governor training associate pupil governors steve russell-stretch governors’ support services
TRANSCRIPT
GOVERNOR TRAINING
ASSOCIATE PUPIL GOVERNORS
Steve Russell-Stretch
Governors’ Support Services
OBJECTIVES
To clarify the respective roles and responsibilities of Governing Bodies and Headteachers
To introduce associate pupil governors to their role
To discuss issues related to being an associate pupil governor and consultation with pupils
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WHY DO SCHOOLS HAVE GOVERNORS?
The essence of governance is to help schools to manage change by bringing a wider perspective, from all areas of the community, to the particular strategic decisions that the school needs to take.
As ‘outsiders’ governors can sometimes see things that ‘experts’ miss, or notice something that’s not working well or recognise something that is working well.
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TYPES OF GOVERNOR
Parent governors
Teacher governors
Staff governors
Community governors
Additional community governors (appointed by the MLA)
LEA governors
Headteacher governor
Associate pupil governors
SCHOOL COUNCILS
• Covered by legislation• Must meet six times per year, supervised by a
member of staff• At least one pupil from each year group from
Y3 upwards• GB and Head teacher must consider any
matter taken to them by school council and provide a response
ASSOCIATE PUPIL GOVERNORS
• School council must have the opportunity to nominate up to two pupils from Y11 – 13 to be APGs
• GB must accept the nomination• No voting rights• Could be on a committee, and be given voting
rights
EXCLUSION FROM MEETINGS
• Staff appointments, pay, discipline, grievances, dismissal, performance management
• Admissions• Individual pupil discipline• Election, appointment and removal of governors• Budget and financial matters• Any other matter GB considers should be confidential
CONFIDENTIALITY
• This must be respected• Although GB cannot reject a nominee, it can
take action to remove you as an associate pupil governor
CORPORATE RESPONSIBILITY
Authority belongs to the governing body as a whole...the individual governor has no power to make decisions or take action.
Contribute as individuals but collective responsibility for outcomes
CORPORATE RESPONSIBILITY VIA COMMITTEES
Most of the detailed work of the GB may be carried out by committees.
Committees:
enable the main GB meetings to concentrate on strategy because committees report to main GB
allows the GB to monitor the school’s progress by questioning more and gaining greater knowledge
encourage diffident governors to take a fuller part in proceedings
Corporate responsibility is still that of the GB.
COMMON AREAS IN WHICH COMMITTEES WORK
• Curriculum• School improvement• Buildings• Health and Safety• Personnel / Staffing• Finance• Performance management (of the Head)• Pay review
HEADTEACHER IS RESPONSIBLE FOR...
The internal organisation, management and control of the school
Formulating aims and objectives, policies and targets for the governing body to consider adopting
Advising on and implementing the GB’s strategic framework
Giving governors the information they need to help the school raise its standards
GOVERNING BODY’S RESPONSIBILITIES
The GB has responsibility at policy-making level, not in the day-by-day running of the
school. The Governing Body’s contribution lies in ensuring systems are in place, not
day-to-day management.
DIFFERING ROLES
Management (HT)
• Approve classes doing Maths puzzles on Fridays
• Authorise payment of gas bill
• Move over-large class into biggest classroom
• Arrange cover for teacher making arrangements for sports day
Strategic (GB)
• Approve a radical new approach to Maths teaching
• Monitor actual and estimated fuel costs
• Move towards mixed age classes to even out numbers grouping
• Award extra allowance to PE coordinator
GOVERNORS’ ROLE IN PLANNING
Strategic Planning
Long term planning of broad issues (“the big picture”) to achieve goals
Tactical Planning
Shorter term planning of more detailed matters to achieve particular aims which fit into the longer term strategic plan
SCHOOL DEVELOPMENT PLAN (SDP)
Comes out of strategic plan
Sets out priorities for development over an agreed time-scale
Shows how all developments fit together (e.g. post inspection) in a coordinated way to support the overall vision and aims of the school
Covers curriculum, staffing, premises, community links
Year 1 detail; Year 2 outline; Year 3 priorities
DETAILS OF SDP
• What needs to be done?
• By whom?
• By when?
• At what cost?
• How will we check we are doing what we say we are doing?
• How will we judge the effect of what we are doing on the school?
INSPECTION REPORTS...
Governing Bodies have been so preoccupied with getting plans and policies into place that little attention has been given to reviewing whether they are working and have made a difference
A GOOD CRITICAL FRIEND...
… offers a critique of a person’s work while being an advocate for the success of that work
The more governors show that they recognise the school’s successes, the more the school will listen to them when they challenge what is being done.
LINKS BETWEEN SCHOOL COUNCIL AND GB
• GB asks school council’s opinion on issues• School council minutes are given to GB• School council (through APGs) have a slot on
every GB agenda• Governor observes School council meetings
