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The Federation of

Bursledon C of E (C) Infant & Bursledon (CA) Junior Schools

Governor Role Profiles

Governor Role Profiles

 

Chair of Governors

  • Is elected annually by the governing body
  • Leads the governing body
  • Builds an effective team of governors, encouraging all governors to participate fully in meetings and committees
  • Ensures governors have the chance to develop the knowledge, confidence and skills to serve the schools to their best ability
  • Needs to be well informed about local and national educational issues
  • In an emergency acts on behalf of the governing body if a delay is likely to have an adverse effect on the children, schools etc. Any chair’s action must be reported to the governing body.
  • Sets agendas with the executive headteacher and the clerk
  • Is responsible for running the meetings, introduces items on the agenda in order and then invites governors and anyone else at the meeting to speak
  • Controls the discussions and ensures those who wish to speak have the opportunity to do so
  • Can use the second or casting vote if a vote is “tied”
  • Meets regularly with the executive headteacher

 

Vice Chair

  • Is elected by the governing body annually
  • Supports the chair
  • Acts as chair when the chair is unavailable and must act as chair if the chair resigns between meetings
  • The chair and vice chair may share the workload between them if they wish
  • Can carry out chair’s actions in an emergency if the chair is unavailable and must report any action to the governing body
  • Oversees our governor induction, training and development

     

    Committee Chairs

  • Are elected annually by the relevant committee
  • Ensure that the terms of reference and delegated powers of the committee are known and understood by governors
  • Ensure that the committee fulfils its legal obligations and that its business is conducted properly
  • Work with the chair of governors, other committee chairs and the executive headteacher to ensure coherence in the management of the governing body and the federation
  • Promote effective teamwork and good working relationships within the committee, recognising individual strengths  and utilising them to best advantage
  • Encourage development of committee members’ knowledge and understanding, including through training
  • Ensure that meetings are effectively planned, chaired and clerked and that follow-up activity is completed as agreed

 

Development and Training Governor (DTG)

  • It will be the DTG’s responsibility to support the governing body by:
    • creating a training culture;
    • instilling a commitment to governance training and lifelong learning;
    • championing the on going development of the governing body;
    • knowing what training and support is available for governors and advising them accordingly on how to meet their development needs
    • ensuring governors provide feedback from any training undertaken so that the training has a positive impact on the effectiveness of the governing body;
    • maintaining and updating as necessary the Governors’ Training Policy
    • ensuring that the in-house induction procedures for new governors are carried out promptly for all new governors, and the procedures are reviewed on an annual basis; and
    • maintaining a skills and training audit of all governors and liaise with the chair as required so that:
      • the work of the governing body is appropriately allocated to suitably skilled individuals if available
      • all governors undergo training relevant to their role on the governing body
      • skills gaps are swiftly identified and filled through either, recruiting new governors, or getting current governors to attend relevant training
      • all governors have an individual training plan, relevant to their role/s on the governing body to keep their knowledge up to date
    • reporting on training activities during governing body meetings
    • keeping records of governors’ attendance at training events and reviewing annually the training costs and the decision to subscribe to advice, support and training
    • liaising with the chair of governors as required re:  the timing of the annual GB self evaluation; the process for carrying it out; initial analysis of responses and recommendations for training

       

Safeguarding Governor

  • Ensures that effective child protection policies and procedures are in place which meet local and national recommendations
  • Liaises with the executive headteacher
  • Champions child protection and other safeguarding issues and provides information and reports to governors
  • With the executive headteacher and another governor: carries out the annual safeguarding audit, ensures that an appropriate action plan is drawn up and actions implemented.
  • Ensures the governing body is kept up to date with changes in safeguarding requirements e.g. changes in Ofsted requirements or statutory changes
  • Carries out safeguarding training
  • Ensures a number of governors have successfully completed safer recruitment training
  • Acts as the governor responsible for Children in Care and liaises with the heads of school.
  • Acts as a link between governors and the children in both schools through the federation council and ensures it reports directly to the governors each year.
  • Ensures that pupil conferencing takes place annually on safeguarding issues

 

Special Educational Needs and Disabilities Governor (SEND Governor)

  • Liaises with the SENDCo (Special Educational Needs and Disabilities Co-ordinator)
  • Alerts the governing body to its responsibilities for special educational needs
  • Ensures these needs are met

 

Health and safety governor

  • Liaises with the executive headteacher, finance and resources manager and site staff to ensure correct procedures are in place for site safety and security

 

Parent/Staff Governors

  • Parents and staff are representative parents/staff, not representatives of the parents/staff.
  • Keep other governors aware of issues that are important to other parents/members of staff, but decide for themselves how to vote

 

Local Authority Governors

Nominated by the local authority but appointed by the governing body. The governing body may inform the local authority of the requirements for this governor but the authority does not have to take this into account. The governing body may decline to appoint the nominee if s/he does not have the skill set that is required.

 

Foundation Governors

Preserve the school’s religious character and ensures compliance with the trust deed

 

Clerk

  • Is employed by the governing body and is not a governor
  • Supports the governing body
  • Provides advice on the regulatory and administrative framework in which the governing body works
  • Prepares and distributes minutes and agendas
  • Keeps records
  • May deal with correspondence if required
  • Ensures adequate access to records

 

Useful questions

 

As governors, we need to develop a thorough understanding of the schools and also to remember that our role is strategic rather than operational. The Department for Education has set out 10 questions to help us better understand and challenge the federation’s performance:

 

  1. What are the federation’s values? Are they reflected in our long term development plans?
  2. How are we going to raise standards for all children, including the most and least able, those with special educational needs, boys and girls, and any who are currently underachieving or in any other vulnerable group?
  3. Have we got the right staff and the right development and reward arrangements?
  4. Do we have a sound financial strategy, get good value for money and have robust procurement and financial systems?
  5. Do we keep our buildings and other assets in good condition and are they well used?
  6. How well does the curriculum provide for and stretch all pupils?
  7. How well do we keep parents informed and take account of their views?
  8. Do we keep children safe and meet statutory health and safety requirements?
  9. How is pupil behaviour and attendance? Do we tackle the root causes of poor behaviour?
  10. Do we offer a wide range of extra-curricular which engage all pupils?

 

Top tips for governors

 

  • We work as a team and accept collective responsibility
  • We all have equal status
  • We need to make a difference and make our views known
  • We will attend meetings
  • We must always be prepared for meetings – read the paperwork beforehand!
  • We must always observe confidentiality
  • We do not raise issues relating to individual children or employees
  • We never speak out about governing body decisions in public
  • We need to be committed and willing to give the time needed, coming into school as part of our monitoring role
  • We will ensure we play our part so that other governors are not overburdened