Session Three!

Role of Governors

I have decided to put both session three and four together as they were both by the same lecturer on the same subject.

In these sessions we was introduced to Steve Gullic who is a Governor of Education and Research. This inevitably made his views relevant and rather interesting as he has hands on experiences in regards to the Governing body.Steve asked if any of us knew the general role of a governor, faced with silence it was evident that despite governors being part of our education and time at school, nobody knew exactly what they did. Little did I know, that the governors have a major impact on many various issues within the school environment. However, there is a difference between actual reality and what they should be doing. Ideally, governors have specified roles concerning the school's well being.  Then Steve began with a brief introduction on the role and purpose of the Governing body. He also acknowledged that there are current problems within the governing role. 

In our first session, Steve gave a deeper understanding of the topics and problems that are discussed within the meeting. He first explained the type of topics they have to include and then discuss, such as, reports on the progress of the school in regards to results etc, the school's finances and development plans. They work alongside the Headteacher which is vital as they have a much better understanding of what is best for the school. Most governing bodies consist of volunteers

Volunteers include; 

• Teachers, 
• Head Teachers
• Parents
• Staff of the School
• Residents 
• Or local representatives of a local business

Inevitably, all governors require a CRB certificate. Also, depending on the size of the school, the Governing body can include and range between nine to twenty people. Steve explained that there can be 

Obviously, they would all need a CRB certificate. However there are no qualifications required to become a governor, instead they must want the school to succeed in many ways. Essentially governors should set broad aims for the school whilst working alongside the headteacher. They establish the basic but fundamental foundations of the school, they help decide important decisions, e.g. how money is spent i.e. determining staff pay. The governing body have to issue a report in regards to the success or lack of success of the school. The report has to include the destination of last year pupils, attendance of all pupils and exam results. The role of the governor comes with great responsibility which also needs a lot of focus and honesty. This is because, primarily their role is to monitor the school.  

However, despite no qualifications being required there are some requirements; in order to be a governor it is best to be from the local area and to have a stake in the school (e.g. having a child in the school). There are no need for expertise, only that as an individual you care and want the school to reach its absolute potential and success. 

Steve conjured up the debate of whether governors should be paid or not. There are arguements for yes and no. Governors should be paid for their role as its a vitally important and highly responsible job which requires hard work and time in order to achieve an effective governing body. On the other hand, there is an argument for no as it could possibly attract the wrong sort of people, who are more concerned with the money who have no genuine concern for the school. 

There are many sub groups within the governing body, consisting of; parent, teacher, LEA, staff, community and head. Parent governors are the largest group who are elected by the parents. The governing body needs to meet up at least once a term, this is binded by law. 

When Steve came back to our fourth session, he mentioned School interviews, causal 'pop-in' from Governors to see how the school is doing and that every school needs a SENCO.

The Lecturer mentioned that SENCO (Special Educational Needs Coordination Officer) is needed in each schools. Also, that 'Special needs' doesn't just mean students or learners that have difficulty learning. It can also include learners that have disabilities physically too. Such as people in temporary or permanent wheelchairs or crutches.