The Role of Governors

 

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Being a governor is a vital Christian ministry. It involves time, energy and a willingness to become involved in the life of the school on a regular basis. It requires the prayerful and practical support of the local Church.

The governing body has a strategic role and must not be confused with the role of the headteacher. It develops policy in consultation with the staff of the school, approves these policies and monitors their implementation. The headteacher, aided by any leadership team, is responsible for the implementation of these policies and the day-to-day management of the school. The Education and Inspections Act 2006 gives the governing body the additional duties to promote the well-being of pupils at the school, promote community cohesion and have regard to any relevant children and young people's plan.
  

This section introduces the role of governors.  For more information, look at the web links.

 

Contents of this section:

 

5 2 Outline Responsibilities and Duties of Governors

5 3 An Introduction to Governing Church Schools

5 4 The role of a Foundation Governor

5 5 Parent and Staff Governors

5 6 The Role of the Chair of Governors

5 7 The Role of the Clerk

5 8 Religious Education and Collective Worship

5 9 The Role of Governors in the Curriculum

5 10 Visiting Your School

5 11 A Summary of the Legal Responsibilities of Church School Governing Bodies

5 14 Glossary of Educational Terms

5 17 Code of Conduct for Governors of Church Schools

5 18 Information which should be provided to all Governors

 

 

Outline Responsibilities & Duties of Governors

The duties to school governing bodies are to:

The governing body acts as a group.  Individual governors have no power unless the governing body has delegated specific powers.

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An Introduction to Governing Church Schools
1. CHURCH SCHOOL - AIDED OR CONTROLLED?
A governing body has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement including setting targets for pupil achievement, managing the school’s finances, making sure the curriculum is balanced and broadly based, appointing staff and reviewing staff performance and pay and many more.  There are two types of maintained Church school in the Diocese: voluntary aided (VA), voluntary controlled (VC) and there are some differences in the range of responsibilities between the different types of school.  All Church schools are, in common with community and foundation schools, part of the Local Authority maintained sector, and make up approximately one-third of the maintained schools in England and Wales.

The governing body of a VA school has more autonomy in some areas of policy than a governing body of a VC school.  VA school governing bodies differ from other maintained schools, in that, they are responsible for: the admission policy of the school; the buildings and their upkeep, and are the employers of most of the staff in the school.  VA governing bodies also have responsibility for setting the religious education and collective worship policy.  Governors of VC schools have less autonomy in such matters, but are responsible for the collective worship policy, appointing a member of staff to teach religious education, as well as having (in most cases) some control over use of the school building on Sundays.

2. HOW IS THE GOVERNING BODY MADE UP?
The governing body includes foundation governors appointed by the local Church, the Diocese and, occasionally, by charitable bodies connected with the original foundation of the school.  In VA schools the foundation governors must be in a majority of two.  In VC Church schools, foundation governors are in the minority.  The representative governors of VA schools are made up of elected parents, local authority (LA) representatives and staff representatives.  In VC schools, there are additionally community governors.  All schools may also have sponsor governors and associate members of the governing body.

Each school governing body’s constitution is written up in a legal document called the Instrument of Government; this sets out the number of members in each category and in a Church school contains an ethos statement which confirms that the school has a Christian foundation.  Further information on the categories of governor and the Instrument of Government is available on the DBE website section The Constitution of Governing Bodies.

The governing body may decide to review and alter the Instrument of Government from time to time.  Any Instrument must comply with the Education Act 2002; the approval of the Diocesan Board of Education is needed for any change.  The LA officially makes any new Instrument.

3. HOW DOES THE GOVERNING BODY MAKE DECISIONS?
No matter how appointed or elected all governors bring a valid perspective to the governing body.  The responsibility for the decisions made at governing body meetings does not rest with any individual governor, or a small group of governors, but with the whole governing body.  Responsibility for decisions is, therefore, a corporate matter and it is important that governors understand that decisions taken by a committee are taken on behalf of the whole governing body.  A governing body or committee must be quorate in order to make decisions and governors should try to reach a consensus wherever possible, otherwise decisions will be made by simple majority vote with the chair having a casting vote, if necessary.  The chair of governors (or in his/her absence, the vice-chair) has power to act on behalf of the governing body but only in cases of urgency where inaction would be detrimental to the interests of the school, its pupils, parents or employees.  Any such action must be reported to the next meeting of the full governing body.

4. WHAT HAPPENS AT GOVERNORS’ MEETINGS?
Governing bodies are required to meet once a term: in practice, most governing bodies often meet more often.  Governing bodies usually have a number of committees which deal with specific issues, such as, personnel, finance, admissions, curriculum and premises.  This enables the workload to be shared equitably and any skills, experience or interests that individual governors may have to be put to best use.  Most formal meetings of Church school governing bodies open with prayer and all formal meetings and committees have an agenda which indicates the business to be discussed.  The issues that might be discussed at a full governors’ meeting will vary, but some items will be standard, e.g. minutes of the previous meeting and any matters arising, the headteacher’s report, the school development plan, reports from committees, correspondence, reports from the Diocese. The chair of governors will conduct the meeting and should ensure that everyone has an opportunity to contribute.  The clerk to the governors takes the minutes of the meeting, records those present and advises on procedural matters.  Every governor should prepare for the meeting by reading the papers and noting any points they want to make or wish to clarify.  New governors should expect some help to enable them to understand their role and the issues facing the school.  As a minimum, new governors should meet with the headteacher and chair of governors and be given access to relevant information about the school and the work of the governing body.  They should also have access to relevant governor training provided by the LA or Diocese.

5. HOW CAN I GET TO KNOW THE SCHOOL?
It is vital that governors get to know their school in order that decisions made at governors’ meetings can be earthed in firsthand knowledge of the school at work.  It is helpful to read the school prospectus and other documentation about the school but there is no substitute for a school visit.  One of the enjoyable aspects of being a governor is being involved with the pupils during the school day.  However, any visit must be carefully planned in consultation with the headteacher and any member of staff whose class you are to visit.  Governors must be clear that their role is not that of an inspector: ask questions, of course, at appropriate times, but remember that visits should be viewed as an opportunity for getting alongside the head, staff and pupils as well as an opportunity to fulfil the governor’s role in monitoring.

6. WHAT QUALIFICATIONS DO I NEED?
Governors do not need any formal qualifications and are not expected to be experts in everything.  Governing any school will involve a considerable commitment; the list of responsibilities can be daunting but they are shared by the whole governing body.  It is vital, therefore, that each governor plays his/her part and that a sensible and fair distribution of the work is made.  All governors are able to offer something whether it is a particular skill, such as minuting or organising committee meetings, interviewing, or whether you have experience as a teacher, parent, grandparent, builder, surveyor, counsellor, personnel officer, nurse, youth leader or social worker.  Equally important are the skills of being able to listen and offer encouragement and support to staff, pupils, parents and your fellow governors.  Your contribution can make a difference to the school and the education and experiences that pupils receive.

 

STATUS OF THE GOVERNING BODY

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The role of a Foundation Governor

1. INTRODUCTION
The composition of governing bodies of church schools is set out in the School Governance (Constitution) (England) Regulations 2007.  In voluntary aided (VA) schools, the foundation governors must be in a majority of two.  In voluntary controlled (VC) schools, the foundation governors number at least two but no more than a quarter of the total number of governors. 

2. TERM OF OFFICE
The usual term of office for a foundation governor will be four years regardless of the type of school (as with all other categories of governor this can be varied by the Instrument of Government).  Those bodies which appoint foundation governors (parochial church councils, diocesan board of education etc.) should be consulted on the period of office. 

3. TYPES OF FOUNDATION GOVERNOR
There are various routes by which a foundation governor may be appointed to a church school governing body:

Incumbents of parishes with a church school are normally ex officio foundation governors, that is, they are members of the governing body because they hold the office of incumbent.  It is hoped that all incumbents whose parish includes a Church of England school will feel able to take up his or her ex officio position on the governing body.  The church school is very much part of the local worshipping community. Incumbents should take their role in relation to the church school very seriously and some are happy to take on the role of chair (if elected), although the Diocesan Board of Education usually recommends that they do not take this role as often they can better serve the needs of the school, its staff and pupils if they do not take on that particular position. If the Incumbent does not wish to be a governor, the Diocesan Director of Education should be informed.

4. DIOCESAN REPRESENTATIVES ON GOVERNING BODIES
The Diocesan Board of Education appoints representatives to each school governing body in the Diocese, although the number does vary and there is often only one Diocesan representative on a controlled school governing body.  Where there is a vacancy for a Diocesan representative, nominations are usually sought from the incumbent of the parish in which the school is situated, but nominees may be sought using other Diocesan networks.  The Diocesan Board of Education is mindful of the need for its representatives to uphold and strengthen the Christian foundation of its schools.

Diocesan Board representatives may be expected to put forward Diocesan Board of Education policy where pertinent to a particular issue of debate at governors’ meetings.  The Board sends out newsletters to keep governors aware of policy and other initiatives.  However, such representatives are not delegates and should there be a vote on any issue at a governors’ meeting, in common with all their fellow governors, whether elected or appointed, they should vote according to their conscience.

5. ROLES AND RESPONSIBILITIES OF FOUNDATION GOVERNORS
Every governor whether appointed, elected or ex officio has the same duties and responsibilities.  As a corporate body, the responsibilities of church school governors include - religious education, staffing, finance, and in VA schools, admission of pupils and buildings and maintenance.  Foundation governors should have a particular concern for the religious education and collective worship in the school and in making financial decisions should recognise that religious education deserves full resourcing support. They should also seek to maintain and develop the links with the local church.

Foundation governors also have a special responsibility for securing that the character of the school as a Church of England voluntary school is preserved and developed and that the school is conducted in accordance with the provisions of the school’s ethos statement.  The ethos statement is contained in the Instrument of Government and all schools have access to this through their local authority.  The ethos statement relates to the school’s Christian foundation and for church schools sets the context in which governors carry out their responsibilities. The ethos statement which has been adopted by the majority of Church of England schools is:

Recognising its historic foundation, the school will preserve and develop its religious character in accordance with the principles of the Church of England and in partnership with the Church at parish and diocesan level.

The school aims to serve its community by providing an education of the highest quality within the context of Christian belief and practice.  It encourages an understanding of the meaning and significance of faith and promotes Christian values through the experience it offers to all its pupils.

6. CHURCH SCHOOL ETHOS
The above statement serves a specific purpose as part of a legal document rooting the school in its Christian foundation; it is only found in those schools which have a religious character.  All schools will, however, develop their own ethos and in broader terms it may be defined as the prevailing character, tone and spirit of an institution.  Ethos is created and influenced by factors both inside and outside the school community.  As these factors change, so the ethos of a school must be dynamic and open to review and appraisal.  Schools exist in a changing society and are required to respond appropriately to its needs and expectations.  The response of church schools will reflect their Christian foundation, but at the same time they will be mindful of the diversity of culture and faith which exists in society.  All schools, urban and rural, primary and secondary should draw upon this diversity creatively and take the opportunity to celebrate the richness that it brings.  The principles which govern the school’s response to society’s changing face are those which make for a loving, caring, accepting community that acknowledges the unique value of each individual both within the school community and society at large.

Church schools do not have the monopoly on loving and caring relationships; nevertheless the church school is institutionally rooted in the Christian faith and is thus different from any other school.  In seeking to preserve the character of their schools, foundation governors will want to contribute to sustaining, developing and nurturing the school’s Christian ethos. Governors of VA schools, through their legal right to appoint Christian staff and set the RE and worship policy may create an institution in which the Christian faith is manifest through every aspect of school life.  Other types of church school also aim to develop a corporate life which attempts to glorify God in developing the full human potential of each person, whether pupil, member of staff, parent or governor.  Then the school’s ethos of love and care will be the foundation of its aims in educating its pupils to make their proper contribution to society.

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Parent and Staff Governors

1. PARENT GOVERNORS

Governing bodies of voluntary aided schools are required to have at least one parent governor elected by the parent body.  The elected parent and foundation parent governors must make up at least one third of the membership of the governing body.  Elected parent governors are allowed to complete their term of office even if their child has left the school.  The term of office is usually four years.


In voluntary controlled schools at least one-third of the governors must be elected parent governors.

2. STAFF GOVERNORS

The number of staff governors will be between two and one-third of the total number of governors. One of these will be the headteacher (unless he or she decides not to be a governor, in which case the place remains vacant); one will be elected from among the school’s teachers (unless no teacher stands, in which case a member of the support staff can be elected to that place); if there are three or more staff governors, one must be elected from the support staff (unless no member of the support staff stands, in which case a teacher can be elected to that place).  If there are more than three staff governors, any member of staff, teacher or support, may stand for that place.

3. DELEGATE OR REPRESENTATIVE
Elected governors, whether parents or members of staff will bring a particular perspective to any issues raised at governors’ meetings.  However, sometimes there is confusion over the role of elected governors.  It should be clear to all concerned, and particularly the electing body, that the governor whom they elect is not a delegate and cannot be mandated to vote in a particular way on any given issue.  Elected governors, in common with all governors, are individuals within a corporate body, they must, therefore, vote according to their conscience.

4. RESPONSIBILITIES OF ELECTED PARENT AND STAFF GOVERNORS

Every governor whether appointed, elected or acting ex officio has the same duties and responsibilities.  As a corporate body, the responsibilities of church school governors include a wide range of issues.  No individual governor may act on behalf of the governing body unless given the delegated power to do so.  Parent governors will have a special concern for issues which most affect parents and may be viewed, by other parents, as a channel for parental concerns or complaints. Parent governors need to be clear that the first point of reference for any parent who has a concern is the headteacher, or, if the situation demands, the chair of governors. Schools will have their own procedures for dealing with parents’ questions and complaints and certain governors will have a specific role in such procedures. All governors should familiarise themselves with the school’s complaints procedures and ensure they are dealt with properly.  The majority of enquiries can usually be dealt with at once and sometimes, if appropriate, the class teacher, head of year or other designated individual may respond. Occasionally, it may be considered appropriate to bring an issue to a full governors’ meeting, if so, the chair of governors should be consulted in order to put an item on the agenda, this should only be for general issues of concern to a number of parents, not individual complaints.
 

Staff governors will have a particular concern for those issues which affect the teaching or support staff and may be considered by his/her colleagues as a channel for their concerns.  Staff governors need to be sensitive to the appropriateness of raising such concerns at governors’ meetings; some may be more appropriately handled by the headteacher or, if necessary, communicated to the chair of governors.
 

5. COMMUNICATION AND CONFIDENTIALITY
Elected parent governors often feel disadvantaged because they have a large “constituency” with which they feel they must communicate.  Some items on governing body agendas are confidential and must remain so.  These will include reports on pupil and staff discipline, staff appointments etc.  Other items may need to be reported back to parents.  Minutes of meetings are required to be published and made available for inspection by staff, parents and pupils, but parent governors may feel this is insufficient and wish to make a more personal report via a newsletter or other school publication.  It is essential to discuss this with the headteacher beforehand to find the best way of communicating with parents.  Some parent governors, with the headteacher’s agreement, have held monthly “surgeries” in order that parents may have a regular forum for communicating their views, but care should be taken that the goodwill of governors is not abused; there is a real danger that such surgeries become simply a “complaints” forum.  It is important that the surgeries are seen as a positive contribution to enhancing communication between the governors and parents.  The governors’ annual report to parents would provide a useful means of alerting parents to ways of contacting the parent governors.
 

Elected staff governors may also feel disadvantaged because they have a constituency with which they feel they must communicate.  At times considerable pressure can be brought to bear when colleagues wish to know the outcome of governors’ debates; clearly where the discussion was deemed by the governing body to be confidential, all governors must abide by the ruling. 
The electing bodies should be aware that draft minutes of governors’ meetings are required to be made available once these have been approved by the chair of governors.

6. WITHDRAWAL FROM MEETINGS - STAFF GOVERNORS AND OTHER EMPLOYEES
Regulations prescribe the circumstances in which a governor must withdraw from a governors’ meeting.  Employees at a school may find themselves being requested to withdraw more often than other governors, e.g. where they have an interest in the promotion of a colleague because they could stand to benefit from the vacated post.  The circumstances in which employees must withdraw are outlined below.  Withdrawal applies both to governing body meetings and committees.

In general any person present at a governing body or committee meeting must withdraw and not vote on any matter under consideration if there is a conflict of interest between that person and the governing body, or where a fair hearing is required and there is reasonable doubt as to the person’s ability to act impartially.

Pecuniary interest affects all governors and the regulations are clear that where a person has a direct or indirect pecuniary interest in any matter, he/she must withdraw from the meeting.

A member of staff will be exempt from having to withdraw where:


Particular conditions apply where the pay and appraisal of individuals is concerned.  Staff (with the exception of the headteacher) must withdraw and cannot vote on any matter relating to the pay or appraisal of any individual working at the school.  Headteachers must withdraw and cannot vote on any matter connected with their own pay or appraisal.  This does not prevent staff contributing to general discussions about policy.


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The Role of the Chair of Governors

1. INTRODUCTION
The chair of governors and the clerk have the main roles at governors’ meetings, but the role of the chair of governors is not simply to chair meetings and to some the role can seem daunting.  It is vital that the governing body do not expect the chair to do everything on their behalf; the workload of governing bodies is such that it must be shared and while the chair, inevitably, takes on extra responsibilities it should not be without the support of his or her fellow governors.  The vice-chair also plays a key role in supporting the chair and sharing the workload and is not simply there to take control of meetings in the chair’s absence.

2. THE ROLE OF THE CHAIR AT MEETINGS
The chair directs and controls the meeting and generally attempts to ensure that it works effectively to reach the decisions necessary to govern the school.  The chair and vice-chair are elected, usually annually, at the first governors’ meeting of the autumn term; governors who are paid to work at the school, for instance the headteacher and staff governors and pupils at the school cannot be elected as chair or vice-chair.  The following list gives the chair’s main responsibilities in relation to governors’ meetings:

3. EFFECTIVE MEETINGS
A meeting of a governing body is no different to any other business meeting and there are certain general principles which can be applied to try to ensure that the meeting is effective:


The chair should encourage debate at meetings, but not allow a minority of governors to dominate; often a quiet word after the meeting to an over-dominant governor is all that is necessary.  Governors need to feel that they have had an opportunity to make a contribution, however small.  It is important for a chair to encourage those who lack confidence, or fear that they are simply repeating the views of others, only then can a chair gauge the views of the whole governing body.

4. CHAIR’S ACTION
There may be occasions when it is necessary for the chair (or if she/he is unavailable, the vice chair) to take urgent action.  Those circumstances are where a delay would be likely to be seriously detrimental to the interests of the school, or to the interests of any registered pupil, his/her parent, or a person employed at the school.  Essentially, a delay means that it is impracticable for the governors to meet before such seriously detrimental effects are felt. The chair (or vice-chair) has power to act on behalf of the governing body only in discharging those functions which regulations allow the governing body to delegate to a committee, individual governor or the headteacher.

 

5. THE CHAIR’S ROLE
The chair plays a key role in encouraging a corporate spirit in the governing body and in assisting new governors to get to know the school.  The chair should meet regularly with the headteacher to discuss current issues, problems and new ideas and will wish to establish good relationships with the teaching and support staff in the school.  The chair plays a vital part in supporting the school and, in particular, the headteacher who may at times feel isolated.  Sometimes this will mean just listening, at other times, taking positive action; it will certainly involve a good deal of time and commitment in getting to know the school, the staff and the pupils.

The chair of governors will need to have a vision for the school and its future development and will need to motivate governors towards the governing body’s declared goals.  Some governors can feel disenfranchised if they feel their contribution is not valued: the chair is essentially the leader of the team and must try to ensure that all governors feel able to play their part and contribute.  Governors will feel motivated if:


The chair of governors must not take it upon him/herself to read every piece of paper!  The purpose of having a committee structure is so that the workload can be shared; relevant paper should be passed to the committee chairs so that they can take some responsibility.  The chair may find it useful to keep a log of the information that is received and what has been done with it.  The chair and the chairs of the committees will need to discern what is important for the school.  There is a danger that governors’ meetings become overtaken by “initiatives” and lose their focus on what is important for the school.

The chair will also need to understand the role of the church school in the local community and, in particular, in relation to the church community.  The chair will also be mindful of the ethos of the school and will wish to ensure that the school’s Christian foundation is safeguarded and developed.  It is important therefore that the chair of governors is fully aware of the values upheld by the school.

6. THE ROLE OF THE VICE-CHAIR
The role of vice-chair is an important one and regulations require that the vice-chair is elected at the first meeting of the academic year in the same way as the chair of governors.  His/her official role is to act as chair in the absence of the chair of governors and he/she may take urgent action, if required, where the chair of governors cannot be contacted.  Some governing bodies see the office of vice-chair as a training ground for a future chair, although this must not be allowed to prejudice the election of the chair and the ability of other governors to stand for that office.  The vice-chair will need to keep up-to-date with developments in the school and be aware of any specific issues affecting the governing body.  It is important that the chair and vice-chair discuss their respective roles, so that they can complement each other and share responsibility for the smooth running of governing body business.

7. CONCLUSION

While the chair of governors takes on extra responsibilities, as described above, he or she is essentially a governor.  In common with all governors the chair will place top priority on the education, learning and welfare of the pupils in the school.  The role of the chair is sometimes difficult and frustrating; it requires tact and sensitivity and an ability to stand back and see the school’s bad points as well as its good points: at the same time, it is often challenging and can be very rewarding.

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The Role of the Clerk
1. INTRODUCTION
The chair and the clerk have the main role at governors' meetings.  Effective meetings owe their success to the level and quality of their management and contributions.  The chair directs and controls the meeting and generally attempts to ensure that it works effectively to reach the decisions necessary to govern the school.  The clerk manages all essential documentation, ensures that the proceedings of meetings are recorded accurately and provides information and advice where appropriate.  A good clerk is an invaluable asset to a school.  A clerk with a good working relationship with the head and the chair, together with a sound knowledge of the school, can do much to improve the effectiveness of the governing body.  The clerk cannot be a governor of the school.
2. THE DUTIES OF THE CLERK
The following is a summary of the clerk's main duties:

3. CONVENING MEETINGS
Governors are required to meet at least once a term and usually meet more often in practice; it is the clerk's duty to arrange all formal meetings of the full governing body.  The clerk must give at least 7 days written notice of a meeting (except where emergency meetings are called) and an agenda must be sent to every governor, the headteacher and the local education authority (LEA) and to the Diocesan Board of Education.  Any three governors may request a meeting of the governing body and it is the clerk's duty to convene such a meeting.  However, where the governing body establishes formal committees the clerks to the committees should convene the meetings and take the minutes.  At special meetings called for the discussion of specific items, no other business may be raised.


4. THE AGENDA
The preparation of the agenda is undertaken, after consultation with the chair and headteacher.  It is difficult to be precise about the exact nature and presentation of agendas since these will vary not only from one LEA to another, but also between individual schools; nonetheless, there will be a number of common features.  An ordinary meeting will be opened with prayer and the agenda will usually contain the following items:

It is helpful for governors to know which items on an agenda are for information and which are for discussion and decision; this needs to be decided in consultation with the chair and could be included on the agenda.  Ideally, important items should be near the top of the agenda and due weight given to the time available for such items.  Some chairs of governors set times for each agenda item so giving some indication of the importance of different items.

Governing bodies should have sufficient information before the meeting particularly if they are making decisions.  Written reports should be enclosed with the agenda and correspondence should be listed on the agenda and some indication given as to whether or not it has been passed to a committee, or is enclosed for information.

Any other business should not be used to bring up substantial issues, but may be used to bring up issues for future meetings, or minor urgent matters which have arisen after the agenda was drawn up.  If possible the chair and clerk should be notified beforehand of items which will be raised.
5. CONFIDENTIALITY
Governors must decide which items are to be minuted under a confidential, part two, to the minutes.  This must be totally separate from the main minutes and only available to governors.  The chair of governors and the headteacher will have a view as to which agenda items are likely to be confidential.  The issues likely to be minuted in this section will relate mainly to exclusion of pupils, staff grievance and discipline, complaints and personal matters and the clerk should ensure that all items referring to individual pupils or staff are automatically minuted in section two.  Individuals should not be identified.  Governors must be aware that details of individual cases cannot be discussed at full governors' meetings because this could prejudice the governors' ability to act impartially at a later hearing.

Governors should know, before they leave a meeting, which items, if any, are confidential to the governing body.  It is helpful, therefore, if this can be decided at the time of discussion, so that if a governor has to leave a meeting early, he/she knows which items have been deemed confidential by the governing body.  Opinions by governors involving a named person which is in any way sensitive or critical are always confidential. Observers should withdraw from meetings during discussion of confidential items.

6. MINUTES
Minutes are a written record of what was discussed and decided at the meeting and they are written, therefore, in the past tense.  All minutes must show the name of the school, the date and venue and a list of those present.  Minutes should record accurately the decisions taken and the essence of the discussion, such that, an absent governor might understand what took place.  Any resolutions made must be recorded in full and any decisions taken recorded together with the names of those who agreed to take action on any item.  The draft minutes should be produced in consultation with the chair as soon as possible after the meeting and approved draft minutes approved by the chair of governors, signed minutes and papers must be made available for inspection.  Approved minutes should be sent to the Diocesan Board of Education and the LEA.
7. FURTHER READING
The School Governance (Procedures) (England) (Amendment) Regulations 2007.
The School Governance (Constitution) (England) Regulations 2007.
A Guide to the Law for School Governors 2007, DCSF.
A Manual for Governing Bodies and their Clerks 2007, ISCG
 

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Religious Education and Collective Worship
1. RELIGIOUS EDUCATION
The Education Act 2002 reaffirms that all maintained schools must provide religious education for their pupils. The curriculum for all maintained schools must be balanced and broadly based, promote the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepare pupils at the school for the opportunities, responsibilities and experiences of later life.

An important element in the distinctiveness of Church schools lies in the emphasis on the quality of religious education in the curriculum, which whilst covering other faiths will give particular weight to the Christian faith as held by the Church of England.  The headteacher should see religious education and worship as a personal and professional care, and part of that care will be to ensure along with the governors that the school has clear, coherent and professionally competent policies for both.

 

In voluntary controlled schools RE is given in accordance with the LA’s Agreed Syllabus; in voluntary aided schools RE is determined by the governing body. The Diocese provides RE guidelines for use in aided schools; controlled schools will find these a useful resource. The special status of RE as part of the basic, but not the National Curriculum is important. It ensures that RE has equal standing in relation to the core and foundation subjects. RE should be given at least 5 per cent of school curriculum time.

 

2. INSPECTION ARRANGEMENTS FOR RE AND COLLECTIVE WORSHIP

All schools are inspected under Section 5 of the Education Act 2005 (an OfSTED inspection).

Denominational RE and collective worship are subject to separate inspection arrangements under Section 48 of the Education Act 2005.  The arrangements are under the control of the governing body in voluntary aided schools and the foundation governors in voluntary controlled schools. The religious character will reflect the ethos statement in the school’s Instrument of Government.

The following table shows how each category of school will normally be affected:

 

 

Voluntary Aided

Voluntary controlled

Religious Education

Section 48

Section 5*

Collective Worship

Section 48

Section 48

Spiritual, Moral, Social & Cultural Development

Section 48 & Section 5

Section 48 & Section 5


*Section 48 where parents have requested denominational RE.

For the purposes of the Section 48 inspection it is required that:


3. STANDING ADVISORY COUNCILS ON RELIGIOUS EDUCATION
Since 1989 all LAs have been required to establish a SACRE (Standing Advisory Council on Religious Education). The SACRE is composed of four committees: each composed of either LA representatives, teachers, representatives of the Church of England or representatives of other denominations and the principal non-Christian religious traditions in the area of the authority. The SACRE is responsible for advising the LA on the religious education provision, and will advise and may be consulted on training, choice of materials and methods of teaching. It is specifically charged with the task of advising the LA on matters connected with religious worship in county schools and the religious education to be given in accordance with an agreed syllabus. Each SACRE must publish an annual report of its work and distribute it to all schools.

 

4. COLLECTIVE WORSHIP

All pupils must take part in a daily act of collective worship, unless withdrawn by their parents. This may be held at any time during the school day and may consist of any grouping of pupils. Responsibility for worship in church schools rests with the governing body after consultation with the headteacher; the ex officio and other foundation governors will play an important role.

 

Normally the act of worship will take place on school premises, but the governing body may, after consultation with the headteacher, direct that it takes place elsewhere, normally in the local church, on special occasions.
 

In a Church school, the collective worship must be in accordance with the doctrines and teachings of the Church of England.


5. WITHDRAWAL FROM RE AND WORSHIP
Parents may request that their child be wholly or partly excused from: (i) attendance at religious worship at the school; and/or (ii) receiving religious education in accordance with the school’s basic curriculum.

All schools must comply with any such request until that request is withdrawn.

6. PUBLISHED INFORMATION
The school prospectus must contain information regarding the religious education and collective worship provided by the school and information contained in section 5 above regarding parents’ right of withdrawal. The prospectus should also make reference to parents’ right to make a complaint on any aspect of the curriculum, including religious education and collective worship.

7. FURTHER READING AND REFERENCES
Diocesan Guidelines for RE, Chester DBE.

Framework for Religious Education in Church of England Secondary Schools, DBE Services.
Diocesan Guidelines for Collective Worship, Chester DBE.

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The Role of Governors in the Curriculum

1. THE CURRICULUM
Schools must provide a broad and balanced curriculum which “promotes the spiritual, moral, cultural, mental and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.”  The school must also promote the five outcomes of Every Child Matters – that children are healthy, safe, enjoy and achieve, can make a positive contribution and achieve economic well-being.  The curriculum for all pupils of compulsory school age in maintained schools is made up of the National Curriculum and Religious Education (RE).

The National Curriculum varies, depending on the key stage of the pupils.  At the foundation stage, the following areas of learning are prescribed: personal, social and emotional development, communication, language and literacy, mathematical development, knowledge and understanding of the world, physical development, and creative development.  For key stages 1,2 and 3 it comprises core subjects (English, mathematics and science) and foundation subjects (design and technology, information and communication technology, physical education, history, geography, art and design, music and a modern foreign language), with PSHE, citizenship, sex, drugs and tobacco education at key stage 3.  In key stage 4 all pupils must continue to study English, ICT, mathematics, science, modern foreign languages, citizenship, physical education and religious education; careers education, sex, drugs and tobacco education and work-related learning must also be provided.  Pupils may choose to study subjects from the arts, design and technology, the humanities, and schools must make these areas available to all students who wish to study courses in them.  Careers education must be provided at each key stage.

 

2. THE LEGAL RESPONSIBILITIES OF GOVERNORS

It is the duty of the governing body to ensure that the curriculum of the school follows the National Curriculum and other statutory requirements.

 

Governors and headteachers need to work in a trusting partnership exercising different but complementary roles in relation to the curriculum which are best described as follows:

Governors should not abdicate their role, merely ratifying decisions made about the curriculum by the headteacher, because they feel they lack educational expertise.  Conversely, governors should not become over-involved in the detail of the curriculum in a way which may lead to tensions with staff.  Partnership is best achieved where governors seek to become informed about the curriculum, engage in consultation with the headteacher and staff and ask appropriate questions as ‘critical friends’ to the school.

 

They should ensure that appropriate assessments (Foundation, Key Stage and GCSE) are carried out and in primary schools that the headteacher sends foundation stage profile results, Key Stage 1 tasks, tests and teacher assessments results to the LA.  Only approved external qualifications and syllabuses must be used.

 

Schools have a particular responsibility in connection with sex education.  The governing body must ensure that a written statement of their policy on sex education is produced and this must be freely available to parents.  (In primary schools they must decide whether sex education should be included in their school’s curriculum and, if so, what it should consist of and how it should be organised.  There are certain aspects of sex education which are part of the National Curriculum and are not optional.)  Any sex education must be provided in a way that encourages pupils to consider morals and the value of family life and that pupils are taught the importance of marriage.  Parents have the right to withdraw their children from sex education (but not those aspects which form part of the National Curriculum).

 

The governing body must have a means to consider complaints in relation to the curriculum in line with their LA’s policies on curriculum complaints.

 

3. CURRICULUM POLICY

A clear statement of curriculum aims provides a good basis for the governing body’s evaluation of the success of the school curriculum.  It is recommended that governing bodies of church schools produce a written statement of their curriculum aims but this is not a legal requirement.

The governing body should also be involved in the development of individual subject policies.  The whole governing body will not always wish to be involved in such consultation and may choose to delegate this to a curriculum committee or, working party set up for that purpose.  The curriculum committee will have clear terms of reference, will rely strongly on the professional expertise of teachers and will always report to the full governing body.  This committee may also act as the complaints committee over curriculum matters.  The curriculum committee, as other committees, should keep clear minutes and be open to any governor who may wish to attend.

4. KEEPING INFORMED ABOUT THE CURRICULUM
Governors of schools use a number of ways to keep informed about the curriculum of their school:

5. MONITORING THE QUALITY OF THE CURRICULUM
In order to form an opinion on the quality of the curriculum and the progress being made in implementing curriculum policies, governors need to develop structures for monitoring.  These will normally be linked to the school development plan priorities so that governors can assess the effectiveness and value of decisions made both over policy and spending on resources.  Strategies include:

Governors need to draw up a structured programme for monitoring so that reports from co-ordinators, reports from the curriculum committee and visits to the school can be properly planned.  It is unsatisfactory if the governors’ involvement in curriculum development is ad hoc and not systematically shared with the whole governing body.


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Visiting Your School

1. INTRODUCTION
All governors bring with them a particular and valid perspective. It is important to ground an individual's perspective in a sound knowledge of the school as a whole. Reading the school prospectus and other papers and statistics is a useful starting point, but cannot be a substitute for first-hand knowledge, that is, a visit to the school during "working" hours.

2. TIME OFF WORK
Some governors find it difficult to take time off work in order to visit their school. Under employment law, employees are entitled to "reasonable time off" to carry out their duties as a governor. There needs to be agreement between the employee and employer as to what "reasonable time off' means in practice. It will be necessary to consider the amount of time needed to carry out the duties; the effects of an employee's absence on the employer's business; and whether time off is given to the employee for other activities. An employer is not obliged to give time off with pay. Some governors find it difficult to get time off work during the school day: governing bodies need to be sensitive to this and ensure, as far as possible, that all governors benefit from the experiences of those who are able to get into school during the working day.

3. SCHOOL VISITS POLICY
Governors sometimes ask whether they have a right to visit their schools. There is nothing set down in law, but it is generally agreed that governors need to visit during the school day in order to understand and fulfil their responsibilities effectively. Governors make important decisions about their schools and it is vital that those decisions are grounded in a sound, first-hand knowledge of the school. Part of the governing body's role is to monitor the progress of the school development plan and also the teaching and learning that takes place in the school; it is very difficult to fulfil this role without visiting the school. Schools are, however, complex places and it is vital that visits are organised properly in consultation with the headteacher. Many governing bodies choose to link governors to a class, year group or curriculum subject; in this way individual governing bodies can get to know part of the school in greater depth and develop relationships with staff and pupils.

4. GROUND RULES FOR EFFECTIVE SCHOOL VISITS
There are four main rules for an effective school visit:

1. Clear agreed aims Governing bodies should be clear about why governors need to visit and draw up a planned programme of visits; individual governors must know why they are visiting the school;

2. Clear channels of communication Visits must be arranged in consultation with the headteacher and other staff. Feedback is an important part of any visit. Any concerns must always be discussed with the headteacher in the first instance;

3. Careful planning Governors should be as fully prepared as possible; read relevant policy documents and talk to more experience governors and the headteacher;

4. Empathy If you are visiting a classroom, try to put yourself in the place of the teacher, remember that you are not there as an inspector, sharing your anxieties beforehand may help to improve the partnership.


5. BEFORE YOU VISIT
First answer a few questions:

6. PLANNING YOUR FIRST VISIT
A first visit to school will be a familiarisation process. If you are a parent, you may be familiar with a particular class or year group, but have little knowledge of what happens in the rest of the school; others may not have visited a school for a long time. Governors planning their first visit should consider the following:

7. ARRANGING A VISIT
First and foremost, always make an appointment with the headteacher and plan with him/her what you will do during your visit. You cannot expect to learn everything about the school in one visit, concentrating on one aspect, which interests you, is a good starting point. If you are visiting a class make sure you liaise closely with the teacher, you will need to be flexible and respond to situations in the classroom as they arise. Make sure that the teacher is happy for you to sit with the children and to talk to them before you do so.
8. WHAT TO LOOK FOR
It is vital for governors to remember that a visit to school is not an inspection; misunderstandings may arise if notebooks are in evidence, particularly in a classroom. Depending on the type of visit, you may wish to answer some questions for yourself, below are some examples:

9. AFTER YOUR VISIT
Always thank the headteacher, staff and pupils for their time, it is not always easy to cope with visitors on a busy day! If you visited a particular class, you may wish to write to the pupils and class teacher. If possible, before you leave the school talk over your impressions with the headteacher. If you intend to write a brief report for the governors ensure that the headteacher knows this and let him/her see a copy before it is circulated to the governors. If you have any serious misgivings or questions you must discuss these first with the headteacher and chair of governors. If you are presenting a report based on a class or departmental visit, the class teacher or head of department should be invited to the meeting when the report is discussed. Always inform an individual if they have been named in a report before the report is circulated.

10. CONCLUSION
Visiting your school should be a pleasant experience; time spent in preparing for your visit will reap benefits since you will have a clearer idea of what you are trying to achieve. Visits are an opportunity for getting alongside the headteacher, staff and pupils; being with pupils may be daunting to some governors at first, but it will serve as a reminder that you are a governor essentially in order to benefit the children in the school's care.


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A Summary of the Legal Responsibilities of Church School Governing Bodies

Throughout the text: VA = voluntary aided; VC = voluntary controlled.


1. INTRODUCTION
The respective duties and responsibilities of the governing body, headteacher and, where appropriate, the local authority (LA) and the Secretary of State are set out in education law and explained in some detail in A Guide to the Law for School Governors published by the DCSF.  The exact responsibilities of school governing bodies will depend on the type of school - whether VA or VC.  The duties of the governing body are concerned, largely, with the overall strategy for the development of the school with a view to promoting high standards of educational achievement.  This will involve the governing body, with the headteacher, making important decisions on school policies in partnership and consultation with others.  The governing body is not concerned with the day-to-day running of the school: that is the headteacher’s responsibility.  The governing body should ensure, as far as it is within its power, that the headteacher has the freedom to manage the implementation of school policies and the day-today organisation and management of the school and its staff.

The following provides a brief summary of the responsibilities of governing bodies.  Where there are substantial differences in the responsibilities for VA and VC schools, these are highlighted in the text.  Governors should note that over time changes may occur which alter the responsibilities as set out here.

2. CONDUCT OF THE SCHOOL
The conduct of the school is under the direction of the governing body.  This encompasses the ethos of the school.  It is often intangible but will include things like the school’s appearance - is it welcoming when you enter the foyer?  Are there displays of pupils’ work?  It will also include the school’s role in the community, its attitude to pupils, parents, staff and the wider community.

Every aspect of school life will contribute to a school’s conduct and sometimes this will lie outside the governing body’s control, but it is part of the responsibilities of the governing body to direct how the school should be conducted.  The burden of organisation will fall to the headteacher who is charged with organising the curriculum and is responsible for the internal organisation and management of the school and its staff.

3. CURRICULUM AND ASSESSMENT

The governing body, with the headteacher, must ensure that the curriculum of the school is in line with the basic curriculum which includes the National Curriculum and promotes the five outcomes of Every Child Matters.  The curriculum must be broad and balanced curriculum and promote the spiritual, moral, cultural, intellectual and physical development of pupils at the school and of society, and prepares pupils at the school for the opportunities, responsibilities and experiences of later life.
 

The governing body must ensure that the school offers only approved qualifications and syllabuses.
 
The governing body must allow the headteacher to organise the detailed curriculum and assessment arrangements in line with the policy set by them governing body and legal requirements, and to monitor the day-to-day delivery of the curriculum.  They monitor the implementation of their policy.

 

The governing body must ensure that annual targets for the achievement of pupils have been set.

Sex and Relationships Education: The governing bodies of all primary schools must decide whether sex education should form part of the curriculum and, if so, its content and organisation.  An up-to-date written statement of the policy must be kept and be available to parents.  In all secondary schools, the governing body must provide sex education for all pupils (including education about HIV and AIDS and other sexually transmitted diseases) and must make and keep up-to-date a written statement of its policy which is available to parents.  Governing bodies and headteachers must ensure that any sex education is taught in a way that encourages pupils to consider morals and the value of family life.

 

Parents have the right to withdraw their children from some or all of the sex education offered, however, they cannot withdraw them from those parts that lie within the National Curriculum.
 

4. RELIGIOUS EDUCATION AND WORSHIP
Religious education:
VA schools: Religious education (RE) forms part of the basic curriculum: it is under the governing body’s control and must be in accordance with the belief and practice of the Church of England. The Diocesan Guidelines will normally be the basis of the RE scheme of work.
VC schools: RE is taught in accordance with the LA agreed syllabus, unless parents request denominational RE.  The Diocesan Guidelines are a useful resource to assist in the provision of RE.

 

Worship:  the governing body is responsible for ensuring that an act of worship takes place daily: this may be a single act of worship for all pupils, as normally happens in a primary school, or separate acts of worship for different groups of pupils as sometimes happens in a secondary school.  Normally the act of worship will take place on school premises, but the governing body may, after consultation with the headteacher, direct that it take place elsewhere, such as the local church, on special occasions.


Withdrawal: parents have the right to withdraw their children from RE and worship even in church schools.

5. INSPECTION
Schools are inspected at least once every three years.  The inspections are managed by Regional Inspection Providers and all inspectors are trained, registered and work to the Ofsted Framework.  Schools receive between two and five days’ notice and inspections last no more than two days.  The lead inspector prepares a short Pre-Inspection Briefing (PIB) based on the school’s self-evaluation form (SEF), the PANDA and previous inspection report.  The school receives a copy of this on the day before the inspection and it enables staff and governors to know what the inspectors will focus on.  Inspectors are urged to speak to at least one governor, but the practice is variable.  At the end of the inspection, feedback is given to the headteacher, a governor and anyone else that the headteacher wishes to be present.  The school receives a draft report within a few days which should be checked for accuracy.  The final report is published within three weeks of the inspection.

Following the receipt of the inspection report, the governing body must arrange for the distribution to parents of the report within five working days.  The DBE receives a copy of the report directly.

The DBE appoints the inspector responsible for the denominational inspection (a Section 48 Inspection referred to as SIAS).  The governing body of a VA school is responsible for agreeing the arrangements with the inspector for the conduct of the inspection of denominational religious education and collective worship.  In VC schools the responsibility for agreeing the arrangements with the inspector for the conduct the inspection of collective worship falls to the foundation governors.

6. TREATMENT OF POLITICAL ISSUES
The governing body, headteacher and the LA must not allow the teachers to promote one-sided political views when teaching any subject. Teachers must present different views in a balanced way where political issues are covered. The governing body, headteacher and LA must also prevent pupils under 12 from taking part in political activities while at school, or otherwise, where the activity is arranged by a member of staff or anyone acting on behalf of the school or a member of staff.

 

7. SPECIAL EDUCATIONAL NEEDS (SEN) AND DISABILITY
Policy: the governing body must see that pupils with special needs in the school have those needs met, not just in the classroom.  Schools must follow the relevant sections of the Disability Discrimination Act 1995 and the SEN and Disability Act 2001 about access and facilities.  Schools which employ more than twenty people must follow the employment provisions of the Acts. The governing body must have a SEN policy (following the requirements in the Code of Practice) and include a description of this in the school prospectus.  They must provide resources to put the policy into practice and monitor its effectiveness. 

The governing body must appoint a Special Educational Needs Co-ordinator (SENCO) and check they have enough resources.  They must appoint a SEN and Disability governor or committee.
 

9. DISCIPLINE, EXCLUSION AND SCHOOL ATTENDANCE
Behaviour policy: the governing body must ensure the school has a behaviour policy and that this promotes good behaviour and discipline. 

Exclusions: only the headteacher has power to exclude a pupil.  Any exclusion amounting to more than five days in one term (singly or cumulatively) or which would mean a pupil missing a public exam must be reported to the governing body and LA.  The governing body must make arrangements to consider exclusions and hear appeals from parents.  The LA makes the arrangements for parents to appeal to an independent appeal committee if the governors confirm a permanent exclusion.  Schools must arrange reintegration interviews following exclusions and must provide with other schools collective off-site provision for exclusions of longer than five days.

Attendance: the governing body should ensure there is a policy an attendance and lateness and is responsible for ensuring that an attendance register is kept at the start of each morning session and once during the afternoon.  Such a register must distinguish between authorised and unauthorised absence, for example, authorised absence would include sickness, observance of special religious days; unauthorised absence would include shopping during school hours, birthdays and lateness. The LA must be informed about pupils who do not attend regularly or are absent for long periods.  The governing body must set annual attendance targets (agreed with the LA) for authorised and unauthorised absences from school as a percentage of the total possible attendances by pupils.  Information on pupils’ absences must be provided to the Secretary of State and be included in the school profile.  Parents must receive a summary of their child’s attendance record in their written annual report.

10. ADMISSION AND APPEALS
VA schools: the governing body is responsible for the formulation, publication, implementation and review of the admission policy and for making arrangements for parents to appeal against a governing body’s decision not to admit a child.  The governing bodies of VA schools must consult each year (or every other year if particular conditions are met) as to whether the admission arrangements are satisfactory.  The actual admission of pupils, if delegated, must be dealt with by the admissions committee consisting of the headteacher and at least two governors.  The process will be administered by the LA.
VC schools: the LA and the governing body are jointly responsible for the admission arrangements in most VC schools and are required to consult each other each year, as to whether the arrangements are satisfactory.  The process will be administered by the LA.

Admission register: the governing body is responsible for ensuring that an admission register is kept which gives the name and date of birth and address of all pupils and who has parental responsibility.

11. SCHOOL PROFILE AND PROSPECTUS
School Profile: the annual school profile is produced on-line according to a required format.  It contains:

o   its successes over the year;

o   what it is trying to improve;

o