St Mary’s CE Primary School
Governing Body Register of Details 2019/2020
|Name||Status||Date of appointment||Term of office||Appointing
|Role||Committee Representation||Register of interests||Relationships with staff||Attendance at meetings 2018/19|
|Rachel Cross||Headteacher||21.04.14||Ex Officio||Finance||None||None||6/6|
|01.09.18||4 years||Oxford Diocesan Board of Education||Leadership and Management
Behaviour and Attitudes
|Saba Khan||Staff||29.01.18||4 years||Staff||None||None||5/6|
|23.01.17||4 years||Parents||Pupil Premium
Access to Learning
|Iqbal Zafar||Co-opted||28.01.19||4 years||Governing Body||Finance||Finance||None||None||4/4|
|Amy Webb||Foundation||05.03.19||4 years||Oxford Diocesan Board of Education||Early Years||Pay||Governor at Langley Academy Primary||None||1/2|
|Sally Charles||Local Authority||20.05.19||4 years||Local Authority||SEND||Headteacher Appraisal||2/2|
|Abaas Chaudhry||Parent||11.11.19||4 years||Governing Body||Premises, Health and Safety||None||None||N/A|
|Andrew Allen||Foundation||September 2006||Resigned on 31.03.20||Director of a Slough based M.A.T.||None||5/6|
|Vaibhav Agarwal||Co-opted||21.05.18||Resigned on 24.09.19||Governing Body||None||None||2/6|
|Aftab Hussain||Parent||24.09.18||Resigned in June 2019||Governing Body||None||None||4/5|
|Liz Critchlow||Clerk||January 2017||N/A||N/A||N/A||N/A||6/6|
1. What is the Governing Body?
All schools are overseen by a Governing Body. The Governing Body is a group of volunteers who set the strategic vision for the school with the Headteacher, and ensure that the school works efficiently and effectively towards achieving its vision. It does this by:
- Building a thorough knowledge of the school and its community
- Supporting and constructively challenging the school, and
- Ensuring accountability (judging the school’s performance openly) and compliance (ensuring the school meets all its legal obligations, for example for safeguarding children, and managing its finances appropriately)
In practice most day-to-day decisions are taken by the Headteacher and staff (including teachers, teaching assistants, office staff, etc.) but it is the governors’ job to set the direction and policies for the school; to delegate the job of delivering this to the Headteacher; to provide ongoing support and advice; and to monitor the outcome
2. What types of Governor do we have?
We have a number of different types of governor: those who are appointed and governors who are elected. We always have elected Parent Governors. All governors have equal authority and input to the Governing Body. There are 12 positions on our Governing Body.
3. What does being a Parent Governor mean?
A Parent Governor is elected by parents/carers, but actually is NOT there to ‘represent’ parents. The Parent Governor’s job is to get to know, to support and challenge (ask questions of) the school, just like all governors. Parents/carers can bring very useful insights about what the school is like for children and their families. Parent Governors can help other governors understand what being in the school is like. They are often the first to celebrate wonderful things that the school is doing! Being a Parent Governor is a very rewarding way of being involved in your child’s school.
4. What does being a Governor involve?
As a governor, you need to be able to attend at least 6 Full Governing Body meetings over the year where governors with specific responsibilities report back about their work with the school. These take place in school, in the early evening (usually 5:30pm – 7:00pm). On average a Governor needs to spend 1 hour a week on governor activities, whether it is attending meetings, visiting the school, reading reports or following up on actions. (Some weeks you will have nothing to do for governors).
Some Governors have specific responsibilities and work closely, liaising with staff who have overall leadership of the following aspects:
- Leadership and Management, including safeguarding
- Pupil Premium
- Achievement and Attainment
- Voluntary Controlled Activities
- Inclusion/Special Educational Needs
- Premises, Health and Safety
- Personal Development, Behaviour and Welfare