The Role of the Governing Body
Our Governing Body has three key roles:
· To provide a strategic view of where the school is heading
This means that we decide what we want the school to achieve and set the framework for getting there. We achieve this by reviewing policies, setting aims and deciding on priorities for improvement, to be included in the School Improvement Plan. We take advice on all of this from the Head teacher but then make our own decisions.
· To act as a critical friend to the school
As a critical friend we offer support, constructive advice, a sounding board for ideas, a second opinion on proposals and help where needed. We also challenge, ask questions, seek information, improve proposals and seek to arrive at the best solution for all concerned.
· To hold the school to account for the educational standards it achieves and the quality of the education it provides.
Setting targets for the school to achieve in the light of national and local priorities lie at the heart of this aspect of our role. We also systematically monitor and formally evaluate the outcomes.
We do not intervene in the day-to-day running of the school. Our responsibilities are exercised in partnership with the Head teacher and the staff of the school.
The Governors meet once a term for a full Governing Body meeting and each of the main committees also meet once a term.
The main committees are as follows:
The other committees are:
As the Bridge Governors we buy a package of support from the LA that provides advice on agendas, training, briefings and updates. We also subscribe to the publications/websites - Modern Governor and Ten Governor - to extend our knowledge and training. Also as the Governing Body we commission an external professional who is a current Ofsted Inspector of SLD/ PMLD schools to support verification of our own judgements.
The Governing Body comprises:
Chair: Liz Hyner - Liz.email@example.com
Vice Chair: Anthony Chester-McCabe
Heather Davies; Di Rogers; Nicola Davis; Jonathan Styles; Una Van-Den-Berg; Jill Betts; Rachael Stopford; Christine Robson; Anna Hammond; Anna Vrahimi.
The Governors Code of Conduct can be found within the Key Information, Safeguarding Section.
Who can become a governor?
Almost anyone over 18 years of age can become a governor. There are no particular qualifications or requirements, other than a willingness to give time to the role and a capacity for working with other people.
There are also different categories of governor:
The type of governor you will become depends on your situation; however all governors have the same roles and responsibilities once part of the governing body.
What do Governors do?
Our governors typically spend time contributing to school life (attending meetings, undertaking training, visiting school, participating in school events and much more) but some do less and you can do more if you choose.
The most important thing to note is that governors are a team, not a collection of individuals or groups with separate agendas. However much we may differ in our opinions and experiences we are united by our commitment to the school and the responsibility we share for its long-term success. In short, we have a common purpose.
How do I become a governor?
If you are interested in finding out more about becoming a school governor please get in touch via the school on 01952 387108 or A7017@taw.org.uk