Definitions

  • The term ‘Academy’ is used to refer to any school within the Federation, which consists of Catmose Primary, Catmose College and Harington School.
  • The term ‘Principal’ is used to refer to the most senior member of staff within the Academy, delegated by the Executive Principal of the Federation to have responsibility for its day-to-day running; currently the Head of School at Catmose Primary and Harington School.

This role description should be read in conjunction with the following:

  • Terms of Reference for the Local Governing Body.
  • The Code of Conduct for Governors.
  • Articles of Association of the Rutland and District Schools’ Federation.

 

Role of a Governor

Governors have a corporate responsibility for determining the strategic direction of the Academy by working with the Principal and senior leadership team to agree policy and the transformation plan.  An individual governor cannot act independently, all decisions regarding Academy policy and strategy must be determined as a quorate corporate body.

A key role of the Governing Body is to ensure that the Principal and the senior leadership team are able to lead the Academy effectively on a day-to-day basis.  The Governing Body should ensure that the senior leadership team are accountable for the success of the Academy by ensuring that agreed policies and the transformation plan are implemented and followed effectively.

Expectations and Requirements

  • Governors are expected to both challenge and support the Principal and senior leadership team, ensuring accountability for the performance of the Academy and provide them with the foundation to lead the day-to-day management of the Academy.
  • Governors are expected to value the ethos and vision of the Academy and keep them in mind in their discussions and approved outcomes.
  • Governors are required to be strategic thinkers, to be able to analyse and interpret data, have excellent communication skills and financial understanding. The Governing Body requires expertise in areas such as HR, law, marketing and communications, finance and education, although not all governors come with this experience.
  • Governors are responsible for ensuring that all pupils have access to a broad and balanced curriculum to ensure they are well prepared for the next stage of their education and adult life.
  • Governors should keep the pupils’ wellbeing both educationally and emotionally at the heart of discussion and decision-making.

Meeting Commitments

  • The role of a governor is voluntary. However, governors are obliged to attend full Governing Body meetings on a termly basis (six per year, which are usually outside times of the working day). Depending on their skills, knowledge and interests’, governors may be asked to join a smaller committee focused on specific areas such as academic standards or safeguarding; these may meet up to 6 times per year.
  • Meeting notes, papers and policies will be available on an online portal in advance of all meetings; these should be read in full for discussion and meaningful contribution.
  • Governors are expected to serve a four-year term of office.

Other Commitments

  • Governors are also encouraged to attend Academy events, such as theatre performances, art shows or awards evenings.
  • Governors may be asked to undertake other duties related to this role, such as appeals from pupils and staff, exclusions and to consider complaints.

Training

  • Formal induction and safeguarding training will be given which will include an overview of essential policies.
  • Governors are required to attend at least one training course a year and others as appropriate depending upon their expected contribution. In any event, a governor should ensure that they continue to develop their knowledge to be able to fulfil their duties as a governor. (A range of governor training programmes are widely available).

Qualities Required for the Post

Essential Desirable

Commitment 

A clear recognition of and, commitment to our aims as an Academy.  A Governor should understand and is supportive of the Academy’s ethos and culture.

Qualifications 

A good basic level of education, including 5 A* – C GCSE or equivalent, examination results, including English and maths.

 Confident user of email as a method of communication.

Experience  

An interest in education.

 Skills and expertise in leadership, finance, business, legal, HR, education or corporate leadership.