We have established the role of governance in the following ways:
- We are quite sure about what governance is not: governance is not a hobby, or running the school, or a group of friends, or friends with staff and the Headteacher. We are very clear about our boundaries and this has enabled governance to be smooth. This enables us to stay strategic and not operational;
- We cannot do everything and are very clear about delegation and sharing the load;
- We play to the strengths of our governors, by carrying out a regular audit of skills and managing emerging skills shortages by talking and listening to all of our governors;
- We are constantly looking out for new governors that may be able to plug a gap, being alert to skills that are often in short supply;
- We value the induction process for governance, and ensure that new governors have plenty of opportunity to attend training and to shadow another governor;
- We don’t rush to appoint new governors. Instead, we spend time getting to know potential governors to establish their possible skillset and how that will complement our existing body. This way, we ensure that expectations and possible conflicts are managed;
- We ensure that new governors get to know the school and meet the Headteacher the Headteacher. We ensure that a package of training is put together and we mentor the new governor through the process.