GOVERNOR TRAINING
ASSOCIATE PUPIL GOVERNORS
Steve Russell-Stretch
Governors’ Support Services
OBJECTIVES

To clarify the respective roles and responsibilities of
Governing Bodies and Headteachers

To introduce associate pupil governors to their role

To discuss issues related to being an associate pupil
governor and consultation with pupils
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WHY DO SCHOOLS HAVE
GOVERNORS?

The essence of governance is to help schools to
manage change by bringing a wider perspective,
from all areas of the community, to the particular
strategic decisions that the school needs to take.

As ‘outsiders’ governors can sometimes see things
that ‘experts’ miss, or notice something that’s not
working well or recognise something that is working
well.
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TYPES OF GOVERNOR

Parent governors

Teacher governors

Staff governors

Community governors

Additional community
governors (appointed by
the MLA)

LEA governors

Headteacher governor

Associate pupil
governors
SCHOOL COUNCILS
• Covered by legislation
• Must meet six times per year, supervised by a
member of staff
• At least one pupil from each year group from
Y3 upwards
• GB and Head teacher must consider any
matter taken to them by school council
and provide a response
ASSOCIATE PUPIL GOVERNORS
• School council must have the opportunity to
nominate up to two pupils from Y11 – 13 to be
APGs
• GB must accept the nomination
• No voting rights
• Could be on a committee, and be given
voting rights
EXCLUSION FROM MEETINGS
• Staff appointments, pay, discipline, grievances,
dismissal, performance management
• Admissions
• Individual pupil discipline
• Election, appointment and removal of governors
• Budget and financial matters
• Any other matter GB considers should be confidential
CONFIDENTIALITY
• This must be respected
• Although GB cannot reject a nominee, it can
take action to remove you as an associate
pupil governor
CORPORATE RESPONSIBILITY

Authority belongs to the governing body as a
whole...the individual governor has no power to
make decisions or take action.

Contribute as individuals but collective
responsibility for outcomes
CORPORATE RESPONSIBILITY
VIA COMMITTEES
Most of the detailed work of the GB may be
carried out by committees.
Committees:

enable the main GB meetings to concentrate on strategy
because committees report to main GB
 allows the GB to monitor the school’s progress by
questioning more and gaining greater knowledge
 encourage diffident governors to take a fuller part in
proceedings
Corporate responsibility is still that of the GB.
COMMON AREAS IN WHICH
COMMITTEES WORK
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Curriculum
School improvement
Buildings
Health and Safety
Personnel / Staffing
Finance
Performance management (of the Head)
Pay review
HEADTEACHER IS
RESPONSIBLE FOR...

The internal organisation, management and control
of the school

Formulating aims and objectives, policies and
targets for the governing body to consider adopting

Advising on and implementing the GB’s strategic
framework

Giving governors the information they need to help
the school raise its standards
GOVERNING BODY’S
RESPONSIBILITIES
The GB has responsibility at policy-making
level, not in the day-by-day running of the
school. The Governing Body’s contribution
lies in ensuring systems are in place, not
day-to-day management.
DIFFERING ROLES
Management (HT)
Strategic (GB)
• Approve classes doing
Maths puzzles on Fridays
• Approve a radical new
approach to Maths teaching
• Authorise payment of gas
bill
• Monitor actual and
estimated fuel costs
• Move over-large class into
biggest classroom
• Move towards mixed age
classes to even out
numbers grouping
• Arrange cover for teacher
making arrangements for
sports day
• Award extra allowance to
PE coordinator
GOVERNORS’ ROLE
IN PLANNING
Strategic Planning

Long term planning of
broad issues (“the big
picture”) to achieve goals
Tactical Planning

Shorter term planning of
more detailed matters to
achieve particular aims
which fit into the longer
term strategic plan
SCHOOL DEVELOPMENT PLAN
(SDP)

Comes out of strategic plan

Sets out priorities for development over an agreed timescale

Shows how all developments fit together (e.g. post
inspection) in a coordinated way to support the overall
vision and aims of the school

Covers curriculum, staffing, premises, community links

Year 1 detail; Year 2 outline; Year 3 priorities
DETAILS OF SDP
• What needs to be done?
• By whom?
• By when?
• At what cost?
• How will we check we are doing what we say we are
doing?
• How will we judge the effect of what we are doing on the
school?
INSPECTION REPORTS...

Governing Bodies have been so preoccupied
with getting plans and policies into place that
little attention has been given to reviewing
whether they are working and have made a
difference
A GOOD CRITICAL FRIEND...

… offers a critique of a person’s work while being an
advocate for the success of that work

The more governors show that they recognise the
school’s successes, the more the school will listen
to them when they challenge what is being done.
LINKS BETWEEN SCHOOL
COUNCIL AND GB
• GB asks school council’s opinion on issues
• School council minutes are given to GB
• School council (through APGs) have a slot on
every GB agenda
• Governor observes School council meetings
CONTACT DETAILS
• Steve Russell-Stretch 01437 775102
• steve.russell-stretch@pembrokeshire.gov.uk