Welcome to the Governors’ section of the website
Who are the Governors?
At the moment, there are 12 members of Melbourn Primary School’s Governing Body. We are appointed to the Governing Body in a number of different ways as shown below. All governors are appointed for 4 years.
|Parent Governors. The Governing Body has 2 parent governors, who are elected by the parent body.|
|Staff Governors. The Governing Body has 1 staff governor, who is elected by the staff.|
|Co-opted Governors. Co-opted governors are appointed by the Governing Body. We look for people who live locally or have other ties with the village, and who have skills or experience which can help the Governing Body in its work (for example, business skills, legal knowledge, having a child who has a disability or special educational needs).|
|Local Authority Governors. There is 1 local authority governor, who is appointed by the LA but is usually nominated by the Governing Body, based on the skills or experience they have to offer.|
|Associate Members. Associate members are not full members of the Governing Body but attend meetings to offer advice on certain topics. They are appointed by the Governing Body.|
Our overview of the current governors gives information on each governor’s category, their term of office, which committees they belong to and any positions of responsibility on those committees. Each governor’s business interests are included, together with information on whether they are also a governor at another school and any relationship with members of staff.
The attendance record of each governor shows attendance for all Governing Body and sub-committee meetings last year.
The Annual Governance Statement gives an overview of the Governing Body’s functions and focus for the last year.
What do Governors do?
The Governing Body’s main role is to help raise standards of achievement. It:
- plans the school’s future direction
- is accountable for the performance of the school to parents and the wider community
- selects the headteacher
- makes decisions on the school’s budget and staffing
- makes sure the National Curriculum and Religious Education are taught
- decides how the school can encourage pupils’ spiritual, moral, social and cultural development
- makes sure the school provides for all its pupils, including those with special educational needs.
Most of us are not educational professionals and we do not make judgements ourselves on the quality of teaching in the school. We do however study carefully information about the progress children make at the school and what their levels of achievement are at the end of Key Stage 1 and 2. We get to know the school’s strengths and weaknesses, agree with the staff priorities for its development, and set budgetary priorities. Governors are there to offer a different view and to ask challenging questions to help the school in its own self monitoring. The day-to-day running of the school is the Headteacher’s responsibility and the Governing Body does not become involved except if there is a complaint about the Headteacher’s actions. You can see the issues the Governing Body considers at its meetings and the decisions it makes by looking at the minutes of our meetings.
We have 2 committees through which we consider the detail:
- Resources (which covers finance, premises and personnel) (Chair: Andy Smith)
- Standards (which covers all issues which impact on pupils’ learning) (Chair: Jenni Woodrow)
We each take an interest in particular aspects of school life (“Named Governor” roles) and visit the school to see for ourselves how the strategies and policies we discuss at Governing Body meetings work in the day-to-day life of the school.
Governors work as a team. We are responsible for making sure the school provides a good quality education. Raising educational standards in school is now a key priority. This has the best chance of happening when there are high expectations of what pupils can achieve.
Governors are at the heart of how a school operates. We have to get things right. How we do their job affects the interests of pupils, staff morale and how the school is seen by parents and others in the community.
Governors support and challenge heads by gathering views, asking questions and deciding what’s best for the school. We are not there to rubber stamp decisions. We have to be prepared to give and take and be loyal to decisions taken by the governing body as a whole.
How can I become a Governor?
You do not need special qualifications to become a Governor. Enthusiasm and a willingness to learn are the main requirements. Vacancies will be advertised through the school and/or Melbourn Magazine. If you would like to talk further about what is involved, contact Julie Norman (Chair of Governors) via the school office or e-mail to firstname.lastname@example.org.
Am I the right person to become a governor? gives more information about what is required of a governor.
We welcome everyone to our Governing Body regardless of sex, race, disability, religion, belief, sexual orientation, gender reassignment, pregnancy or maternity. We want to make sure that our Governing Body is representative of the whole community.