Weobley Schools’ Federation: Governing Body
The current governing body was formally established on 11th January 2017 to oversee the federation of Weobley High School and Weobley Primary School. It is made up of volunteers from staff, parents and the local community, who have a range of expertise between them which they bring to the various committees they sit on.
Each Governor sits on one or more sub-committees which are most relevant to their background and expertise. Each committee has a specific range of briefs which determine what they do and monitor throughout the year. Committees also recommend policies to the Full Governing Body for ratification and report back on specific issues that they have discussed.
- Who are our Governors?
GOVERNOR NAME COMMITTEE Executive Headteacher Dean Williams Resource & Finance Staff Governor Zoe Evans SEND & Safeguarding L.A. Governor Marcus Williams Achievement & Standards Parent Governor (Primary) Julia Hall (Vice-Chair) Resource & Finance Parent Governor (Secondary) Ivan Morison Achievement & Standards Co-opted Governor Paul Avery (Chair) Resource & Finance Co-opted Governor Joanna Bruce SEND & Safeguarding Co-opted Governor Kate Ede SEND & Safeguarding Co-opted Governor Stephen Edwards Resource & Finance Co-opted Governor Iain Murdoch SEND & Safeguarding Co-opted Governor Krissie Stevenson Achievement & Standards Co-opted Governor Stephen Warrell Achievement & Standards / R & F Associate Member Paul Lindup Resource & Finance Associate Member Rachel Day SEND & Safeguarding Associate Member Weston Holder Achievement & Standards Associate Member Russell Jones SEND & Safeguarding Associate Member David Nicholas Achievement & Standards Clerk to Governors Jo Shock
- How are our Governors elected?
Co-opted Governors are nominated and elected into office by the Governing Body. Parent Governors are elected into office by the school’s parent body. Staff Governors (teaching and non-teaching) are elected into office by all members of the school staff. Associate Members are representatives of the school’s Senior Leadership Team (SLT) and are elected into office by the Governing Body but do not have voting rights. They provide an invaluable insight into the daily running of the school. Local Authority Governors are nominated by the Local Authority and elected into office by the Governing Body. The Clerk to Governors is appointed by the Governing Body.
- How are meetings structured?
There are at least 4 full governing board meetings per year. These take place in September, December, March and June.
There are 3 core committees which meet at least 4 times per year. They deal with the core business of the Governing Body and feed back to the full Governing Body at full board. These are described below. There are however a number of other statutory committees which meet as required to address issues such as admissions, grievance, exclusion hearings, headteacher appointments and headteacher performance management.
- What is the role of a Governor?
The role of the school governor is to contribute to the work of the governing body in ensuring high
standards of achievement for all pupils in the school through:
• Setting the school’s vision, ethos and strategic direction;
• Holding the headteacher to account for the educational performance of the school and its pupils and the performance management of staff;
• Overseeing the financial performance of the school and making sure its money is well spent.
- What are the key activities of a Governor?
Contribute to the strategic discussions at governing body meetings which determine:
• the vision and ethos of the school;
• clear and ambitious strategic priorities and targets for the school;
• that all children, including those with special educational needs, have access to a broad and
• balanced curriculum;
• the school’s budget, including the expenditure of the pupil premium allocation;
• the school’s staffing structure and key staffing policies;
• the principles to be used by school leaders to set other school policies.
Hold the senior leaders to account by monitoring the school’s performance. This includes:
• agreeing the outcomes from the school’s self-evaluation and ensuring they are used to inform
• the priorities in the School Development Plan;
• considering all relevant data and feedback provided on request by school leaders and
• external sources on all aspects of school performance;
• asking challenging questions of school leaders;
• ensuring senior leaders have arranged for the required audits to be carried out and receiving
• the results of those audits;
• ensuring senior leaders have developed the required policies and procedures and the school
• is operating effectively according to those policies;
• acting as a link governor on a specific issue, making relevant enquiries of the relevant staff,
• and reporting to the governing body on the progress on the relevant school priority;
• listening to and reporting to the school’s stakeholders : pupils, parents, staff, and the wider
• community, including local and other potential employers.
Ensure the school staff have the resources and support they require to do their jobs well. This includes:
• the necessary expertise on business management using external advice where necessary;
• effective appraisal and CPD (Continuing Professional Development);
• suitable premises;
• ensuring resources have an appropriate impact.
When required, serve on panels of governors to:
• appoint the headteacher and other senior leaders;
• appraise the headteacher;
• set the headteacher’s pay and agree the pay recommendations for other staff;
• hear the second stage of staff grievances and disciplinary matters;
• hear appeals about pupil exclusions.
- What are the core expectations of a Governor?
• become a passionate advocate for our pupils, families and staff in order to transform their life
• chances through education;
• develop an understanding of the school through regular visits to the school, during the school day;
• act in the best interest of all the pupils of the school;
• behave in a professional manner, including acting in strict confidence;
• the ability to be able to build relationships with a range of people and to be able to work
• as part of a team;
• be able to question, and to make connections between different types of information;
• ensure that they and the school promote tolerance of and respect for people of all faiths
• (or those of no faith), cultures and lifestyles; and support and help, through their words,
• actions and influence within the school and more widely in the community, to prepare
• children and young people positively for life in modern Britain
• attend governor induction training when appointed;
• complete additional governor training throughout the year as required;
• give attendance to meetings priority.
- Governors’ Declaration of Interests
- Governors’ Attendance