University of Birmingham School
Governor Role Description and Person Specification
Introduction
The University of Birmingham School is a new school for our city. Our aim is simple: to
transform the lives of our pupils by raising their aspirations and maximising their potential by
accessing the widest possible range of educational opportunities. We want our graduates to
go on to make a different to the lives of others as responsible citizens, loving partners and
parents, excellent friends and great work colleagues.
In our brand new £23m building and drawing on the world-class facilities, resources and
expertise of the University of Birmingham, we will offer our pupils a broad and balanced
academic curriculum, a focus on character education, and a wide programme of enrichment
opportunities delivered through an extended school day.
There is already a high level of demand for the initial places available in Year 7 and in the
Sixth Form in 2015. We now need to fulfil the ambition and trust of those children, parents
and carers by building the highest calibre school community of Governors, senior leaders,
subject leaders, teachers and professional services staff.
As such, we are seeking experienced, committed professionals to join our Governing Body
and support us in the lead up to opening in September 2015. Full details of the role are
included below and any enquiries should be submitted for the attention of the Chair of
Governors and Principal via our Director of Operations and Clerk to the Governing Body
(email: a.tomkinson@bham.ac.uk/ tel: 0121 414 7401).
Further details about the University of Birmingham School can be found on our website:
www.universityschool.bham.ac.uk
To apply for a role on the Governing Body, please submit an up to date CV, as well as a
short covering letter, by Monday 1 December 2014 to:
Professor Michael Clarke
Chair of Governors
University of Birmingham School
University of Birmingham
Edgbaston
Birmingham
B15 2TT
Or via email to: universityschool@contacts.bham.ac.uk
Summary of the role
What are the main responsibilities of the Governing Body?
As Governors of the University of Birmingham School, you have four main responsibilities to
enable you to fulfil your obligations as Governors, Trustees and Directors of the School.
These include:
 Ensuring clarity of vision, ethos and strategic direction;
 Holding the Principal to account for the educational performance of the School and its
pupils;
 Overseeing the financial performance of the school and making sure its money is well
spent; and
 Acting as an ambassador for and advocate of the School.
Further details are included Appendix One.
What are Governors required to do?
We believe that the role of a School Governor is a fulfilling and rewarding position, especially
in an exciting new institution like the University of Birmingham School. However, performing
the role well is also demanding and we do expect all Governors to:
 visit the School occasionally during school hours once open, and gain a good
understanding of the School’s strengths and weaknesses;
 attend induction training and regular relevant training and development events;
 attend meetings (full governing body meetings and committee meetings) and read all the
papers before the meeting;
 make an annual declaration of eligibility and of interests;
 maintain an up to date DBS declaration;
 act in the best interest of all the pupils of the School;
 act as an advocate for the School, and
 behave in a professional manner, including acting in strict confidence.
What is the University of Birmingham School looking for in its Governors?
It is crucial that all Governors to share our vision and ethos. We also want our Governing
Body to be as diverse as possible, not just in age, gender, ethnicity and disability but also in
the knowledge and experiences held by our Governors.
All Governors are expected to demonstrate specific skills and experience so that they can
confidently and effectively fulfil their responsibilities. These include experience of
professional leadership and governance in other organisations.
Across the Governing Body, there are also more specialist skills and experience that one or
more of the Governors should have. These include school leadership, safeguarding, charity
and company law, and accountancy.
Full details are included in Appendix Two.
Appendix One: Detailed responsibilities of the Governing Body
Ethos and Strategic Direction
We expect Governors to ensure clarity of vision, ethos and strategic direction by:
 Getting to know the School to understand its vision;
 Working with the Principal and Senior Leadership Team to establish and model the
School’s culture and ethos;
 Providing an appropriate balance of support and challenge to the Principal and Senior
Leadership Team in establishing a new, high profile organisation;
 Understanding the legal structure of the School, the organisation of the Governing Body
and its constitutional relationship with the University of Birmingham;
 Understanding the policy context for the School and its accountability to Ofsted and the
DfE;
 Establishing clear and ambitious strategic priorities and targets for the School;
 Ensuring that all children, including those with special educational needs, have access to
a broad and balanced curriculum;
 Determining the school’s budget, including the expenditure of the pupil premium
allocation;
 Determining the school’s staffing structure and key staffing policies;
 Determining the principles to be used by school leaders to set other school policies;
 Serving on sub-committees of the Governing Body, as required;
 Ensuring the School complies with its obligations as an Academy, a Charity and as a
Company Limited by Guarantee;
 Listening to and reporting to the School’s major stakeholders: pupils, parents, staff, the
University of Birmingham, the wider community, and the Department for Education.
Education Performance
We expect Governors to hold the Principal to account for the educational performance of the
school and its pupils by:
 Considering all relevant data on the achievement of different groups of pupils and using
this to inform the School Improvement Plan;
 Agreeing the outcomes from the school’s self-evaluation and ensuring they are used to
inform the priorities in the school development plan;
 Ensuring senior leaders have developed the required policies and procedures and the
school is operating effectively according to those policies;
 Promoting pupil attainment in all areas of the curriculum, ensuring effective use of pupil
premium funding, and meeting the needs of pupils with special educational needs (SEN);
 Overseeing pupil admissions arrangements and home-school agreements;
 Ensuring all necessary safeguarding procedures are in place;
 Ensuring the School is safe place to study and work, and that management of pupil
behaviour supports this;
 Overseeing vigorous and effective teacher appraisal to support the best possible staff, at
all levels, throughout the School;
 Conducting the Principal’s performance management review;


Balancing challenge and scrutiny for the Principal with appropriate care and support;
Acting as a link governor on a specific issue, making relevant enquiries of the relevant
staff, and reporting to the governing body on the progress on the relevant school priority.
Use of Resources
We expect Governors to oversee the financial performance of the School and make sure its
money is well spent by:
 Ensuring that all aspects of the school’s finances are properly managed;
 Ensuring effective use of the Pupil Premium and other dedicated grants;
 Understanding the recruitment, remuneration and performance management system for
teachers, ensuring pay arrangements for all staff are cost effective and fair;
 Providing and maintaining the highest possible quality of buildings and facilities, and that
all relevant health and safety procedures are implemented;
 Overseeing the implementation of fair and effective complaints and grievance
procedures.
Appendix Two: Detailed Person Specification
General
Governance
and
leadership
Vision and
strategic
planning
Holding the
Principal to
account
Essential skills and experience for all Essential skills and experience for at
individual Governors to demonstrate: least one or more Governor(s) to
demonstrate:
 a commitment to the School’s vision
and ethos;
 an understanding and passion for
the School’s unique role;
 a commitment to improving
education for all pupils;
 a commitment to their own
professional development, including
their effectiveness as a governor.
 Experience of being a board member  Experience of chairing a board/
or governor in another sector/school
governing body or committee
 Experience of professional leadership  Experience of developing
within a large and/or high profile
governance in charities and/or
organisation
schools
 Understanding of the multiple
stakeholders to whom the School is
accountable
 Understanding and experience of
 Experience of change management
strategic planning
and/or start up organisations
 Experience of analysing and
 Knowledge of best practice in
reviewing complex issues objectively
charity and company law
 Ability to propose and consider
 Knowledge of current education
innovative solutions
policy
 Ability to make difficult, but
 Understanding of higher education
necessary, decisions
policy
 Experience of developing policies
and procedures
 Communication skills, tact and
 Experience of project management,
diplomacy
especially in new or changing
organisations
 Experience of using data to inform
organisational development and
 Experience of establishing
improve standards
performance management
procedures and implementing CPD
 Ability to balance support and
programmes
challenge for senior leaders
 Knowledge of safeguarding
procedures for schools
 Knowledge of best practice in the
use of technology in education
 Experience of leading disciplinary



Use of
resources


Experience of setting and managing
complex budgets
Experience of managing risk in a
governance or leadership role





Knowing
your school
and
community





procedures, grievances and
appeals.
Understanding of how pupils learn
and how this informs teaching, pupil
achievement, behaviour
management and target setting
Understanding of school leadership
and the professional development
needs of teachers/support staff
Experience of working with young
people with disabilities or special
educational needs
Experience of accountancy,
including implementing and/or
monitoring financial procedures and
controls
Knowledge of statutory financial
management requirements, school
funding and dedicated grants such
as Pupil Premium
Experience of setting and
monitoring remuneration systems
for staff
Experience of
procurement/purchasing
Experience of premises/facilities
management, including health and
safety.
Well established links within
Birmingham’s diverse communities
Well established links within
regional and national businesses
Knowledge of the regional economy
and priorities for education/civic
development
Experience of working or
volunteering with young people
Experience of negotiating and
influencing community leaders,
senior stakeholders or policy
makers