Education CommitteeWritten evidence submitted by Crossley Heath School

Point 1

The purpose of the Governing Body (GB) is to monitor, challenge support and overall hold the school accountable.

While it is important that a good relationship exists between the Head and the Governors (particularly the Chair) it should be made clear to all concerned that the role is non-negotiable.

The GB has a duty to fulfil a rigorous oversight. There needs to be an understanding of the different perspectives and of the necessary independence of the GB.

It might be quite difficult for inexperienced Governors to become effective quickly. Perhaps not only do Governors need effective training but also school staff as to the role Governors fulfil and the advantages they can bring to the school.

Point 2

The GB should act in the best interests of the school and come to a consensus as to the way forward.

Point 3

There needs to be a healthy mix of backgrounds and skills.

Adverts for Governors might specify the skills-set that is required/under-represented in the GB.

As it would appear much easier for successful schools to recruit Governors, especially non-parent Governors, perhaps the focus on attracting candidates should vary according to the type of school/area in which the school is situated and the challenges faced.

A structured and formal induction and training regime is a requisite.

As the cost of training falls to the school this might, depending on the school’s financial circumstances, dictate the training available.

There are too many documents and information (either paper or online) to absorb for people who are, after all, volunteers. A school is very much dependent on local strengths.

The National College Governance programme is a good initiative. We need to see how it works out.

Point 4

It is good to have a fair representation of Parent Governors with students in different year groups as they are the “customers” of the school’s provision.

In an ideal world it would be advantageous to recruit Governors from a variety of backgrounds in order to have a range of different views.

There should be balance of numbers, not too many, not too few.

Point 5

The GB should review its practice and self assess its performance.

The GB should draw up an action plan based on the school’s priorities. The action plan should be a standing agenda item for all committees and full GB meetings. There should be an interim review during the length of the plan.

The GB is accountable to, and for, the school and must be seen to be fulfilling its responsibilities diligently.

Point 6

Remuneration should not be an issue although a budget for Governors’ expenses might be allocated according to a policy statement.

It might be necessary to provide some kind of financial support to facilitate a broad range of Governor participation although it is a moot point if this should be allocated to working Governors who are released by their organisations.

Overall, one would not wish to encourage the cult of professional Governors.

Point 7

Relationships between the GB and other partners should be based on mutual trust, challenge and support.

Point 8

Links between the GB and specific departments should be encouraged as they strengthen the understanding of the challenges facing both parties and integrate Governors far more into the life of the school.

Allow current models of governance time to embed before introducing more change.

December 2012