The Governing Body is a committed and hard working group of people who have enormous responsibility – even though they volunteer their services freely. Usually a team of 10-12 people, who help to run the school, together with the headteacher they set the school’s aims and policies and ensure that they deliver a good quality education. The role of the school governor is demanding but very rewarding and is a good way to give back to your local community. They are made up of a variety of different people who will have link with the school and the local authority ; at least one parent governor and one staff governor in addition to the head teacher. One support staff governor, local authority governor, local community governor. They need to gain knowledge of how their school operates through training, by attending meetings and by getting to know their school community, for example through a small number of visits to the school during the school day.
Governors need to work together as a team, under the leadership of the chair of the governing body.
The Governing Body meets on a regular basis to discuss the management and strategic direction of the school. There is a termly meeting of the full Board of Governors and meetings of sub groups for specific issues (e.g. finance, staff appointments etc.) as required. The Governors have many responsibilities laid down by law. They are responsible for all staff appointments, control and disposition of the school budget, the secular and religious curriculum and admission of pupils, as well as many other duties including the publication of information about the school. They’re involved in decisions about all aspects of managing the school – such as running buildings and budgets, supporting staff and setting standards of school discipline. . Governors also help to make big decisions about the school’s long-term goals. In addition it holds the head teacher to account for the performance of the school and ensures that parents are involved, consulted and informed as appropriate, with information to the community being made available as required.
Senior Management Team. The Headmaster works closely with a Senior Management Team (SMT), which shares the collective responsibility for all aspects of School leadership and management. The SMT make a major contribution to the school’s strategic plan and target-setting, in addition to meeting the needs of their specific areas of responsibility within school. They also have considerable budgetary responsibility and are expected to play their part in ensuring school resources are used wisely and well. Effective senior school leaders understand the importance of good working relationships within and beyond the school. Senior school leaders are frequently expected to be the public face of the school and manage critical community relationships. They must, therefore, be able to develop strong external networks with parents, other schools and other agencies.
The senior management team is usually made up of the head teacher and deputy head, advanced skills teachers, year group leaders, SENDCO and Foundation stage leaders, pastoral leaders, who have whole school responsibilities. They must be aware of the current state of the school, be imaginative in launching new and relevant initiatives in a way that can get the whole school behind the idea, be diligent in keeping track of these initiatives and their progress, their focus is on continuous improvement of teaching, learning and pupil achievement. They have responsibility for whole-school performance in addition to being accountable for the performance of staff reporting directly to them.
There are other staff roles in schools which are legally required to be fulfilled, the mains are SENDCOs and in primary schools Foundation Stage Managers.
Other statutory roles e.g SENDCO
The SENDCO has a critical role to play in ensuring that children with special educational needs and disabilities within a school receive the support they need. The SENDCO has ‘an important role to play with the headteacher and governing body in determining the strategic development of SEN policy and provision and will be most effective if they are part of the school leadership team’.
A SENCO has the responsibility to oversee the day to day operation of the school’s SEN policy, also supporting the identification of children with special educational needs, co-ordinating provision for children with SEN, liaising with parents of children with SEN, liaising with other providers, outside agencies, educational psychologists and external agencies, ensuring that the school keeps the records of all pupils with SEN up to date, managing learning support assistants, contributing to the in service training for staff, working closely with staff, parents/carers and other agencies.
Foundation Stage Manager
They must ensure that the Early Years Foundtaion stage run accordingly. lead teaching and learning throughout the foundation stage and key stage1, evaluate pupils’ progress, achievement and attainment, and report to the SMT, oversee all aspects of the key-stage organisation and management, including preparing agendas and chairing meetings, in order to ensure that school policies and practices are being delivered, liaise closely with the key stage 2 leader and school managers to ensure continuity and progression across the key stages, they are responsible of making sure that observations, assessments and record keeping are up to date.
Support staff roles
This refers to employees allocated to work in schools to assist administrators, teachers and school councillors to address special educational needs within the school. The most important role is to help the pupils access to the curriculum, to support independent learning. Their roles varies, some support children with special needs, or give extra support to whole group within a class with literacy or numeracy,
They work under the supervision of school principles and the direction of certified teachers. They must be versatile, well trained and multi skilled in order to fulfil the requirements of their respective roles.
Teachers prepare lessons and try to make them as interesting as possible. They prepare homework assignments and assessments. They ensure that the information they pass on is current and correct to the best of their knowledge. They deliver assessments to enable themselves to help each individual student to develop his/her knowledge. They do not judge any of their students. They feedback to parents/carers on the students progress.
There are other professionals who work with the school on a regular basis, these include;
Educational Psychologist who will support the SENDCO in providing assessments and observations to pupils who have addition needs.
Speech and Language Therapist, who will work with pupils on speech, language and communications, producing and understanding language.
The Education walfare Officers visit schools nd work with the Had teacher to monitor pupils attendance provide support with issues around absence and aslo work with parents to support excluded pupils on their return.
The school Improvement Partner work alongside the local education authority, they will visit the school for three to five days a year advising and supportin the head teacher in looking at way
Specialist Teachers who offer advice and support to pupils with a range of needs including behevariol