The Governing Body consists of the Headteacher, one non-teaching member of staff, 4 parents, 3 governors appointed by the Local Education Authority (LEA) and 4 governors from the community.
The Governor Role
An effective governor is:
- Committed to maintaining and improving the school's standards of education
- Prepared to commit time and energy to the work of the governing body
- Prepared to visit the school during he working day
- Able and willing to work harmoniously with others
- Prepared to challenge, but in a constructive, not confrontational, manner
- An advocate of the school in the wider community
- Aware of the need to keep up to date with developments in the world of education
- Keen to participate in briefing sessions
- Prepared to stand by collective decisions even if s/he held a different point of view
The role of the school governor is to:
- Support the school but not uncritically
- Explain its policies to parents and the community but not blindly
- Watch its standards but with care, humility and an open mind
- Help to settle its disputes fairly and conscientiously
- Oversee its policies and use of its resources but not in tiresome detail
- Attend meetings
- Visit the schoolServe on a committee
- Be attached to an area of the school's work
- Participate in executive decisions of the Governing Body
- Undertake training and development
- Work within an agreed code of conduct
- Represent the school within the local community
- Maintain confidentiality as required
You should do these things as a Governing Body not as an individual governor. And in all such matters you should work with knowledge and understanding of the school.
Governors’ Written Statement of Behaviour Principles
Section 88 of the Education and Inspections Act 2006 requires the Governing Body to set the framework of the school’s Behaviour and Discipline Policy by providing a written statement of behaviour principles, taking into account the needs of all pupils.
The purpose of the statement is to advise and guide the Headteacher in drawing up the Behaviour Policy by stating the principles which governors expect to be followed. It follows the guidance issued by the Department for Education in September, 2012, and will be reviewed in line with the Behaviour Policy review, and in response to any changes in legislation and DfE guidance.
The Governing Body believe that the Behaviour Policy should be underpinned by the schools aims outlined on the school website:
- To provide a safe, nurturing and welcoming environment which meets the needs of every child
- To provide our children with a stimulating, creative, challenging and inclusive curriculum
- To enable our children to take responsibility for their learning and to develop the ability to work independently and cooperatively
- To enable our children to develop a sense of citizenship through our agreed school values
- To enable our children to develop care for and respect themselves, others and the world around them
- To encourage partnerships with parents and the wider community
Statement in Practice
The Behaviour Policy, based on the school aims, should enable and encourage children to develop self-awareness, to feel safe, to have respect for themselves and others and to look after their school and its surroundings, thus allowing our learning community to flourish.
The Governing Body firmly believe that the best way to ensure high standards of behaviour and discipline is to recognise achievement and celebrate success. However they also recognise that on occasions sanctions are necessary to demonstrate that behaviours which disrupt learning or impact on safety are not acceptable. These sanctions are used to express the disapproval of the school community; to deter other pupils from similar behaviour; and to ensure the health and safety of the whole school community. It is recognised that the application of rewards and sanctions must have regard to the individual situation and individual pupil, and that the school is expected to exercise discretion in their use.
The Governors expect the Behaviour Policy to be in accordance with their responsibilities under equality legislation: for example, by making reasonable adjustments in its application to vulnerable pupils. It should also support the school’s commitment to improving outcomes for all pupils, eliminating all forms of discrimination, harassment and bullying, as well as promoting equality of opportunity, the welfare of pupils and good relations across the whole school community.
Contents of the Policy
The Behaviour Policy should include the following:
• The school’s expectations;
• Examples of behaviour to be encouraged;
• Examples of inappropriate and unacceptable behaviour;
• A clear explanation of the systems of rewards and sanctions;
The Governing Body are aware of their statutory duty to provide clear advice and guidance to the Headteacher in respect of the following: teachers’ powers to search, to use reasonable force, and to discipline pupils for misbehaviour outside school.
Whilst recognising that these are extreme measures, to be taken in exceptional circumstances, the Governors advise that for the protection and safety of the whole school community they should be carried out only in accordance with the specific guidance issued by the DfE. It is recommended that training be provided on a regular basis to the staff, to assist them on the rare occasions when it may become necessary to exercise these powers.
This statement has been drawn up by Governors in consultation with staff, parents and pupils. The Governors believe that it is by working together that we will encourage children to reach their full potential, and become independent, contributing and responsible members of society.
Ratified by Governors: Autumn 2015
Review date: in conjunction with Behaviour Policy