Rutherford School
Role Description – School Governor

Governor’s work together to carry out their core functions

  Ensuring there is clarity of vision, ethos and strategic direction.
  Holding Head Teacher to account for the educational performance of the School and

the performance management of staff.

  Overseeing the financial performance of the School Budget.
  Ensuring the voices of stakeholders is heard.

Governors must also ensure that the Governing body complies with all legal and statutory
requirements and adhere to its Term of Reference, as a delegated sub-committee of The
Garwood Foundation Board of Trustees. (Charity 272905).

Governing body strategic responsibilities
Governing  bodies  work  closely  with  Head  Teachers,  they  are  responsible  for  day  to  day
management whereas the role of the governing body is strategic. As such, governors are
responsible for:

  Determining the mission, values and long-term ambitious vision for the school.
  Deciding the principles that guide school policies and approving key policies.
  Working with senior leaders to develop a strategy for achieving the vision.
  Ensuring that parent, pupils, staff and the wider community are involved  consulted

and informed as appropriate.

  Ensuring that all pupils have access to a broad, balanced and appropriate curriculum.
  Monitor health and safety of School site.
  Approving the school’s budget and ensuring it is managed effectively.
  Agreeing  the  school’s  staffing  structure  and  keeping  it  under  review  to  ensure  it

supports the delivery of the strategy.

  Ensuring  robust  risk  management  procedures  are  in  place  and  that  risk  control

measures are appropriate and effective.

  Establish  a  culture  of  high  educational  standards,  which  promotes  staff  and  pupil

wellbeing

  Performance management of the Head Teacher.
  Approve and review school policies, and hold staff to account for their implementation

Monitoring and evaluating school performance

Governors must monitor the priorities that have been set to ensure progress is being made
by:

  Measuring the school’s impact and progress towards its strategic objectives.
  Ensuring  the  required  policies  and  procedures  are  in  place  and  the  school  is

operating effectively in line with these policies.

  Evaluating  relevant  data  and  feedback  provided  by  school  leaders  and  external

reporting on all aspects of school performance.

  Asking challenging questions of school leaders to hold them to account.
  Holding the Head Teacher to account for standards, financial probity and compliance

with agreed policies.

  Visiting the school to monitor implementation of the strategy and reporting back to

the board.

Meeting, Panels and Committees
When required and appropriate, governors are expected to serve on panels or committees:

  Recruitment panels for senior leaders.
  Hear staff grievances and disciplinary matters. (Not Staff Governor)
  Deal with formal complaints.
  The Garwood Foundation Finance Committee (Finance Governor)
  Meet with School Safeguarding leaders (Safeguarding Governor)
  Be available during any Ofsted visits.
  Other topical sub-committees across Foundation relevant to their area of

knowledge.

Contribution to the governing body
Governors should ensure that they are making a positive and meaningful contribution to
the governing body by:

  Attending meetings (a minimum of 3 full governing board meetings and a number of
committee meetings each year), reading papers and preparing questions for senior
leaders in advance.

  Establishing and maintaining professional relationships with Leaders, Trustees and

colleagues on the board.

  Getting to know the school; making visits to the school occasionally during school

hours.

  Attending School/Foundation events and celebrations.
  Undertaking induction training and developing knowledge and skills on an ongoing

basis.

Personal interests

  Put responsibilities as a governor before personal interests.
  Ensure any business or pecuniary interests are declared as required and withdraw

from meetings as appropriate.

Other

  Maintain confidentiality
  Act at all times fairly and without prejudice.
  Support the school in the community, exercising prudence and tact if contentious
issues affecting the school arise outside the GB, and follow procedures agreed by
the GB.

Skills and experience

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Essential

Desirable

 Critical listening and ability to ask
effective questions

 Strategic thinking

 Excellent communication

 Problem-solving and analysis

 Living or working with children or
young people with a disability or
additional needs.

 Finance and/or accounting
knowledge

 Work in Health Services and/or
nursing

 Knowledge of education and/or
PMLD

 Marketing and communications skills

 HR experience

 Leadership and management skills

Time commitment

The time commitment for school governors will vary. However, all governors must attend
at least 3 meetings of the full board per year. The term of office is 3 years.

Some Governors may sit on a committee focused on an area they have knowledge of, or
are particularly interested in, for example, the finance committee. Committees generally
meet up to 3 times a year.

Preparation  for  meetings  includes  reading  papers  and  preparing  questions  for  senior
leaders.

You will also be expected to undertake any training required to enable you to discharge
your role effectively.

Governors are also expected to visit the school while it is open to pupils at least 3 times
per year.

If you would like to know more about becoming a school governor, please contact:

Director of Services:

 Lee.bennett@garwoodfoundation.org.uk

Chair of Governors:

Jackiesanders@live.co.uk

Visit:      https://garwoodfoundation.org.uk/          https://rutherfordschool.org.uk/

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