Why I'm a School Governor
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When I tell people I’m a school governor they are instantly interested. Mainly because I’ve been one for 11 years - since I was 21 - and until recently I didn’t have any children. They wonder why I would put myself through it, so we often have a good chat about what made me sign up and my motivations for carrying on so long. The answer to those questions are for another blog entry.
But what people often don’t ask me is what governors do. I think that’s because they already think they know the answer. Being on a governing body means attending boring meetings, nodding when the headteacher talks, voting about when school holidays will be, and doing nothing until the next meeting. Doesn’t it?
Well, maybe that was the case 10 years ago, but it certainly isn’t now. Each government over the past decade has increased the importance of school governance, with the demands of the (unpaid) role also soaring. We’re expected to scrutinise the budget (ours is £2.5 million) to ensure it’s balanced at the end of the year, that we’ve got best value during procurement and that there’s no wastage. We also hire the headteacher and senior leadership team, and ask them key questions to ensure the school is being run well.
Parents, staff and the community may have different ideas about what “being run well” means, but we judge ourselves using a framework set by national school standards body Ofsted. These rules include how to keep pupils safe and they explain what percentage of pupils should be working above expected progress for us to hit top marks - which is a rating of “outstanding”.
At Kelford, we obviously care deeply about Ofsted’s guidance. However, it’s just as important to leaders, staff and governors that our children and young people are happy and healthy, and their barriers to learning (for example their additional needs, any difficult circumstances at home, medical condition, communication issues etc) are removed as far as possible. We want the foundations to be right before we even look at their results in the classroom. Thankfully, our pupils are learning - and learning well. This is testament to Jacky and her team’s constant striving to improve the life chances of our young people.
What else do governors do? Among other things, we come into school to meet pupils and drop into lessons, inform strategy, go along to as many events as we can, undergo training, and review policies covering topics such as safeguarding and internet safety. Our policies also make sure staff know where they stand and are treated fairly. Sometimes these documents are tested, for example during disciplinary hearings. Governors always take part in these cases - and any appeals - and they’re tough for everyone involved.
When I joined Kelford in 2005, governors used to be referred to as “critical friends”. Somewhere down the line this description has been dropped, but I still think it’s the best one for everyone on the governing body. We support the school and our leaders in everything they do, but make sure we ask questions that delve deep and sometimes, admittedly, cause a fleeting bit of friction. We do this because we want the best for our 101 pupils. We all do.
Despite being a challenge at times, being a governor is interesting. It puts skills into good use, and is rewarding. But mainly it involves sitting in boring meetings. (Only joking!)
But what people often don’t ask me is what governors do. I think that’s because they already think they know the answer. Being on a governing body means attending boring meetings, nodding when the headteacher talks, voting about when school holidays will be, and doing nothing until the next meeting. Doesn’t it?
Well, maybe that was the case 10 years ago, but it certainly isn’t now. Each government over the past decade has increased the importance of school governance, with the demands of the (unpaid) role also soaring. We’re expected to scrutinise the budget (ours is £2.5 million) to ensure it’s balanced at the end of the year, that we’ve got best value during procurement and that there’s no wastage. We also hire the headteacher and senior leadership team, and ask them key questions to ensure the school is being run well.
Parents, staff and the community may have different ideas about what “being run well” means, but we judge ourselves using a framework set by national school standards body Ofsted. These rules include how to keep pupils safe and they explain what percentage of pupils should be working above expected progress for us to hit top marks - which is a rating of “outstanding”.
At Kelford, we obviously care deeply about Ofsted’s guidance. However, it’s just as important to leaders, staff and governors that our children and young people are happy and healthy, and their barriers to learning (for example their additional needs, any difficult circumstances at home, medical condition, communication issues etc) are removed as far as possible. We want the foundations to be right before we even look at their results in the classroom. Thankfully, our pupils are learning - and learning well. This is testament to Jacky and her team’s constant striving to improve the life chances of our young people.
What else do governors do? Among other things, we come into school to meet pupils and drop into lessons, inform strategy, go along to as many events as we can, undergo training, and review policies covering topics such as safeguarding and internet safety. Our policies also make sure staff know where they stand and are treated fairly. Sometimes these documents are tested, for example during disciplinary hearings. Governors always take part in these cases - and any appeals - and they’re tough for everyone involved.
When I joined Kelford in 2005, governors used to be referred to as “critical friends”. Somewhere down the line this description has been dropped, but I still think it’s the best one for everyone on the governing body. We support the school and our leaders in everything they do, but make sure we ask questions that delve deep and sometimes, admittedly, cause a fleeting bit of friction. We do this because we want the best for our 101 pupils. We all do.
Despite being a challenge at times, being a governor is interesting. It puts skills into good use, and is rewarding. But mainly it involves sitting in boring meetings. (Only joking!)
Back to Governing Body Page
