To view Governors and Committees CLICK HERE
To view the Annual Governors Statement CLICK HERE
To view the Code of Conduct CLICK HERE
To view the Attendance Record CLICK HERE
To view the Record of Finance Interest CLICK HERE
What is the job of a school governor?
School governors are one of the country's largest voluntary groups with around 345,000 school governors contributing to strategic development and raising standards of achievement at over 30,000 schools.
School governors are members of their school's governing body which is a "corporate body". A corporate body has a legal identity that is separate from its members and as a result, individual governors are generally protected from personal liability as a result of the governing body's decisions and actions, provided they act honestly, reasonably and in good faith.
Individual governors have no power or right to act on behalf of the governing body except where the whole governing body has delegated a specific function to that individual or where regulations specify that a function is to be exercised in a particular way.
School governors are drawn from different parts of the community, such as parents, the Staff, the Local Education Authority, the Community and other groups. This helps to ensure that the governing body has sufficient diversity of views and experience but does not mean that governors of a particular category "represent" that group on the governing body. For example, Parent Governors do not act as a representative of the parents at the school and do not report back to them.
The governing body has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement including setting targets for pupil achievement, managing the school's finances, making sure the curriculum is balanced and broadly based, appointing staff and reviewing staff performance and pay and many more.
The governing body has considerable discretion as to how to discharge its responsibilities but is required to constitute itself in line with the regulations and to appoint a chair and vice chair. The governing body may delegate certain of its responsibilities to certain governors or committees of governors, although in general, it is not compelled to do so.
Roles and Actions
There are a range of roles and actions that the governing body or individual governors need to consider:
- Constitution of the Governing Body
The governing body must be constituted in line with the School Governance (Constitution) (England) Regulations 2003. These regulations cover the number and type (category) of governors that make up the governing body. Terms of Reference of the Governing Body. Follow the link to GovernorNet 'The Roles of the Governing Body and Headteacher' for details.
- Categories of Governors
Depending on the category (Community, Foundation, Voluntary Controlled, Voluntary Aided) of the school, the governing body will be made up of different numbers and categories of governors. In brief, there are the following categories of school governor:
- Parent governors - selected by election (or appointment if insufficient people stand for election) and drawn from parents and carers of children at the school.
- Staff governors - selected by election from teaching and support staff paid to work at the school
- Community governors - appointed by the governing body to represent community interests
- LEA governors - appointed by the LEA
- Foundation governors (not community schools) - appointed by the school's founding body, church or other organisation named in the school's instrument of government
- Partnership governors (foundation schools only) - replace Foundation governors if the school does not have a founding body
- Sponsor governors - discretionary category appointed by the governing body from individuals who have made significant (financial) contributions to the school
- Associate members (not governors) - appointed by the governing body to attend committee meetings and/or full governing body meetings due to their particular skills or experience
- Governor Recruitment and Selection
- Electing Parent and Staff Governors
- Help Schools Help Children - How to become a school governor and the School Governor recruitment toolkit - a variety of resources to help with promoting governance and recruiting governors is available on the Governornet site.
- Roles of Governors
The governing body must appoint a chair and vice-chair and may wish to make a number of other specific appointments to lead on certain aspects of the school. Follow the links in Background Reading on Governornet to:
- Chair of Governors and Vice-Chair of Governors
- Specific Roles within the governing body - Link, SEN, Literacy, Numeracy and other specific subject governors
- Committees of the Governing Body
The governing body can delegate certain of its responsibilities to committees or individual governors.
Click Here to see the Annual Governance Statement - Autumn 2015 - Summer 2016
As governors, we were evaluating Spring school activities and were stunned by the sheer number of events, visits, tournaments and visitors there have been in school just this term, since January. Please take a look at this list...
Tag Rugby Tournament
SATs info morning
‘Strange Structure’ week
Jimmy’s Farm Visit
Hockey tournament...1st round
‘Lollipop Lady’ Visit
World Book Day
Pizza Maths Challenge Day
Maths Open Week
Ernie the Tortoise Visit
Meet a Horse Visit
Snape Celebration of Schools’ Music
PGL Residential to Isle of Wight
Little Shop of Horrors Show
Fitzwilliam Museum Visit
Egg hatching....2 weeks of ducks!
Aldeburgh Art Festival...2 finalists!
Orwell Park Sports
Crucial Crew PSE event
TGS transfer interviews
Eco-team Earth Hour Assemblies
Red Nose Day
Sugar Dragon Making
Castle Day...History Off The Page
Solar System Day
Young Leaders Events
Easter Egg Hunts
We are sure you will agree that, on top of the day to day planning, preparation, teaching and assessment of the National Curriculum, the whole Nayland School team are ‘going above and beyond’ to ensure our children have a wealth of varied and rich experiences as well as loads of fun! A huge thank you to all of the staff from Nayland School Governing Body.
We hope that you enjoy the Easter Break. We can’t wait to see what is in store for Nayland during the Summer term.
Teresa Moriarty (Chair of Governors)
Georgina Russell (Vice-Chair of Governors)
Mrs G Russell 8th March 2017
'I went to the concert at Snape last night and was beyond impressed. The Nayland choir did such a good job. That stage is so big it could have drowned them but they gave it their all and sang with buckets full of personality.
I know my daughter will be amazed to have taken part in something so big. The finale, involving all the schools, singing a rousing composition they learnt only yesterday afternoon, was an amazing experience for all of them – and sounded terrific.
Thank you for allowing them to take part. It is no doubt easier not to interrupt the school timetable and do these things….but I’m so glad you did…and do.'
Mr. K Buchanan 22nd February 2017
'I went in to chat to some of the older children about e-safety, only the top year reported owning smart phones, but all pupils had internet access.They knew not to use real names online and were aware that they should only use age appropriate apps/games. All year groups were aware that they should not talk to strangers online and knew to report anything that worried them.'
Mrs. G . Russell 19th December 2016
" The ukulele group was in flow as I popped my head round the door of the school assembly this morning. They were treating their peers to two Christmas songs and played really well. A collection of pianists followed with beautiful duets and a solo accompanied by a singing quartet! I slipped away at that point but I was so impressed, at this stage in the term, when everybody is tired, to see not only the confidence of the performers but also the gracious and respectful way in which they were listened to by their mates."
Mrs. G. Russell 15th November 2016
“I popped in to school to chat with pupils from each class about their learning. The purpose of my visit, as agreed by the governing body, was to see if they had a good understanding of their own progress. Together, we looked through some of their recorded learning and talked about how it was marked. They showed me the different ways in which they receive feedback from their teachers and are encouraged to respond. Cold/hot writes and self/peer assessment were new concepts to me but it was clear the children understood their purpose – and believed in them too.”
Mrs T Moriarty
Mrs G Russell
Miss R Delaney