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I’m presenting my point
of view as a rookie governor. Every time I look at it I want to add more.
Perhaps it is a process we could all adopt as Governing bodies –
so let’s read on….
My starting point:
Steve’s remarks at a recent Parent’s evening –
Teachers are there to teach – outside interests should be used to
ensure this
as a Governor:
I see the School plays a major role in a Community Development exercise,
in working
with others, not only providing an ever improving standard of education
for its students,
but as agents of change, making a contribution to the improvement of life
quality
for residents and families within its catchment area, or neighbourhood,
or area of benefit.
- What are some of the pressures
on us as a team, that is everyone, to achieve this?
- For some of us – working
to come out on the bright side of special measures
- Achieving a good OFSTED
report
- Improving attendance ratings
- For some: improving GCSE
results
- Ensuring a smooth transition
from primary to secondary school
- Working to achieve, as a
form of quality assurance, an Investor in People award
- Seeking specialist status
- Monitoring the School’s;
finances, Health & Safety – creating a safe environment
- Improving student behaviour
- Achieve admission targets
- Ensure, as Governors, that
we attend training provided as a support by the LEA
- Achieve a full compliment
of teaching staff
- Create innovative curriculum
experiences for students, for example, how do ICT; Numeracy; Englishness;
affect school life across all subjects? Providing for gifted students
- Parent and Student concerns
– panels and appeals. Parent Teacher Associations
- Department of Education
and Skills Connexion development invoProvidinglving schools as well
as the after school ‘careers’ provision presently in place
at Open Door. I can forsee each student, with their agreement, receiving
their own timetabling and lesson planning geared to their needs and
ability. This could provide a role for the proposed Personal Advisers
(a new profession) releasing teachers to fulfil their teaching role
- Main stream requirements
for special needs students enabling them to feel at home and part of
school life as equals
- Marketing the school –
image enhancing
- Being
the critical friend – is it a help or hinderance?
Developing outward links
with the neighbourhood in the light of new democratic local government
initiatives, such as Local Strategic Partnerships, and also, for Thurrock,
the establishment of Area Assemblies, and within these local Community
Forums with the object of empowering resident and family involvement
in decision making about affairs that affect their lives.
To shed the load, and many
would argue that working together can produce greater success than one
working on their own
- Consideration of possible
joined-up working. Proposals being advanced can include forming consortiae;
lead school provision; excellence cluster working; potential partnerships
with Higher Education facilities; joint Governing Body Working
- Representation from primary
governing bodies attending on secondary school governing bodies and
vice versa
- Staff exchanges between
primary and secondary schools helping with year 6 induction into the
new year 7 environment
- These suggestions could
be progressive in our Education field; but what of the reaching out
aspect?
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At the meeting of all Governors
held at Hassenbrook School on Wednesday 24 April 2002, those present divided
into four groups, each group considering one of the items listed below.
Deliberations were recorded on flip chart sheets.and the following analysis
was presented:
STRENGTHS
Given population inside the
school and from the catcment area
Facilities
Resources
Existing organisation
Good will
Variety of experience
Specific IT suite
Continuity bewteen governor and classes and follow through as they progress
Voluntary
Choice and control
External contacts
Time
Have inclination
Status in community
Existing communication chain
Available at odd times
WEAKNESSES
Is there a community definition?
Is the community interested?
Schools prime function in Education
Do the parents and children see the school as part of the community?
Does the community wish to take part?
Does the school understand the needs of communities?
Time!
Resources (i.e. funding)
Mobility of population/local employment
Admissions policies/fragmented school population does not reflect local
population
Lack of expertise
OPPORTUNITIES
Community all adjacent - liase
with groups
Reading Club - inviting commuity to read with children during lunchtimes
twice a week
Performance Arts status
Community use of sports facilities, dance studio etc.
School choir at functions and venues
Harvest Festivals Groups of children organised into community activities
eg "Dancing on the Green"
Christmas Carols in the church Nursery - home visits before children come
into school
Visiting religious centres Breakfast Club and Sure Start rooms
Invite visitors in - parent helpers, local vicar
"Drop in" Centre for parents Governor skills
PTA, Jumble Sale, race nights, school bazaars, all open to community
THREATS
Cost implication and damages,
wear and tear on equipment
Being in special measures has resulted in great improvements which have
now put us into an over-suscribed position, but lack of facilities could
deter us from getting out
Safety and Security
* Pupils
* Staff
* Premises
insurance implications
Better opportunities for community use in neighbouring schools
Lack of support by Headteacher and staff
Lack of control by Headteacher
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