The purpose of a School Governance committee

The School Governance Committee (SGC) has a critical role in ensuring positive outcomes for learners by working closely with the senior leadership team in shaping the vision, ethos, and strategic direction; advising on priorities for improvement; and monitoring and evaluating performance.

 IJS&CE School Governance Committee Members

Categories of Governor
There are a number of categories of governor:

Parent Governors are elected by and from the parents and carers of students. Some Parent Governors represent Camp students, including those who reside in Stanley House; some represent primary aged students, and some represent secondary aged students.

Staff Governors are elected by and from the staff.

Community Governors apply to join the Governance Committee and are interviewed. They represent the wider community interest and broaden the range of skills & knowledge on the committee.

School Governors who live a distance from Stanley can choose to attend meetings remotely via a video conferencing facility such as MS Teams, if this is preferred. The Education Directorate remain committed to facilitate Camp residents to be actively involved in School Governance. Camp Governor visits to school sites can be made to coincide with trips you already have planned, if this better suits your schedule. Furthermore, necessary travel and accommodation expenses can be claimed for attending meetings in person.

What is involved?
To be a successful governor, you need commitment, with the time and desire to get involved in the school. You will be involved in making strategic decisions, setting priorities and monitoring progress. You will be expected to:

Attend regular meetings

Read relevant documentation

Get to know the school through visits, attending events, meeting the staff and students

Ask questions

Attend training

Who can become a School Governor?

You do not need to be an expert in education

Depending on the category of Governor you do not need to have children in the school

You do not need any specific qualifications.

You do need enthusiasm, commitment, spare time, an interest in the future of children and young people, and to be over 18 years of age.

Governing bodies need a balance of expertise, experience, knowledge and skills. Are you a good communicator? Can you negotiate, influence, work as part of a team? Have you experience within the community or with parents?

You need to be able to positively support the school, listen, learn, challenge constructively and question.

THE ROLE OF THE GOVERNING BODY

The SGC is responsible for working closely with school leaders to:

• Shape, review and communicate the vision, ethos and strategic direction of the schools, Camp Education and Stanley House

• Develop, embed and enhance a culture of ambition;

• Influence and contribute to effective strategic planning, including that there is an ambitious and practical school improvement plan; and ensuring that it is underpinned by a meaningful and honest process for school self-evaluation;

• Provide a balance of support and challenge to leaders to deliver continuous improvement in the school’s performance;

• Ensure that there is good two-way communication between the school (including Stanley House and Camp Education) with parents and the wider community;

• Ensure that the systems and procedures for safeguarding are robust and are being effectively implemented, so that the school and Stanley House provide a safe and healthy environment for learners and staff;

• Understand and review how the management of school finances supports the needs of learners, including those with SEND and vulnerable children;

• Understand and review the role of performance management for teachers and staff in delivering priorities outlined in the School Improvement Plan;

• Understand and review the extent to which the school’s curriculum sets out the knowledge and skills that learners will gain at each stage (intent), the way in which the curriculum is taught and assessed in order to support learners to build their knowledge and apply their skills (implementation), and the outcomes that learners achieved as a result of the education they have received (impact);

• Shape and review the guiding principles that underpin school policies and review and comment on school policies;

• Play an advisory role in the recruitment process for Executive Headteacher and Principal appointments (this may be a role particularly for the Chair and Vice Chair).

The SCG should ensure that school leaders have sought and acted on appropriate quality assurance, including on:

• The performance of the schools (including Camp Education & Stanley House) and pupil outcomes, through external support for school improvement; benchmarking of data; and periodic school inspection.
• Safeguarding of learners, through annual safeguarding audits undertaken by the Social Work Department or external review.
• Health and Safety compliance, including through an effective accident reporting system and periodic fire drills.

THE REWARDS OF BEING A SCHOOL GOVERNOR

Governors bring a wide range of experience and interests from many walks of life but they all have one thing in common – the desire to make a difference to the lives of children and young people. Rewards include:

• Knowing that your efforts could help to shape a better future.

• Developing new skills and strengthening existing ones.

• Helping to create an effective partnership between Stanley House, FICS and IJS&CE and the wider community.

• Working as part of a team, supported by colleagues, mixing with people from a range of backgrounds.

• Satisfaction from giving something back to the community by promoting the education, safety and well-being of students.

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