1The Role

Overview

The Link Governor leads the work of the Governing Body in a key area of the Governing Body’s work (referred to as their “Link Area” in this document), in particular in the self-evaluation of the school.

In order to do this, the Link Governor must understand those parts of the school’s self-evaluation documents that relate to their Link Area, as well as relevant policies, published data and initiatives from the government, the local authority and the school.

Ofsted Context

In reviewing the revised Ofsted framework, (“Ofsted – the Inside Track”, November 2012), an anonymous head teacher and Ofsted inspector identified three key questions for governors:

  1. To what extent do your governors really contribute to the school’s self-evaluation?
  2. Do they hold you to account for improving the quality of teaching, achievement, etc?
  3. How aware/involved are they in the deployment of Pupil Premium and are they clear on the impact and outcomes?

The Link Governor will lead in their Link Area on questions (i) and (ii) on behalf of the Governing Body. Question (iii) will be led by the SEN Link Governor.

In developing the role and the Link Areas, the four key Ofsted judgement areas (“School Inspection Handbook”, 2012) were considered:

  • Achievement
  • Teaching
  • Behaviour & Safety
  • Leadership & Management

The key performance areas of Literacy and Numeracy will also be included.

Self-Evaluation Process

The school’s key self-evaluation documents are:

  • The Self-Evaluation Form (SEF), which describes the school’s current view of its performance, with particular reference to Ofsted priorities and the last inspection report
  • The School Improvement Plan (SIP), which details the actions that will be taken to address the improvements identified as necessary in the SEF and within school.

The Link Governor uses these documents as the basis for their review of school performance within their Link Area, and challenges the school on its strategic plans for improvement in those areas.

Ofsted will require that we present evidence of this challenge and its feedback through the Governing Body to the school, so the Link Governor documents their work in reports to Governor Committees, which is then fed back into the self-evaluation documentation by the Head.

Holding the school to account

In order properly to hold the school to account, the Link Governor needs to understand the school’s objectives and targets in their Link Area, and be familiar with the processes in place to ensure improvement. The governor should be confident that the school is

-Setting challenging improvement targets

-Assessing the current situation accurately

-Evaluating the evidence collected

-Identifying key actions that need to be undertaken to continue to improve

-Monitoring the action plan to assess its effectiveness, and reviewing it accordingly

To achieve this, the Link Governor needs to understand their Link Area properly, including relevant procedures.

Scope

The Governing Body is responsible for the strategic direction of the school. It is NOT responsible for operational management, which is the sole responsibility of the Head, but rather for ensuring that the operational management is working properly. For example, it is not appropriate for a Link Governor to assess teaching standards, but it is appropriate for them to understand the Head’s current assessment of teaching standards, to question whether teaching standards are being assessed accurately and to review the processes that are in place to ensure improvement.

If doubt is expressed about the boundaries of the role, the matter should first be discussed between the Link Governor and their linked member of staff; if doubt remains, then it should be escalated to the Head and Chair of Governors to resolve.

Evidence

Ofsted will require that governors present evidence of their involvement in self-evaluation and challenge. The proposed model will collect evidence as reports by Link Governors to committees, and by minutes of those committees where reports are discussed.

The model will only work if governors are proactive in circulating reports BEFORE committee, as there will not be time to discuss every report in detail. Discussion at committee will be limited to questions or matters of issue that another governor may wish to raise.

The timescale for Link Governor reporting will therefore be termly. However, in most cases a major report is unlikely to be more frequent than annual, to line up with the school’s review process. The Head will propose sensible timetables for these major reports, based on the school management’s timetable for review in each area. Other reports made to committee will be for status updates or to make governors aware of any key issues / significant successes in their Link Area. It is envisaged that, once proper links have been established with relevant staff, these reports could be compiled by email to minimise the administrative workload on staff and governors.

Link Governor reports will be attached to the minutes of the meeting to which they were reported.

2Link Areas

Rationale

The initial list of Link Governors was derived from

a)10 key questions for governors identified in the DfE White Paper, “The Importance of Teaching 2010”;

b)Nottinghamshire County Council’s “Link Governors” document, November 2012, which identified statutory and required governor roles;

c)modified by discussion at the school’s Strategic Development Committee in November 2012.

The 10 questions are:

1)What are the school’s values? Are they reflected in our long-term development plans?

2)How are we going to raise standards for all children, including the most and least able, those with special educational needs, boys and girls, and any who are currently underachieving?

3)Have we got the right staff and the right development and reward arrangements?

4)Do we have a sound financial strategy, get good value for money and have robust procurement and financial systems?

5)Do we keep our buildings and other assets in good condition, and are they well used?

6)How well does the curriculum provide for and stretch all pupils?

7)How well do we keep parents informed and take account of their views?

8)Do we keep children safe and meet the statutory health and safety requirements?

9)How is pupil behaviour? Do we tackle the root causes of poor behaviour?

10)Do we offer a wide range of extra-curricular activities which engage all pupils?

The roles identified by NCC were:

  • Appraisal/performance management
  • Child protection/safeguarding
  • Complaints
  • Safer recruitment
  • Special Educational Needs
  • Governor Training Coordinator

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Link Areas

This table identifies Link Areas, who currently holds the role, the frequency of major reviews, and associated policies.

Link Area / Notes / Reports to / Major review cycle / Policies / Who
Assessment – Data Analysis / Analysis of school and child performance data to identify performance trends. Includes leadership in use of RAISEOnline. / SDPC / Annual, Autumn Term, to coincide with target-setting / RAISEOnline,
Assessment / Margaret, Neil
Ly, Louise
Assessment – Marking / Pupil Evaluation / How the school evaluates the work produced by pupils / SDPC / Annual, summer term – to feed key improvement areas into SIP / Assessment,
Marking and Presentation / Margaret
Ly
Special Educational Needs / Annual policy and provision review / SDPC / Annual, summer term / SEND / Ernest, Kip
Ly
Vulnerable Groups / Includes Equality and use of Pupil Premium / SDPC / Annual, autumn term / Equality / Kip
Ly
Literacy / As key government and Ofsted target areas, these curriculum elements are identified separately for particular Link Governor attention / SDPC / Annual,autumn term / Literacy / Sally
Louise
Numeracy / Annual,spring term / Numeracy / Orla
Simon
Balanced Curriculum / Evaluates the current curriculum as a whole / SDPC / Annual, spring term / Teaching and Learning,
Curriculum Plans / Margaret, Les
Louise
(other subject leaders as relevant)
Performance Management / Takes particular responsibility for Head’s performance management process and staff appraisal / Full GB / End of year review and target setting – autumn term.
Mid term review – spring term. / Appraisal / Kathy, Simon, reviewed by Margaret, Sally
Ly
Continuing Professional Development / Staff development and training / FPGPC / Annual, autumn term – to coincide with appraisal cycle / Appraisal / Neil
Ly
Parental Engagement by the school / Looks at how the school communicates with and engages parents / SDPC / Annual, spring term / Sally
Ly
Pupil engagement by the school / Looks at how the school engages and involves pupils, including School Council / SDPC / Annual, spring term / Neil
Louise
Safeguarding / Includes Child Protection / SDPC / Annual, autumn term – to coincide with Governor’s Safeguarding checklist / Safeguarding / Simon
Ly
Health & Safety / All aspects of this statutory requirement / FPGPC / Termly / Health & Safety / Stewart
Ly, Robert
Behaviour & Bullying / Annual policy review
Tracking data review / SDPC / Annual, spring term / Behaviour
Anti-Bullying / Kathy
Ly
Complaints / Remains with the Chair of Governors / Full GB / Annual policy review, autumn term / Complaints / Neil
Ly
Safer Recruitment / Includes undertaking relevant training / FPGPC / To be reviewed annually as part of Safeguarding Checklist, autumn term / Simon, Kathy
Ly
Governor Training Coordinator / Full GB / Les
Human Resources / Monitors the ‘people management’ aspects of school management, e.g. disciplinary procedures / FPGPC / Sally
Ly
Extra-Curricular & School Visits / SDPC / Alison
Financial Strategy / These two areas are not assigned an individual Link Governor, as this role is fulfilled by the FPGPC as a whole. The Chair of this committee is tasked with ensuring that the committee undertakes these roles as required.
Buildings Maintenance and utilisation

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