About the Governing Board | St Michael's Primary

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About the Governing Board

Margaret Fletcher

My name is Margaret Fletcher and I am the current vice-chair of Governors. I’ve been a Governor at St Michael’s for 26 years -initially as a parent governor (my son was only 5 when I started!) and subsequently as a Co-opted one. In my professional life I work for HMRC and bring my financial knowledge and a lifelong love of learning to the Governing Board. I am currently undertaking an MA in classics with the Open University showing one is never too old to study!

Phil Knox-Roberts

My name is Phil Knox-Roberts, the Chair of Governors.

I joined the board in late 2019 as a parent governor before being co-opted a year later.

My background is in the music industry; formerly General Manager and marketing director at Warner Bros before setting up a number of my own businesses. I am somewhat of an all-rounder but my main experience is in marketing, planning and management. I have sat on boards of businesses and trade bodies and chaired various committees across the business and I am keen to bring some of that experience to the school.

Millie Tanner

I'm a co-opted governor and have been on the board since 2019. I take responsibility for safeguarding on behalf of the board; before that I was the governor for SEND. I care about young people and education and I really love having the opportunity to help make St Michael's the best possible school for its pupils and families. In my day job I work in the emergency services, and in my copious free time I'm learning the clarinet. #

Saima Hussain-Sheikh

I joined as a parent governor in 2021 and I am also the nominated SEND governor. I have a significant interest in ensuring the continued excellence and improvement of St Michaels Primary school as my children attend the school currently. I am keen to ensure children can achieve to the best of their abilities and are happy and confident.

I have nearly 15 years of experience working for the NHS to support our providers in delivering the Patient Safety and Quality agenda.

I have enjoyed getting to know the excellent staff at the school and admire their dedication and professionalism. I look forward to supporting the success of St Michaels Primary school for many more years to come.

Jennifer Woodham

My name is Jennifer Woodham. I joined as a co-opted governor in 2022. I have one child at the school currently, with a second hoping to start in September. I'm really keen to contribute to the continuing success of the school. In my professional life, I work for a healthcare regulator. I manage a team of investigators looking into fitness to practise matters. In my free time, I like to run.

Gemma Stagg

I have been a parent governor since 2021, I decided to become a governor as I have two children currently at St Michael’s and I’m passionate about the schools progress and the children’s education during their time here . I am also the health and safety governor. In my personal life I am a hairdresser with over 25 years experience.

Primary Role of Governing Board

Governing boards have three core functions:

Ensuring clarity of vision, ethos and strategic direction;
Holding the Headteacher to account for the educational performance of the school and its pupils, and the performance management of staff and;
Overseeing the financial performance of the school and making sure its money is well spent.

The Headteacher is responsible for the internal organisation, day to day management and control of

the school and the implementation of the strategic framework established by the Governing Board, through the school development plan.

Role and Responsibilities

The governors of St. Michael’s are at the heart of the school’s strategic direction, monitoring and evaluation. It is important, therefore, that the Governing Board gets its job done correctly and efficiently. How we do our job affects the interests of pupils, staff and the reputation of the school in the community and ultimately contributes to fulling the school’s vision. As governors we support and challenge the head teacher by gathering views, asking questions and discussing what's best for the school. As a governor you are required to play an active part in the decision making process of the school, through school visits and attending committee meetings. You should be prepared to give and take advice, work constructively and positively with staff and must be loyal to decisions taken by the Governing Board as a whole. As long as the Governing Board acts within the law, and takes appropriate advice, governors are protected from any financial liability for the decisions they take.

Strategy - Governors have a strategic role to ensure that all pupils achieve the very best that they are capable of. You will play a key role in developing a policy on the curriculum; setting budgets and approving school development plans; and responding to inspection plans and publishing action plans.

Monitoring and evaluating - the school’s work. This is achieved by making sure that the school keeps to its policies, budgets and plans and keeps up to date with the quality and educational standards in the school. Governors will visit the school regularly to observe lessons, scrutinise books, and assess facilities.

Recruitment - In an executive role, governors take direct responsibility for the recruitment of senior staff and some disciplinary matters.

Accountability – making sure parents are kept informed about what is happening in the school and that parents’ views are taken into account. Report on progress against the school improvement plan. Governors are also responsible to the wider community.

Governors serve as a ‘Critical Friend’ by supporting, advising and challenging the Head teacher through gathering views and asking questions.

Legal Framework

The Governing Board are bound by statutory requirements, overseen by the Department for Education (DFE) and is accountable to the public and to the parents for the way in

which the school is directed and managed.

The staff of the school is accountable to the Governing Board for the delivery of the curriculum, use of resources and for the quality and effectiveness of the teaching and learning that is taking place.

The statutory requirement of the Governing Board is to conduct the school with a view to promoting high standards of educational achievement (School Standards & Framework Act 1998). Achievement should be considered both in terms of academic education but also in terms of personal and social development and welfare e.g. are the children

developing in confidence, able to work collaboratively in teams as well as independently etc

Table of Statutory Duties
Admissions	Comply with the local authority’s (LA’s) admissions arrangements.
Behaviour	Make and review a written statement of general principles to guide the Headteacher in determining measures to promote good behavior and discipline. This should be in consultation with the Headteacher, staff, parents and pupils and be published on the school’s website. Ensure that the school has policies aimed at promoting good behavior and discipline.
Exclusions	Arrange for suitable full-time education for any pupil of compulsory school age who has a fixed-term exclusion of more than five school days. Convene a meeting to consider reinstating the pupil and consider parents’ representations about an exclusion in some circumstances.
Curriculum	Decide (together with the Headteacher) whether to provide sex education beyond what is set out in the statutory science National Curriculum, and keep a record of the decision Ensure the school has a written policy on sex education which is available to parents.
Finance	Assure itself that the school keeps accurate accounting records. Approve and manage the school budget and agree expenditure in a way that meets LA requirements for financing schools within the financial year Decide how far to delegate to the Headteacher the powers to spend the delegated budget and set financial limits. Make sure no governor, employee or related party has benefited personally from the delegated budget, other than under agreed arrangements such as a contract of employment. Maintain a published register of interests, including the relevant business and pecuniary interests of governors and any relationships between governors and staff. Make sure the school’s assets are under the Governing Board's control and that measures are in place to prevent losses or misuse. Complete the Schools Financial Value Standard (SFVS) Ensure that pupil premium funding is being spent on improving attainment for eligible pupils.
Governing Body Procedures	Hold full Governing Board meetings at least three times a year. Elect a Chair and Vice-Chair of Governors. Determine the constitution, membership and terms of reference of any committee it decides to establish and review this annually. Appoint or elect a chair for each committee.
Parents and the Community	Consider complaints about the school and any community facilities or services it provides. Publish the information specified in the School Information Regulations on the school’s website published complaints procedure. Make sure the school complies with the Freedom of Information Act 2000.
Pupil Wellbeing	Provide paid-for lunches for registered pupils where parents request them, unless it would be unreasonable to provide them. Provide a free school meal for children in reception, year 1 and year 2. Appoint a designated teacher to promote the educational achievement of looked after children on the school roll. Make sure he/she undertakes appropriate training and reports annually to the governing body. Make sure the school complies with the Equality Act 2010 and the Public Sector Equality Duty and publish equality objectives and information about how it is doing this. Make arrangements for supporting pupils with medical conditions, including making sure that the school has a policy on this.
Safeguarding	Ensure that the school complies with the statutory guidance on safeguarding. Ensure that safeguarding arrangements take into account the procedures and practice of the LA, as part of the inter-agency safeguarding procedures set up by the Local Safeguarding Children Board. Ensure a member of the Governing Board (usually the chair) is nominated to liaise with the designated officer(s) from the relevant LA and partner agencies if allegations are made against the Headteacher. Ensure there is an effective child protection policy in place. Ensure there is a staff behavior policy or code of conduct in place. Appoint a member of staff to be the designated safeguarding lead. Ensure there are procedures in place to handle allegations against staff, volunteers and other children.
Special Educational Needs and Disabilities (SEND)	Designate a member of the Governing Board or a committee to have oversight of the school’s arrangements for SEND. Ensure that the necessary special education provision is made for any pupil who has SEN. Ensure that parents are notified by the school when special educational provision is being made for their child. Ensure the school produces and publishes online its school SEN information report. Co-operate with the LA in developing the local offer. Make sure the school follows the statutory SEND Code of Practice. Ensure that there is a qualified teacher as the special educational needs coordinator (SENCO) for the school Make sure that the teachers in the school are aware of the importance of identifying pupils who have SEN and providing appropriate teaching.
Staffing and Recruitment	Establish a panel to appoint a Headteacher or deputy Headteacher. Make sure safer recruitment procedures are applied (for example, disclosure and barring checks). Make sure that at least one person on any appointment panel has undertaken safer recruitment training.
Pay and Appraisal	Comply with the School Teachers’ Pay and Conditions Document (STPCD). Maintain, implement and update a pay policy. Establish procedures for the regulation of conduct and discipline of staff. Appoint an external adviser for advice and support on the Headteacher’s appraisal, and consult that adviser on setting objectives for, and appraisal of, the Headteacher. Inform the Headteacher of the standards against which their performance will be assessed. Set objectives for the Headteacher. Appraise the performance of the Headteacher against the relevant standards and their objectives. Make a recommendation on the Headteacher’s pay (where relevant). Give the Headteacher a written report of his/her appraisal Determine the appraisal period that applies to teachers (including Headteachers). Adopt a document that sets out the appraisal process for teachers (including Headteachers), and make that document available to teachers. Make sure that Headteachers carry out their duties in respect of appraising other teachers (including recommendations on pay).