Role of a school governor:
To contribute to the work of the governing body in ensuring high standards of achievement for all children and young people in the school by:
- Setting the school’s vision, ethos and strategic direction;
- Holding the headteacher to account for the educational performance of the school and its students; and
- Overseeing the financial performance of the school and making sure its money is well spent.
Activities: As part of the governing body team, a governor is expected to:
1. Contribute to the strategic discussions at governing body meetings which determine:
- the vision and ethos of the school;
- clear and ambitious strategic priorities and targets for the school;
- that all children, including those with special educational needs, have access to a broad and balanced curriculum;
- the school’s budget, including the expenditure of the pupil premium allocation;
- the school’s staffing structure and key staffing policies;
- the principles to be used by school leaders to set other school policies.
2. Hold the senior leaders to account by monitoring the school’s performance; this includes:
- agreeing the outcomes from the school’s self-evaluation and ensuring they are used to inform the priorities in the school development plan;
- considering all relevant data and feedback provided on request by school leaders and external sources on all aspects of school performance;
- asking challenging questions of school leaders;
- ensuring senior leaders have arranged for the required audits to be carried out and receiving the results of those audits;
- ensuring senior leaders have developed the required policies and procedures and the school is operating effectively according to those policies;
- acting as a link governor on a specific issue, making relevant enquiries of the relevant staff, and reporting to the governing body on the progress on the relevant school priority; and
- listening to and reporting to the school’s stakeholders: pupils, parents, staff, and the wider community, including local employers.
The school staff have the resources and support they require to do their jobs well, including the necessary expertise on business management, external advice where necessary, effective appraisal and CPD (Continuing Professional Development), and suitable premises, and that the way in which those resources are used has impact.
4. When required, serve on panels of governors to:
- appoint the headteacher and other senior leaders;
- appraise the headteacher;
- set the headteacher’s pay and agree the pay recommendations for other staff;
- hear the second stage of staff grievances and disciplinary matters;
- hear appeals about pupils exclusions.
The role of governor is largely a thinking and questioning role, not a doing role. A governor does not:
- write school policies;
- undertake school audits of any sort – whether financial or health & safety - even if the governor has the relevant professional experience;
- spend much time with the students of the school.
- fundraise – this is the role of the PTA – the governing body should consider income streams and the potential for income generation, but not carry out fundraising tasks;
- undertake classroom observations to make judgements on the quality of teaching – the governing body monitors the quality of teaching in the school by requiring data from the senior staff and from external sources;
- do the job of the school staff – if there is not enough capacity within the paid staff team to carry out the necessary tasks, the governing body need to consider and rectify this.
As you become more experienced as a governor, there are other roles you could volunteer for which would increase your degree of involvement and level of responsibility (e.g as a chair of a committee). This document does not cover the additional roles taken on by the chair, vice-chair and chairs of committees.
In order to perform this role well, a governor is expected to:
- get to know the school, including by visiting the school occasionally during school hours, and gain a good understanding of the school’s strengths and weaknesses;
- attend induction training and regular relevant training and development events;
- be pro-active in keeping up to date with changes to secondary education.
- attend meetings full governing body meetings ( during the school day) and committee meetings (in the evening) and read all the papers before the meeting;
- act in the best interest of all the students of the school; and
- behave in a professional manner, as set down in the governing body’s code of conduct, including acting in strict confidence.
Register of Governor Interests
Governors must declare any relevant business interests as well as the details of any other educational establishments they govern. The register must also set out any relationships between governors and members of the schools staff including spouses, partners and relatives. It is important to address any perception of a conflict of interests by making clear where such potential personal or pecuniary interests might apply; this might be a conflict between personal interests and the interests of the school or the Council when dealing with outside organisations or individuals.
Note 1. Pecuniary interest includes current employment, businesses (of which partner/proprietor), company directorship, charity trusteeship and other conflict.
Note 2. Personal Interests can also include business involvement/company directorship or trusteeships or family or close connections to the governor (for example a company the school might have contracts with).
Examples (potential conflicts):
- A governor whose spouse/partner is employed by the school – should not take part in discussion regarding the school’s pay policy or any staffing matter that might impact on their partner. Both direct and indirect decisions might impact on the salary range of senior staff e.g. increasing pupil numbers.
- A governor involved with any committee group, business or after school club who hire part of the school – should not be party to discussion involving the use of the school or their charging policy.
- A governor who is a supplier of goods or services to the school – Should not take part in decisions regarding the letting of contracts for that type of goods or services where a sub-contract relationship might exist.
The register of governor interests must also include details of attendance record at the governing body meetings. Associate governors must be included on the register and it should be clear when they have voting rights.
The school is required to maintain a similar register of staff interests that should also be reviewed annually – as specified in the NCC code of conduct. Staff had previously been included with the governor’s declarations but in light of the governing body register of interests being required to be published on the school web site, a separate register should be drawn up. Staff governors will need to be included on both registers.
To download this information, please click here: Northfield-School-and-Sports-College-2019-20-27-March-2020-1.pdf
Appointment of Governors
There are several groups of governors. The LA governor is nominated by the Local Authority at the request of the governing body. The staff governor is elected by staff members. Parent governors are elected by parents of students at the school. Co-opted governors are appointed by the governing body, based on the skills they can contribute. Most governors serve a four years period of office. Associate members of the governing body may be appointed for a specific purpose for a shorter period of time
This information is based on the National Governors’ Association (NGA) document published in 2014.
Under usual circumstances, you should expect to spend between 10 and 20 days a year on your governing responsibilities; the top end of this commitment, which equates to about half a day per week in term time, is most relevant to the chair and others with key roles, such as chairs of committees. Initially, we would expect your commitment
to be nearer 10 days a year. However, there may be periods when the time commitment may increase, for example when recruiting a headteacher.
Under Section 50 of the Employment Rights Act 1996, if you are employed, then you are entitled to ‘reasonable time off ’ to undertake public duties; this includes school governance. ‘Reasonable time off’ is not defined in law, and you will need to negotiate with your employer how much time you will be allowed.
Expenses: Governors may receive out of pocket expenses incurred as a result of fulfilling their role as governor. Payments can cover incidental expenses, such as travel and childcare, but not loss of earnings.