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TAG is recognised by the
LEA as a formal channel for collective consultation with governors,
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The Executive Committee
is in regular contact with LEA officers,
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TAG has representatives
on consultative groups and working parties,
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TAG is involved in Governor
Training
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TAG, when appropriate,
provides a forum for discussion of matters of common concern and communicates
this both to the LEA, to Government, and to other appropriate bodies.It
takes part in national consultation in association with the National
Governors Council.
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TAG contributes to the
Governor's Newsletter, the Thurrock Education Newsletter and this
website.In doing so TAG encourages members to submit articles to these.The
minutes of the Executive Committee are published in these areas.
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Whenever possible TAG endeavours
to arrange meetings at which well
known speakers are invited to lecture on a particular subject.These
meetings are open to all governors.
- TAG seeks to work with
the LEA on current matters of importance at both alocal national and
local level
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The
Governing Body Annual Calendar
The following calendar is taken
from the suggested draft Agenda provided by the LEA to Clerks for consideration
when discussing the forthcoming Governing Body Agenda with the Chairman
and the Headteacher, and is current at the date of publication. Due account
must be made of changes in requirements together with the needs of individual
Governing Bodies, which should be incorporated as appropriate. There may
also be additional “one-off” items for discussion.
In view of the number of issues
to be discussed serious consideration may need to be given to holding
more than one meeting of the full Governing Body each term (particularly
in the Autumn and Spring terms). The first meeting in the Autumn term
is the Annual Meeting at which the Chairman and Vice- Chairman must be
appointed.
Items in bold are Statutory
requirements, which must be considered at least annually.
* indicates a suggested date for consideration.
+ higher quorum applies
FOR EVERY MEETING
ABSENCES – CONSIDERATION
OF CONSENT
Membership – report changes; welcome new governors; notify of forthcoming
end of office
Business of Meeting – consider variation to meeting order; any other
business items
Appointment of Governors – Co-opted, Partnership (& parents if
no nominations)
MINUTES OF PREVIOUS MEETING – CONFIRMATION
Matters Arising
CHAIRMAN’S ACTION (IF ANY) – REPORT AND CONFIRMATION
Delegation of Functions + - review if necessary (but see Autumn term *)
COMMITTEE REPORTS – RECEIVE
DELEGATION OF FUNCTIONS – REPORT BACK ON ACTION TAKEN
Working Group Reports (if any) – receive
Headteacher’s Report *
Excellence Cluster Report (if applicable)
School Improvement Plan – review
Pupil Achievement – review progress (but see Autumn term *)
Governors’ Finance (Aided Schools only)
Non-pupil days – consideration and approval
Educational Visits – consideration and approval
Governors’ Visits to the School – receive reports and discuss
future focussed visits
Governor Development – receive reports & discuss training and
development needs
Date and Time of Next Meeting – reminder (but see Autumn term *)
Other Urgent Business [if majority agree]
AUTUMN TERM
Membership * (as above)
ELECTION OF CHAIR +
ELECTION OF VICE-CHAIR
DELEGATION OF FUNCTIONS* & GOVERNOR APPOINTMENTS +
Standing Orders *
REGISTER OF INTERESTS *
PUPIL ACHIEVEMENT -TARGET SETTING
Admission Arrangements for September 2004 (Community & Controlled)
Admissions Policy -consultations with LEA (Aided & Foundation)
School Private Fund – receive & appoint Auditor *
Dates of Meetings for next calendar year *
SPRING TERM
SCHOOL BUDGET – APPROVAL
*
Admission Arrangements for September 2004 (Aided & Foundation)
Health & Safety Monitoring Report *
SCHOOL PROSPECTUS - REVIEW
SUMMER TERM
UNAUTHORISED ABSENCES - TARGET
SETTING (*where required)
Child Protection *
Special Educational Needs *
Race Equality – Review*
PERFORMANCE MANAGEMENT – POLICY * & appoint governors
Asset Management Plan *
INVITE CHAIR & VICE NOMINATIONS (*)
UNDERTAKEN ANNUALLY / AT ANY TIME
New Governors – welcome
and induction
ELECTION OF CHAIRMAN+ / VICE CHAIRMAN (if vacancy after Annual Meeting
– see above)
GOVERNORS’ ANNUAL REPORT TO PARENTS - APPROVE
ANNUAL MEETING OF PARENTS - PLAN
OFSTED Inspection of the School – preparation; APPROVE ACTION PLAN;
Follow up
Appoint Clerk to the Governing Body
Home – School Agreement – review
Sex Education Policy – review
School Pay Policy – review
School Holiday & Term Dates (when appropriate) – note (Community
& Controlled)
School Holiday & Term Dates (when appropriate) – approve (Aided
& Foundation)
School Log Book – receive (No longer a legal requirement)
Review other School Policies – rolling programme?
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Mentoring
For Thurrock Governors
Introduction
Mentoring support
is available to governors of Thurrock schools - particularly those who
are newly appointed – through a Mentoring scheme, which is a joint
venture between the Thurrock Association of Governors (TAG) and Thurrock
LEA.
It is recognised that governors
come with very different experiences, and that any scheme will need to
be totally flexible.
Definition
The term mentoring has many
different meanings. We are viewing mentoring as an enabling and supportive
relationship, which is
confidential and based on a
non-judgemental approach, is flexible, yet responsive
Objectives of Mentoring Support
The purpose of mentoring support
is to enhance the effectiveness of governors by developing their self-confidence,
their ability to reflect on their experiences and to apply their knowledge,
skills and understanding to the role.
In addition, the mentor would
learn from the relationship, through reflecting and analysing their own
experiences, developing suggestions and guidance to help the new colleague
and through managing the mentor relationship.
The success of the programme
would be determined by both parties identifying ways in which the relationship
has improved their effectiveness as governors.
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The Nature of the Mentoring
Relationship
The mentoring relationship
would last for as long as both parties think appropriate. The mentor has
prime responsibility for establishing and maintaining contact and co-ordinating
any meetings.
The relationship would be based
on regular contact through any or all of the following activities:
- listening
- exploring problems
- discussing current issues
- acting as a sounding board
- identifying options
- comparing experiences
- looking ahead
- focusing on priorities
- observations
- joint observations of school
activities
- reviewing the mentoring
relationship on an ongoing basis.
(the list is not finite)
- The contact would be through
regular meetings, phone and/or e-mail contact. The suggested minimum
time commitment is two hours each term. This may not always be needed
for some governors although additional time may be required to provide
specific support. However, the mentor should make it clear what support
it is possible to provide and neither party should be afraid to set
clear maximum time commitments, or to end the arrangement at any time.
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The Process
TAG will maintain a list of
experienced governors who have volunteered to act as Mentors. The LEA
/ TAG Training Group will meet volunteers before they are added to the
list, and may offer appropriate training and support if necessary.
On request, new governors will
be supplied with brief details of mentors and will be given the opportunity
to make a choice. The proposed mentor will be notified by TAG and will
make the first direct approach to the new governor.
The new governor and mentor
will agree the specific objectives for the relationship and the arrangements
for future contact. The way in which the relationship operates will depend
on the needs and experiences of both parties and the degree of commitment
that a mentor is able to make. Possible models include:
Half-termly or termly meetings
with a specific focus for the new governor to benefit from the expertise
of the mentor in relation to issues such as the budget or the school improvement
plan.
No regular contact but the mentor identified for contact in a crisis.
Regular meetings with a common format based on reviewing an issue of particular
concern for the new governor.
Plan of activities identified to develop the skills of the new governor
and the mentor e.g. visit to mentor’s school, etc.
No meetings but mentor makes half-termly phone calls to ensure contact
is maintained.
The new governor and mentor will be encouraged to review the relationship
regularly to ensure that it is fulfilling the intended aims.
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Skills of the Mentor
The skills of the Mentor will
include:
- understanding of the wider
educational issues beyond own the school context
- experience of more than
one school governing body
- capacity to give time to
the role
- the ability to listen effectively
and empathise to gain a full understanding of a situation
clarity of thought
to promote analysis of situations and bring together different perspectives
the desire to help
and provide encouragement in a developmental manner
the ability to have
a broader view than own experiences and current context
improving self-reflection
in order to review how the relationship can be developed.
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Next Steps
Contact should initially be
made to the Mentor Co-ordinator:
Mr Ian Yuille, c/o Herringham Junior School,
or to Peter Bates, Education Department (01375 652533)
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