The Role of the School Governors

The Governors of a school are appointed to monitor and continuously look to improve the education being provided by the school for the attendant pupils, and to take action where it is believed the education is not fulfilling the basic requirement. The attainment of accepted educational standards nationally, measured in year 2 and year 6, are important measures but equally the provision of a broader curriculum is also necessary and would include  such topics as sporting achievements, the arts, humanities, religion and social develpment.

The position of the governors is laid down in a legal framework and encompasses governors elected under the headings of parent governors, teaching staff governors, community governors and local authority appointed governors. The execution of the governor’s responsibility is overseen by a chair of governors and there is a minimum of termly meetings of the full governing board (FGB) and termly financial meetings. In addition most governors will be involved in an additional role of supporting the school in a dedicated task such as numeracy governor, literacy governor and many other roles covering the well-being and safety of the children at school. These will necessitate meetings held midterm and often involving some teaching staff attendance. 

One of the most important roles of the governors is to agree a strategic plan for the school and to implement targets to ensure the plan is achieved. Currently the school is rated as being a good school with some notable outstanding features. One of the aims of the governors is to work with the head teacher and the staff to move the school to a level of performance which is outstanding in all areas, and our aim is that by the next Ofsted inspection planned for late 2012 or early 2013 this goal is achieved. Various improvement areas have been recognised and communicated to the head teacher who is responsible for taking the actions to achieve the required goals. It is clearly essential that the governors and teaching staff have a good working relationship and each understand the roles of the other. It is not the role of the governors to interfere in the day to day teaching operation and this is firmly under the control of the head teacher. It is only in the event of serious issues, such as exclusion policy, children at risk, performance levels not being attained etc., that the governors will become involved in the day to day operation.

One of the other main roles of the governors is to ensure the school is working within a defined financial budget and a three year outlook is maintained to balance the future expenditure with forecast of expected income. Monthly management accounts are produced by the school office and these are reviewed at the termly financial meetings. A three year school plan is produced by the head teacher and this plan is approved by the governors with the knowledge that such costs must be included in the three year financial plan. Capital expenditure above certain levels requires the approval of the head teacher and the governors to ensure that unexpected demands are never received.

By the very nature of the role each of the governors serve for a fixed term of office and elections occur when the time has expired. We have just completed an election for three new parent governors and we are pleased to report that a ballot was required as more than three candidates applied for the roles. New governors are encouraged to attend a series of new governor training programs provided by county, who also provide a wealth of other training programs aimed at increasing the skill set and knowledge base of all governors. Such courses would include finance, health and safety, coping with disabilities and many others.

Education is currently a fast changing environment and the children in The Stoke Poges school are fortunate in receiving a very high standard of education, with multiple opportunities to develop their skills in all areas. The governors and teaching staff recognise the demands of parents and society in ensuring that all children achieve an acceptable standard in the basic essentials of reading, writing and mathematics such that they can move easily into their next stage of education in a secondary school. The results being achieved in year 6, namely the end of key stage 2, are above national and county averages and it is the plan of the governors to increase our performance when measured against such baselines. We are aware of the complex challenge being offered by conversion to an Academy status school and we are currently considering the advantages and disadvantages of such a move. Suffice to say that no changes will be made without the full involvement of the parents and teaching staff, and no actions taken which pose a threat to the excellent standard of education being provided.

In the event of parents having any serious issues with the school which have not been resolved through the normal channels of discussion with the teaching staff and if necessary the head teacher, parents have an option to refer such issues to the governing body. The governing body have the power to decide on the resolution and to instruct accordingly.