What do the Governors do?

The role of Link Governors and Governors’ Forum Representative

Governing bodies operate on a basis of corporate responsibility. With the exception of the Chair in very specific circumstances, no governor has individual power and responsibility unless delegated by the governing body. However, governing bodies find it useful to appoint individual members to keep the governing body fully informed on aspects of its work.

In Newham most governing bodies currently appoint a Governors’ Forum Representative and link governors for Training, Inclusive Education, Looked After Children and Safeguarding. This term governing bodies are also asked to appoint link governors for religious education. Some governing bodies also appoint link governors for Numeracy (primary only), Literacy (Primary only) and Language Awareness.

The suggested roles are set out below:

Governors’ Forum representative

  • To attend the meetings to the Governors’ Forum and the Newham Governors’ Forum Association (both meetings are held on the same evening at the beginning of each term)
  • Where appropriate to submit written questions on behalf of the governing body to the Governing Bodies Support Service for consideration at the meeting.
  • To be prepared to contribute to debates
  • To report back to the governing body.

Link Governors

Training

  • To encourage the governing body to undertake training and to make the practical arrangements for school based training in liaison with the Governor Education Unit.
  • To attend termly Training Link Governor meetings with the Governor Education co-ordinator to identify training needs, discuss training issues and to provide feedback on the work of the Governing Bodies Support Service.
  • To ensure information about the governing body’s training record is available for all governors.

Inclusive Education

  • To be the lead governor for special educational needs and to encourage the governing body to fulfil its statutory duties.
  • To ensure that the effects on pupils with special educational needs are taken into consideration in all discussions.
  • To work with the head teacher (and finance committee) to monitor the effectiveness of expenditure on SEN issues to plan budgets for future financial years.
  • To liaise with the SENCO and other relevant staff.
  • To contribute to reports to the governing body on SEN issues.
  • To prepare items on SEN issues for the Prospectus.
  • To participate in the Inclusive Education Link Governors’ Network.

Looked After Children

  • To be the lead governor for looked after children and to encourage the governing body to ensure that these pupils are appropriately supported.
  • To ensure that designated staff have access to appropriate guidance and support.
  • To work with the designated staff to ensure that the progress of looked after children is reported to the governing body.
  • To contribute to reports to the governing body on looked after children.

Safeguarding

To ensure that:

  • An appropriate child protection policy is in place and reviewed annually by the governing body
  • Data on the implementation of the child protection procedures is monitored at least annually by the governing body.
  • Governors receive appropriate safeguarding and safer recruitment training.
  • The governing body receives an annual report on the arrangement for carrying out pre-appointment checks on staff and volunteers and the accuracy of the schools single central register.

Religious Education

  • To liaise with the RE co-ordinator and Headteacher and receive reports about the implementation of the agreed syllabus for RE and the daily act of collective worship.
  • To agree, on behalf of the governing body, any alternative plans for the teaching of RE before they are submitted to the authority.
  • To agree a formal monitoring report, on behalf of the governing body, before it is submitted to the Authority.
  • To contribute to reports to the governing body on the teaching of religious education.

Literacy Link Governor

(The government’s Literacy Strategy expects a link governor to be appointed in this area)

  • To take a particular interest in literacy issues in the school.
  • To liaise regularly with the staff responsible for literacy.
  • To contribute to reports to the governing body on developments in literacy and the literacy aspects of the Primary Strategy at the school.
  • To attend training and other events relating to literacy on behalf of the governing body.

Numeracy Link Governor

(The government’s Numeracy Strategy expects a link governor to be appointed in this area)

  • To take a particular interest in numeracy issues in the school.
  • To liaise with the staff responsible for numeracy.
  • To contribute to reports to the governing body on developments in numeracy and numeracy aspects of the Primary Strategy at the school.
  • To attend training and other events relating to numeracy on behalf of the governing body.

ICT Link Governor

  • To take a particular interest in ICT issues in the school.
  • To liaise regularly with the staff responsible for ICT.
  • To contribute to reports to the governing body on developments in ICT and the ICT aspects of the Primary Strategy at the school.
  • To be aware of developments on the school website and MLE (Managed Learning Environment).
  • To attend training and other events relating to ICT on behalf of the governing body.
  • To monitor the use and effectiveness of ICT across all curriculum areas.
  • To be clear on the principles of E-safety and data management.

Language Awareness Link Governor (EMA)

  • To help the governing body focus on:
  • Support for pupils with English as an Additional Language (EAL) and progress of pupils in terms of English Language development.
  • The extent to which bilingual pupils are able to maintain their own mother tongue/heritage languages through community educational provision for these languages.

Extended Services Link Governor

To help the governing body focus on:

  • Adapting to local needs, being flexible to the needs of families and community as identified through consultation and feedback (for example a monthly surgery).
  • Feedback suggestions, concerns and complaints to the relevant person in the Family centre (i.e. about services offered – Family centre coordinator, about day care – to the providers).
  • Work with the centre manager.
  • Being clear on the purpose, vision and principles underpinning Every Child Matters.
  • Work collaboratively with providers and groups, and monitor their effectiveness.
  • Ensuring family support services cover every family within the reach area.
  • Ensuring that effective protocols and referral systems are in place.

Commitment

During governors term of office (4 year period), they are expected to take an active part in the leadership of the school which includes attending a number of scheduled meetings. Each year, governors are expected to attend :

  • *4 full board meetings
  • *3 sub-committee meetings relating to their skills and interests
  • *1-3 annual awaydays (depending on the needs of the school)

Governor contributions are aimed towards 3 key areas which Maryland feel are essential to effective governor leadership: challengesupport and impact. Training is signposted by our Chair of Governors and provided by Newham Partnership Working (NPW) and also in-house. Initiatives and policies are reviewed regularly and according to the compliance calendar published by the Local Authority

Governing Body Meeting Attendance Record

Click here to view the full attendance of the Governing Body meetings.

Governing Body membership record

Click here to view the Governing Body membership record