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Why are governors necessary?

William Brookes School Governors represent the public in the running of the school and meet twice a term (for full governing body meetings) to consider issues. School governors bring valuable and varied perspectives from the workplace and ordinary life. They work in tandem with staff and the Local Authority to help the school provide the best possible education for all its students. Governors have important responsibilities such as overseeing the school budget, overseeing the structure of the curriculum and new staff appointments. They are part of a triangle of local accountability between the governors, Shropshire LA and the school senior leadership team. The head is accountable to the governing body and the governing body is judged by Ofsted on the extent to which it works in partnership with the senior leadership team. This school benefits tremendously from a governing body that is prepared to be accountable, ask questions, bring their own expertise, act as a critical friend and support the school in all the work that they do.

Who can become a school governor?

Anyone who cares about children and young people and the education they receive can make a difference by becoming a school governor and help to shape the future for children and young people in their own local community.

Governors come from all walks of life. As governors may come into contact with students, we ensure that all governors have a criminal records' check before taking up their position.

How is the governing body of William Brookes School made up?

This school has 20 governors who serve for a period of four years. The governing body is constituted under the provisions of the School Governor's (England) Regulations 2003.

There are different categories of governor:
Parent Governors (7): elected by parents of pupils at the school.
Staff Governors (3): elected by staff at the school.
County Council Governors (4): appointed by Shropshire councillors.
Community Governors (5): elected by other members of the governing body.
Head: Mrs Penny Cooper has automatic membership.

Committees and working groups meet to discuss specific issues as necessary. The following meet on a regular basis:

Staffing and Curriculum Committee:
. determines the staffing complement
. determines the overall procedures for appointing staff
. appoints the head and deputy and participates in other staff appointments as specified in the appointment procedure
. has procedures for pay, conditions, discipline, suspension and dismissal of staff

Finance and General Purposes Committee:
. discusses and adopts the budget
. agrees limits of delegation and the power to transfer between budget headings (virement)
. monitors expenditure against budget and forward plans

Health and Safety Committee:
. considers health and safety reports and decides appropriate action
. prepares and adapts the 'healthy eating' policy of the school
. draws up policies e.g. on drug prevention in the school

What makes a good governor?

Effective governors:
. care about children and young people
. want children and young people to enjoy their years at school in a safe and friendly environment and achieve the best that they can
. actively participate in the work of the governing body by attending most meetings, contributing to discussions, taking part in agreed actions, serving on committees and working groups
. are keen to put something back into their community via the school
. are willing to be a part of a team with a common purpose and understand the importance of valuing different viewpoints and perspectives
. get to know the school and become familiar with it by visiting the school, taking part in school events and reading relevant papers
. understand the value of life-long learning and show this by undertaking relevant training and other opportunities to develop knowledge, skills and understanding
. are willing to accept responsibility
. are willing to ask questions and challenge the school when necessary - the senior leadership team welcomes challenge especially where the effect is to improve the school

How much time does it take to be a school governor?

Governors need to be able to attend most governors meetings, of which there are six a year. They will also be welcome to sit on a committee of the governing body that specialises in a particular aspect of the school; for example, finance, safety, curriculum committee.

The 'Every Child Matters' agenda lays at the heart of governor involvements i.e. that children:
. stay safe
. are healthy
. enjoy and achieve
. make a positive contribution
. achieve economic well being

What do governors do?

Governors have three main roles:
A strategic role, which provides:
. a responsive vision for the school
. aims for school developments and initiatives
. planning so that all students can achieve the very best they can

A role in school improvement by:
. monitoring and evaluating the school's work, particularly in terms of exam success
. visiting the school (by prior arrangement)
. ensuring that all meetings are effective by reading papers prior to the meeting and preparing their questions and areas that they would like to discuss at the meeting

A quality assurance role by:
. commenting on progress, taking a longer term view
. reciprocal accountability between school leaders and governors
. acting as a conduit for parental and community concerns
. School governors make important collective decisions and the governing body is answerable to parents and the community.

What are governors' responsibilities?

The overarching responsibilities of the governing body include:
. promoting high standards of education and achievement
. planning the school's long-term future
. setting the school's aims and values
. appointing senior staff including the Head
. budgetary allocation and control
. deciding on the number of type of staff employed
. ensuring the curriculum is broad and balanced
. considering how the school will ensure that all students have access to the full range of extended services

Governors take responsibility for all the learning opportunities that students experience including spiritual, moral, social and cultural development. The governors also decide a curriculum policy for their school, which takes account of the Local Authority's policy, the National Curriculum and technological advances. As nothing in this world remains static, governors need to keep abreast of national and local initiatives and consider adjustments to the curriculum to ensure that the curriculum prepares students for the world they will live in as adults in the 21st century.

Governors are responsible for ensuring that children, young people, and adults in their school are treated fairly and with dignity and have equality of opportunity. They have specific responsibilities for:
. the conduct of the school
. delivery of the curriculum along with the Head and the LA
. admissions in consultation with the LA
. student discipline and attendance
. special educational needs (SEN)
. pay policy and review of staff salaries and gradings
. charging policies and lettings
. health and safety
. post-OFSTED inspection action planning
. equal opportunities
. reporting to parents
. communicating with parents

What benefits are there for the people who volunteer to be governors?

We are not saying that being a governor is an easy job. In fact, it can be very demanding, especially now with the Government's commitment to Extended Schools, serving the interests of the community and the wider educational objectives of Every Child Matters. But the benefits make it well worthwhile:
. There is a great sense of satisfaction through involvement in the most important volunteering role in education - knowing children and young people are benefiting from your efforts.
. An opportunity to develop new skills and to strengthen existing ones. All governors in our service are entitled to training and development opportunities at no cost to themselves.
. The opportunity to work as part of a team, with a wide range of people from a variety of backgrounds.
. The opportunity to gain an understanding of the decision-making process in key areas such as finance, personnel, target setting and strategic planning for continuous school improvement.
. The opportunity to learn about the education system as a whole.
. The opportunity to make a real difference and contribute to the good of the community.