blowing
Work experience
Report back to the governing body following focused visits to school using agreed protocol on visiting
Under section 52 of the Children Act 2004 local authorities have a duty to promote the educational achievement of children in their care. In order to implement this duty successfully they will need the active co-operation of schools. Governing bodies have a major responsibility for helping children to succeed, to raise awareness and challenge negative stereotypes.
Governing bodies are asked to have a nominated governor with the responsibility for Looked After Children.
Ensure school has designated teacher for looked after children
Ensure designated teacher attends appropriate training
Liaise with designated teacher and keep governing body informed about issues affecting looked after children
Attend specific training
Keep abreast of local and national issues affecting looked after children
Ensure there is an annual report to the governing body with regard to progress and attendance of children in public care, training undertaken by staff, opportunities for looked after children to play a particular role in the life of the school
Ensure LA is aware of name of nominated governor
Ensure policy on looked after children is monitored and reviewed and assist in process
Ensure over subscription criteria meets statutory requirements
Ensure priorities for looked after children are considered when reviewing school policies
Ensure school has an overview of the educational needs and progress of looked after children
Ensure procedures are in place for looked after children to have up to date personal education plans
18 EQUALITY AND DIVERSITY GOVERNOR
Equality, Diversity and community cohesion
Job descriptors
Governing bodies are required to
Eliminate unlawful discrimination
Promote equality of opportunity
Promote good relations between people in a diverse community
Promote community cohesion
Establishing a link role for equalities will help to ensure the governing body fulfils its statutory duties
Ensure school has designated teacher for equality and diversity
Ensure designated teacher attends appropriate training
Liaise with designated teacher and keep governing body informed about issues affecting equality and diversity
Attend specific training (including INSET by invitation)
Keep abreast of local and national issues affecting equality
and diversity
Ensure governing body is fully aware of the legal requirements placed on it in relation to equalities and community cohesion
Ensure priorities for equality and diversity are considered when reviewing school policies
Ensure equality policies are updated in line with legislative changes
Ensure governing body receives regular monitoring reports including achievements and complaints
Ensure good practice is celebrated
Report back to the governing body following focused visits to school using agreed protocol on visiting
19 SCHOOL COUNCIL GOVERNOR
School Council
Job descriptors
Find out how the school council operates, frequency of meetings, agendas, development of democratic systems
Provide an information and communications link between governing body and council – two way flow
Try to attend school council meetings (on invitation) as appropriate to agenda items
Ensure governing body is aware of the work and role of school council and its impact on raising standards
Support and promote the involvement of pupils in informing the decision making processes of the governing body such as consultations
Report back to the governing body following focused visits to school council using agreed protocol and reporting procedures
20 CURRICULUM/SUBJECT LINK GOVERNORS
Curriculum ‘Subject’ link
Job descriptors – please also see additional suggestions for particular curriculum areas below
It is suggested that subject link governor’s report back to the governing body at committee level, which in turn will be offered to the full governing body within the committee minutes.
Take an interest in chosen area and keep up to date with local and national initiatives, Ofsted inspection criteria and current policy and practice impacting upon subject
Meet on a regular basis with relevant co-ordinator to become informed on policies and practices in place in school and how the subject fits into school development plan
Assist in monitoring and review of relevant policies and ensure this is completed in line with policy review timetable
Liaising with subject co-ordinator, obtain following information:
Training available
Condition and availability of resources
SEN provision for subject area
Planning, assessment and recording procedures
Standards of achievement
Operation of policies
Provide link about schools practice and policy in chosen area with school and governing body
Attend relevant training (including INSET – by invitation)
Visit school, within agreed protocol for governors visits, to observe lessons in order to better understand how subject is taught
Support and promote involvement of parents including assisting in lessons
Encourage co-ordinator to give occasional presentation to governing body
Report back to the governing body following focused visits to school using agreed protocol on visiting and reporting procedures
21 LITERACY AND NUMERACY GOVERNOR
English or Mathematics
Job description IN ADDITION TO CURRICULUM AREA DESCRIPTORS
Support and promote involvement of parents in strategy e.g. via prospectus, parents evenings, newsletters etc
Ensure all governors are familiar with the English/Maths curriculum
Ensure governing body receives reports on how strategies are progressing and impact on standards
Assist school in monitoring/ evaluation/impact of current strategy action plan
Help school secure resources to implement strategy e.g. people, time, finance
Support school to help prioritise English/Maths in the development plan
22 ICT GOVERNOR
ICT
Job descriptors – in addition to curriculum area descriptors
(further detailed pack available from Governor Support Service on request)
Monitor legal requirements for ICT
Support the potential use of ICT for governors
Ensure all staff are adequately trained to use ICT to enhance teaching and learning and make effective use of resources
Support research to maximize further funding for ICT
23 GIFTED AND TALENTED GOVERNOR
Gifted and Talented
Job descriptors
It is considered good practice to appoint a link for gifted and talented as it gives status and a commitment to the schools support for the able children.
Ensure able children are in the school development plan
Ensure curriculum targets include high attainers
Attend relevant training (including INSET – by invitation)
Assist in the monitoring/evaluating of appropriate policies
Meet on a regular basis with relevant co-ordinator to become informed on policies and practices in place in school
Report back to the governing body following focused visits to school council using agreed protocol and reporting procedures
24 PUPIL PREMIUM GOVERNOR
Pupil Premium Governor
Job descriptors
Understand relevant school pupil performance data that shows progress of different groups over time and to the hold the school to account for ensuring that all available funding is used effectively to close the attainment between children who are in receipt of a free school meal and those who are not.
Be familiar with the concept of the pupil premium; what it is, why it has been set in place, how it is allocated, how it is calculated, which groups of pupils attract the premium
· Obtain and become familiar with the school's pupil premium policy, if it has one
· Know basic pupil premium facts for the school; how many pupils attract the premium, how this figure compares with other local and similar schools, how the money is spent
· Understand relevant school pupil performance data that shows progress of different groups over time
· Monitor spending of the pupil premium, ensuring the money is spent in identifiable ways to support target groups of pupils
· Monitor the impact of pupil premium spending on target groups
· Meet occasionally with the special educational needs co-ordinator (SENCO) and/or other staff responsible for performance data to discuss issues around underperforming groups including those eligible for the pupil premium
· Monitor the attainment of different groups of pupils over time to provide evidence of how pupil premium pupils are progressing compared with others
· Challenge the allocation of the pupil premium grant if there is no clear audit trail evidencing appropriate use of the resources
· Take an active part in any governing body or committee discussions when the allocation and monitoring of the pupil premium is discussed and decided
· Report back to the governing body on the school's use of the pupil premium
25 HEALTH AND SAFETY GOVERNOR
Health and Safety
Job descriptors
The nominated governor should link with side the named health and safety representative and should be a member of the committee managing health and safety issues on behalf of the governing body
In community schools statutory health and safety responsibilities falls to the Local Authority (LA) (as the employer) and on the Headteacher who has day to day responsibility for managing health and safety. Other school employees have responsibilities as set out in legislation, in LA policy and schools policy.
In Voluntary Aided schools statutory health and safety responsibilities fall to the governing body (as the employer) and the governing body must decide on duties to be carried out by Headteacher and other employees.
In practice the governing body should delegate specific health and safety tasks to others in the school but retains ultimate responsibility.
Work with schools health and safety representative to make regular termly health and safety inspections of premises
Attend appropriate training (and INSET days on invitation)
Keep governing body informed of health and safety issues
Keep up to date with current legislation relating to health and safety matters received in school or other publications
Assist in monitoring and review of health and safety policy and ensure this is completed annually
Ensure suitable risk assessments are carried out as set out in health and safety policy, that these are reviewed annually and suitable procedures put in place to manage risks
Ensure procedures such as fire drills are carried out
Ensure regular reports on health and safety matters are received by governing body such as accident statistics, results of health and safety checks
Ensure local authority annual health and safety audit is carried out
Be aware of health and safety implications of matters under consideration by governing body and ensure these are understood before a decision is taken
Report back to the governing body following focused visits to school using agreed protocol on visit
26 MENTOR
Mentor
Job descriptors
Some inexperienced governors can find the complexity, language and legal formalities of GB meetings, often filled with people they don’t know, difficult and even overwhelming. The GB may like to appoint a mentor for each new governor – an experienced and trusted adviser who, as part of induction, can help the new member integrate into the role. This is not only an enormously valuable way of supporting new colleagues; it has been shown in some GBs to reduce early resignation.
Role and responsibilities in addition to those listed at All GOVERNORS
Co-ordinate, on behalf of the GB, the effective induction of new governors
Develop an induction pack of materials to familiarise new governors with the school and the GB
Be available as a first point of contact for new governors
Liaise with the school, the Clerk and Governor Services to ensure that new governors receive the information the law requires they must have
Liaise with the Chair and the Headteacher to ensure that new governors are invited to see round the school and to meet staff and pupils
Liaise with the Chair to ensure that new governors are welcomed at their first meeting and introduced to other members and their roles
Help new governors to prepare for meetings by explaining the agenda items and discussing accompanying papers – maybe sit with them in meetings
Encourage new governors to undertake training and explain the role of the training co-ordinator governor
Help the new governor and the GB to select appropriate committees for new governors, meeting their interests and using knowledge and skills effectively
Meet new governors to evaluate their first year in office
27 CLERK TO THE GOVERNING BODY
CLERK TO THE GOVERNING BODY
Responsibilities
The law requires that the GB appoint a Clerk to the Governing Body. The Clerk is responsible for, among other matters, convening and attending meetings, taking minutes, maintaining a register of GB members and being equipped to offer or access advice on legal and professional issues. All governors should know how, when and where the Clerk may be contacted.
This list of duties is taken principally from the model DfE job description for Clerks.
Meetings
The Clerk will:
Convene meetings of the GB, including calling emergency meetings
Work effectively with the Chair and Headteacher before the GB meeting to prepare a purposeful agenda which takes account of DfE, LA/Children’s
Services Authority and church authority issues and is focused on school development
Produce, collate and distribute the agenda and papers so that recipients receive them at least seven clear days, and preferably ten days, before the meeting
Encourage the Headteacher and others to produce agenda papers on time
Record the attendance of governors at meetings and take appropriate action on absences. Record governors arriving later for meetings or leaving early
Advise the GB on governance legislation and procedural matters where required before, during and after the meeting
Take notes of GB meetings to prepare minutes, including indicating who is responsible for agreed action. Record all decisions accurately and objectively with timescales for actions
Send draft minutes to the Chair and Headteacher for amendment/approval by the Chair
Copy and circulate the approved draft minutes to all governors within the time scale agreed by the GB
Keep a minute book, or file of signed minutes, as an archive record
Advise absent governors of the date of the next meeting
Liaise with the Chair prior to the next meeting to receive an update on the progress of actions agreed previously by the GB
Following approval of the minutes at the next meeting, forward a copy to the LA/Children’s Services Authority and, where agreed, to the appropriate church or foundation authority
Chair that part of the meeting when the Chair is elected
Clerk the GB’s statutory committees
Liaise on behalf of the GB as appropriate with the LEA/Children’s Services
Authority, church authority, DfE and other outside agencies
Membership
The Clerk will:
Maintain on file a copy of the GB’s instrument of government
Maintain a database of name, address and category of GB members and their terms of office – including Associate Members
Send a welcome letter and information to newly-appointed governors, including details of their terms of office
Maintain copies of current terms of reference and membership of committees and working parties, and of governors nominated to specific roles, such as literacy
Advise governors and appointing bodies well before the end of governors’ terms of office so that elections or appointments can be made in good time
Inform the GB of any changes to its membership and inform Governor Services
Maintain governor meeting attendance records and advise the GB of non-attendance of governors
Advise that a register of GB pecuniary and business interests must be maintained and that it is reviewed annually and kept in the school
Check with the Children’s Services Authority and, where appropriate, the church authority, that Criminal Records Bureau disclosure has been successfully carried out on all new appointees and re-appointments
Advice and information
The Clerk will:
Advise the GB on procedural issues
Ensure that statutory policies are in place, and that a file is kept in the school of the policies and other school documents approved by the GB
Ensure that new governors receive a copy of the DfE Guide to the Law and other relevant information
Have access to appropriate legal advice, support and guidance
Process and maintain records of GB correspondence
Professional development
The Clerk will:
Keep up-to-date with current educational developments and legislation affecting school governance
Attend termly briefings and participate in professional development opportunities
Optional extras
The Clerk may be asked to perform any of these tasks, but these are in addition to the core requirements and may attract additional payment:
Clerk some non-statutory GB committees
Set up governors’ panels for hearings and appeals
Assist with the elections of Parent, Teacher and Staff governors
Give advice and support to governors taking on new roles, such as Chair of Governors or committee chair
Contribute to the training of governors
Maintain a file of relevant DfE and Children’s Services Authority documents
Maintain archive materials
