Governors

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GOVERNORS

Our Governing Board- What is it?

All schools in England have a Governing Board which is responsible for overseeing many of the strategic decisions of the school.  A key role is to act as a ‘critical friend’: to support, but also to challenge, asking questions and looking for evidence.

We look at the bigger picture and, working with the head teacher, set a direction for the school.  We have a range of powers and duties laid down by various Education Acts.  In the main, these responsibilities relate to promoting high standards, setting a working framework, the safety of pupils and staff, management of the budget and ensuring the curriculum is balanced and broadly based.

There is a Governing Board meeting each term.  These formal meetings are supplemented by a series of committee meetings dealing with more specific issues.  Some governors also have additional responsibilities for specific issues.  Much of the work is delegated to three committees:

  • Resources – overseeing financial and staffing matters;
  • Children and Learning – looking at standards of attainment and effective delivery of our curriculum;
  • Safeguarding, Health, Safety and Security – considering all matters relating to health, safety security, child protection and wellbeing.

We enjoy visiting the school when invited, but also visit by appointment to look at evidence of progress on a target highlighted in our School Development Plan. Staff also attend some of our meetings to explain changes to the curriculum or its delivery as well as providing evidence of pupil progress and attainment. There are 12 governors serving Shere School.

The chair of governors is currently Mrs Marsha Walton, who can be contacted via the school office or directly via email.

 

What can you expect of our governors?

A Governor at Shere School

  • know the school well: its context, characteristics, aims, values & aspirations;
  • provide a strategic view of where the school is heading, establishing high expectations, by monitoring and evaluating effectiveness, putting challenging questions and pressing for improvement;
  • act as a critical friend;
  • hold the school to account for its educational standards, the quality of education provided and promoting effective teaching and learning;
  • know how the school is perceived by parents, children, staff, community, Ofsted and the LEA.
  • have a strategic role in the financial management of the school