GOVERNOR HANDBOOK
Looking around the world’s business and political leaders, I can’t recall a time when better leaders were more urgently needed.
- Lord Laidlaw of Rothiemay, Chair
LETTER FROM THE CHAIR OF TRUSTEES
DEAR GOVERNOR,
Welcome to the Laidlaw Schools Trust. Thank you for agreeing to give so generously of your time and expertise. Your commitment plays a critical role in helping us achieve our mission.
We founded LST because we believe that education has the power to transform lives.
That belief underpins our cradle to careers philosophy; as we know both that the greatest predictor of educational outcomes at the age of 26 is a child’s development score at 22 months, and that 30% of today’s jobs are likely to be lost to automation by 2030. We need to provide extraordinary education early, and throughout our pupils’ school journeys.
Our commitment to the communities we serve, is to put inclusivity ahead of league tables. We look to find ways to support all our pupils, in the classroom and in extra curriculum activities. So that in every school, in every class, we find the arena for each and every child where they can shine.
Academic attainment matters; we must ensure that our pupils leave school with the qualifications they need to progress in life. That is why we have an ambitious, centrally led, and funded, MAT school improvement roadmap which supports all our schools to achieve the extraordinary. Education though is about so much more than academic grades. It also matters that our pupils understand about physical health,
that they graduate with embedded good food and fitness habits. It matters that our pupils are mentally robust, with the confidence and resilience to overcome the hardships that life may throw at them. It matters that our pupils are ethically resilient. It matters that they understand the impact of climate change and smart consumer choices. It matters that they have strong oracy and literacy, that they are digitally savvy. That is why we provide each of our schools with Laidlaw X funding and programmes to give pupils extra experiences that will curate character and cultivate talent.
Our mission is to unlock economic, social and cultural opportunities for all our pupils. Because most of all, it matters that our pupils leave school with dreams to follow, and that they have the ambition, resilience and skillsets to make them a reality.
Thank you again for joining us on this mission. I look forward to working with you.
Best wishes,
- Susanna Kempe, Chair, Laidlaw Schools Trust
Welcome to your new Governor handbook produced by Laidlaw Schools Trust Governance Team. This handbook will provide information about the Trust and its Governance arrangements; explaining the roles and responsibilities of Governors and how Governing Committees carry out their duties.
Laidlaw Schools Trust believes it is essential that all Governors are equipped with the tools and information they require to become effective Governors. This induction pack will act as a comprehensive guide that we believe will assist you and provide you with confidence in your new role.
As a Governor of Laidlaw Schools Trust you will receive:
• A Governor information collection form (for completion and return to this service)
• A DBS application request (for completion and return to this service)
• A declaration of interests form (for completion and return to this service)
• Governors code of conduct
• Membership to NGA learning link and access to online courses
• Access to the Trust’s Governor Hub containing important documents such as the Articles of Association, Committee Terms of Reference and previous meeting papers
• Access to Governor Hub and Governor Knowledge
• Invitation to LST Local Governing Committee (LGC) skills evaluation questionnaire and the opportunity to enhance skills and knowledge through our very own Governor development service.
• An opportunity to join our forum of enthusiastic, skilled and supportive governors across the Trust.
You will also receive a number of documents from the Academy. These can be obtained from Governor Hub or school website which include:
• Academy profile
• Inspection Data Dashboard (IDSR)
• School Development Plan
• School Self Evaluation (SEF)
• LST Scheme of Delegation (SOD)
• A copy of the Governance calendar
• Various training materials
• Papers from the last LGC meeting
We also recommend, if you have not done so already that you make an appointment with the Headteacher or Chair of Governors to take a tour of the Academy prior to attending your first full LGC meeting. Please contact the Governance Manager to arrange this.
MISSION & VALUES
MISSION
We are committed to giving every child the opportunity and support to shine.
Whether they want to become a Premier League footballer, a worldfamous opera singer, an entrepreneur, the first person on Mars or the next Prime Minister, we encourage our pupils to aspire and achieve.
VISION
Our vision is to transform the lives of children and communities through extraordinary teaching and learning.
We empower children to believe in themselves and to embrace the future as active, responsible and successful global citizens.
Together, we can do hard things. We can achieve the extraordinary by nurturing the heads, hearts and hands of our pupils— developing minds and building character, so that every child achieves practical and life skills as well as academic success.
BE DETERMINED
WITH AN UNWAVERING SENSE OF PURPOSE
SPONSOR
BE
AMBITIOUS
TO ACHIEVE MORE THAN YOU THOUGHT WAS POSSIBLE
BE BRAVE
TAKE RISKS AND REAP THE REWARDS
BE CURIOUS ABOUT EVERYTHING AND LEARN THROUGH EXPLORATION
ALWAYS STRIVE FOR EXTRAORDINARY
IN EVERYTHING YOU DO
BE FAST
BECAUSE LIFE IS TOO SHORT TO DAWDLE
BE GOOD TO OTHERS AND THE WORLD AROUND US
LST is generously supported by the Laidlaw Foundation, which invests in the education of the underprivileged and under-represented in order to break the cycle of poverty, reduce inequality and develop a new generation of leaders.
SEE OUR MANIFESTO HERE
LST SUCCESS STORY
Laidlaw Schools Trust was founded in 2008 to provide inspirational education to secondary school pupils in Newcastle upon Tyne. We now provide cradle-to-careers education, with nursery, primary and secondary academies in Newcastle, Wearside and Sedgefield, and are set to grow further.
OUR ACADEMIES
Newcastle
Excelsior - Westgate Hill
Atkinson Road - Thomas Walling
Academy 360 - South Hylton
Beacon of Light School
Oxclose Primary
Oxclose Community
Wearside Durham
Sedgefield Hardwick
Sedgefield Community College
LST CENTRAL TEAM STRUCTURE
sally.newton@laidlawschoolstrust.co.uk
LST GOVERNANCE STRUCTURE
LST GOVERNANCE STRUCTURE
The hub for communication between the local tier and Trust Board, to share best practice and lead thinking on cross Academy initiatives for the betterment of all communities.
Holds the Trust Board to account, appoints Trustees and ensures the Trust meets its charitable objectives and maintains financial health.
MEMBERS
Sets the vision and strategy of the Trust, ensures the Trust meets statutory and regulatory functions, appoints the CEO.
TRUST
BOARD
CHAIRS FORUM
TRUST BOARD COMMIT TEES LOCAL GOVERNING COMMIT TEES
Audit & Risk , Finance & Premises, High Quality and Inclusive Education, People and Culture.
Elected by the Trust Board to oversee the implementation of the Trust vision at Academy level, to Champion and Challenge the Academy leadership and local stakeholder community.
THE LOCAL GOVERNING COMMITTEE
WHY HAVE GOVERNING COMMITTEES?
At Laidlaw Schools Trust (LST), the Trust Board has made a deliberate decision to establish a Local Governing Committee (LGC) for each Academy within the Trust. This governance model empowers local Leadership while ensuring alignment with the Trust’s mission—to transform the lives of children and communities through inspirational education. The Scheme of Delegation sets out clear responsibilities at each level of governance, providing a structured framework for accountability, transparency, and communication.
To ensure that their Academy is developing the healthy, confident and productive citizens of tomorrow.
There are three core ways:
• Strategic leadership: foster the Trust culture and ensure implementation of the Trust strategy in the Academy
• Accountability and assurance: robust oversight of the performance of the Academy
• Stakeholder engagement: effective collaboration with the Academy community
Governors play a vital role in delivering local accountability that is meaningful, grounded in context, and focused on improving life chances, particularly for the most disadvantaged. Governors are expected to act as stewards and advocates; championing their Academy within the Trust and local community, celebrating its achievements and helping shape a culture of ambition and inclusion.
.
GOVERNOR KEY RESPONSIBILITIES
PUPIL EXPERIENCE AND OUTCOMES
• Review reports on progress, attainment, behaviour, attendance and wellbeing
• Ensure all pupils (especially disadvantaged groups), receive a highquality education
• Review the impact of the school development plan
• Review the academy co-curricular offering and Laidlaw X impact INCLUSION
• Monitor the provision for SEND, Pupil Premium, EAL, and vulnerable groups
• Review SEND parent / carer surveys
• Collaborate on best practise with SEND link Governors across the Trust
SAFEGUARDING
• Ensure that safeguarding practices are effective and inclusive
• Consult on the Safeguarding Policy for the Academy and its context
COMMUNITY ENGAGEMENT
• Act as a bridge between the Academy and its families, carers, and community
• Bring the voice of parents / carers / local stakeholders to discussions
• Review and monitor the Academy decarbonisation and sustainability culture
• Monitor the Academy nutrition and food offering for its pupils in line with community needs
LINK GOVERNOR VISITS
• Conduct monitoring visits to deepen understanding of specific priority areas
• Collaborate with fellow Governors across the Trust, to share insight, strengthen practice and build collective capacity within the governance structure
• Bring local knowledge and insight
• Help the Academy stay connected to its social and cultural context
• Feedback to the LGC on any local insight which may affect the Academy (for example; housing developments)
PROVIDE LOCAL ACCOUNTABILITY WITHOUT OPERATIONAL MANAGEMENT
• Ensure compliance and effectiveness in key areas such as risk management, Single Central Record and health & safety
• Review and approve (where delegated) any Academy policies ensuring these reflect Trust-wide expectations
• Conduct panel work where necessary and as delegated through the SOD
GOVERNOR PATHWAY TO TRUSTEE
•Complete phase 1' of the LST training programme
•Attend all LGC meetings
•Complete 3 or more link visits per academic year
•Complete a full year term of o ce
•Volunteer for panel work
Governor
Vice Chair of Governors
•Complete Chairs’ self assessment
• Ensure the LGC undertakes necessary training
• Ensure the LGC is successfully meeting it's targets set
•Complete phase 4 of the LST training programme
CoG
and committee attendee Chair of Governors
• Support the Chair by taking on any additional responsibilities
• Chair the LGC where required
• Chair any panels ete phase 2 - 3 of the LST
Fast Track to Trustee
Suggested experience required:
• 4+ years in a Chair position
•Complete Trustee induction training
• Understand and accept the legal obligations under Company Directors and that of a Charity Trustee
•Attend all Board meetings in person and committee meetings
•Attend additional meetings for the Chairs Forum, Ofsted or any panels
Trustee
•Volunteer to sit on one of the Trust Board committees for one year
•Provide an insight on what is happening at Academy level for Trustees
• Increase understanding and knowledge of the strategic responsibility of the Board
•Complete phase 5 of the LST training pathway
• Strategic leadership management either in employment / knowledge in practice
• Non-executive positions (current or previous)
• Multi Academy Trust Governing experience
• Risk Management
•Community links to businesses / employment / educational settings
• Holding to Account and performance management
• Large scale finance
•Completion of 3 phases of the LST training pathway
GOVERNOR TRAINING PLAN
PHASE 1 PHASE 2 PHASE 3
INDUCTION & CORE KNOWLEDGE
Safeguarding for Governance (2hrs)
The Prevent Duty (2hrs)
Introduction to Local Governance –Induction for Academy Governors on Local Governing Bodies (2.5 hrs)
Holding to account: How to question and challenge (15 minutes)
Cyber Security for Governors / Trustees (45 minutes)
GOVERNANCE IN PRACTICE
Progress and Attainment; Using data to improve educational outcomes (2 hrs)
Governance visits to schools (15 minutes)
Stakeholder Engagement; The Governance Role (15 minutes)
Pupil Premium (2 hrs)
SEND (2 hrs)
ENHANCING GOVERNANCE EFFECTIVENESS.
Holding to account: How to conduct a courageous conversation (15 minutes)
Effective Governance; Making an impact, changing lives (1.5 hrs)
Suspensions and Exclusions (3.5 hrs)
Governance monitoring; a tool to help drive improvement (10 minutes)
UK GDPR and Data Protection (30 minutes)
PHASE 4 PHASE 5
EMBEDDING GOVERNANCE
KNOWLEDGE
Succession Planning – Planning for continuity in governance (40 mins)
Building an effective local governance team (1.5 hrs)
Financial Governance (1 hr)
Management of Workload and Well-
Being: The governance role (15 minutes)
A whole school approach to food (1 hr 30 minutes)
CONTINUED DEVELOPMENT
Safer Recruitment (2 hrs)
Ofsted Inspections: A guide for governing boards (45 minutes)
Environmental Sustainability: The governance role (30 minutes)
Equality, Diversity and Inclusion programme (1hr 30 minutes)
Panel Work programme (3 hrs)
CODE OF CONDUCT FOR TRUSTEES & GOVERNORS
LST CODE OF CONDUCT
• We will actively support and challenge the Executive Leaders.
• We will accept and respect the difference in roles between the LGC and staff, ensuring that we work collectively for the benefit of the organisation.
• We recognise that the CEO is responsible for the implementation of strategy and the day-to-day management of the Trust.
• We recognise that the Headteacher/Executive Principal is responsible for the implementation of policy for the dayto-day management of the school and the implementation of the curriculum.
• We have no legal authority to act individually, except when the Trust Board/Governing Committee has given us delegated authority to do so.
• We will encourage the open expression of views at meetings but accept collective responsibility for all decisions made by the Trust Board, Governing Committee or its delegated agents. This means that we will not speak out against the majority decisions in public, (or private), outside of the Trust Board/Governing Body.
. C
• We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.
• We will encourage open governance and will act appropriately.
• We will consider carefully how our decisions may affect other Academies and other Trusts.
• In making or responding to criticism or complaints affecting the Trust or any of its Academies we will follow the procedures established by the Trust Board/ Governing Committee. In discharging our duties we will always be mindful to maintain and develop the values and reputation of the Trust.
Please ensure you have signed the LST Code of Conduct form distributed as part of the induction pack.
COMMITMENT CONFIDENTIALITY
We acknowledge that accepting a role as a Governor involves the commitment of significant time and energy. We will make full efforts to attend all meetings and where we cannot attend explain in advance why we are unable to.
We will involve ourselves actively in the work of the Governing Committee, attend regularly and accept our fair share of responsibilities. We will get to know the Trust/Academy(s) well and respond to opportunities to involve ourselves in a range of Academy activities.
In the interests of transparency we accept that information relating to Governors/Trustees/Academy Committee members will be collected and logged on the DfE’s national database of Governors and the Trust’s/Academy’s website.
We will give meaningful consideration to our individual and collective needs for training and development.
RELATIONSHIPS
We will strive to work together effectively as a team in which constructive working relationships are actively promoted.
We will seek to develop effective working relationships with the Executive, Headteacher(s), staff and parents, and other relevant agencies within the local communities we serve.
We will observe complete confidentiality when required or asked to do so, especially regarding matters concerning individual staff or students.
We will exercise the greatest prudence if a discussion of a potentially contentious issue affecting the Trust or any of its Academies arises outside of The Trust Board/Governing Committee.
CONFLICTS OF INTEREST
We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the LGC’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time.
We accept that the Register of Business Interests will be published on the Trust’s website. We will also declare any conflict of loyalty at the start of any meeting should the situation arise, as well as annually on Governor Hub..
We accept that our appointment as Trustees/ Governors to the Trust is subject to a satisfactory Enhanced DBS certificate and where appropriate a section 128 direction check.
THE SEVEN PRINCIPLES OF PUBLIC LIFE
(Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations).
SELFLESSNESS
Holders of public office should act solely in terms of the public interest.
INTEGRITY
Holders of public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work. They should not act or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends. They must declare and resolve any interests and relationships.
OBJECTIVITY
Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.
ACCOUNTABILITY
Holders of public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.
OPENNESS
Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.
HONESTY
Holders of public office should be truthful.
LEADERSHIP
Holders of public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs.
EFFECTIVE LOCAL GOVERNANCE
HOW MUCH TIME DO GOVERNORS GIVE?
A Governors’ term of office is for four years but as a volunteer you can resign at any time. Previous Governors can be reappointed if they wish to return and are still eligible.
Your main tasks are to attend meetings of the Local Governing Committee and to complete link visits to your Academy. Governors will visit the Academy (see page 12) as part of their role in monitoring and evaluation to observe practice, meet with staff and to familiarise themselves with the school. Governors are usually welcome, by invitation, to attend Academy performances, events and some staff training.
AM I ENTITLED TO ANY TIME OFF WORK TO UNDERTAKE MY DUTIES AS A GOVERNOR?
Under employment law, employers must give employees who are Academy Governors “reasonable time off” to carry out their duties. The employee and employer have to agree on what is “reasonable time” off.
Issues to be considered when arranging time off with your employer include:
• How much time is needed to carry out your
• Governor duties
• The circumstances of the employer’s business and the impact the employee’s absence may have on it
• Employers do not have to give time off with pay
HELP WITH EXPENSES
A copy of Laidlaw School’s Trust Governor Expenses Policy can be provided upon request.
WHAT TRAINING AND SUPPORT WILL I RECEIVE AS A GOVERNOR?
The Trust has developed its Training Pathway - a five step approach to building skills and knowledge within Governance. The Trust provides all Governors with membership to NGA learning link; an innovative elearning service for Governors. All new Governors are strongly recommended to participate in the 8 induction modules. The Governance Manager will provide you with details on how to register for this service.
LST uses Governor Hub, which contains all required documents in addition to Governor Hub Knowledge which provides Governors with additional information if and where required.
The LST Governor Hub also contains a forum where Governors, from across the Trust can communicate, offering trustworthy advice, recommendations and support.
WHAT DOES THE EFFECTIVE GOVERNOR NEED TO BE FAMILIAR WITH?
• Governance and relationship to the Trust
• The recent history of the Academy
• The type of Academy and the nature of pupil intake
• The number of pupils on roll and projected future numbers
• How the Academy is staffed, organised and managed
• The status of the Academy budget
• The contents of the School Development Plan
• The curriculum provided at the Academy
• The range of extra-curricular activities on offer and the nature of any extended services
• The Academy policies
• How the Academy communicates with parents, other schools and the community
• The layout of the buildings, grounds, their suitability and state of repair
GOVERNOR BEST PRACTICE
GOVERNING COMMITTEES DO:
• Help to decide the priorities for the Academy when the School Development Plan is being developed
• Have strategic oversight of Safeguarding
• Champion the Trust vision and values and ensure they are embedded in each individual Academy
• Review the pupil premium budget and interventions by challenging impact
• Evaluate standards of Achievement against the balanced score card
• Review and moitor the management of risk at the Academy
• Monitor pupil voice, staff and parent/carer surveys
• Receive information about the quality of teaching in the Academy
• Have a published strategy for dealing with parental complaints and concerns
• Ensure health and safety issues are addressed
• Consult the Headteacher when making decisions
• Champion and Challenge
• Help develop Academy policies and procedures
• Consider the repair and maintenance of Academy buildings
• Consider the use of Academy premises outside Academy hours
• Consider the environment of the Academy in respect of pupil and community needs
GOVERNING COMMITTEES DON’T:
• Inspect the Academy
• Report on the quality of teaching after visiting the Academy
• Authorise all expenditure
• Share concerns about staff capability
• Decide on how pupils are taught different subjects
• Have the right to exclude a pupil
• Write the Academy’s policies on their own
• Rubberstamp recommendations from the Headteacher
• Automatically approve all apologies for absence for meetings sent by Governors
• Need to be aware of the performance objectives which had been set for individual teachers
• Write the OfSTED action plan
WHO CAN BE A ACADEMY GOVERNOR?
Anyone can apply to be a Academy Governor, however a Governor must be aged 18 or over at the time of their election or appointment, and a person cannot hold more than one Governorship at the same Academy.
A person is disqualified from holding or from continuing to hold office as a Governor or associate member if they:
• Are at any time during their period of office detained under the Mental Health Act 1983
• Have failed to attend the Governing Committee meetings for a continuous period of six months, beginning with the date of the first meeting they failed to attend, without the consent of the LGC (not applicable to ex officio Governors)
• Are bankrupt
• Are subject to a disqualification order or disqualification undertaking under the Company Directors Act 1986, a disqualification order under Part 2 of the Companies (Northern Ireland) Order 1989, a disqualification undertaking accepted under the Company Directors Disqualification (Northern Ireland) Order 2002, or an order made under section 492(2) (b) of the Insolvency Act 1986 (failure to pay under County Court Administration Order)
• Have been removed from the office of a charity
• Commissioners or High Court on grounds of any misconduct or mismanagement, or under Section 7 of the Law Reform (Miscellaneous Provisions) (Scotland) Act 1990 from being concerned in the management or control of any body
• Are included in the list of teachers or workers prohibited or restricted from working with children or young people
• Are disqualified from working with children
• Are disqualified from being an independent Academy proprietor, teacher or employee by the Secretary of State for Education and Skills
• Have received a sentence of imprisonment (whether suspended or not) for a period of not less than three months (without the option of a fine) in the five years before becoming a Governor or since becoming a Governor
• Have received a prison sentence of 2.5 years or more in the 20 years before becoming a Governor
• Have at any time received a prison sentence of five years or more
• Have been fined for causing a nuisance or disturbance on Academy premises during the five years prior to or since appointment or election as a Governor
• Refuse an application being made to the Disclosure Barring Service for a criminal records certificate
DISCLOSURE & BARRING SERVICE
DISCLOSURE & BARRING SERVICE
(DBS) CHECK:
This is primarily available to anyone involved in working with children or vulnerable adults. A DBS certificate shows convictions, cautions, reprimands or warnings recorded on police central records
As you are going to work as a volunteer for an organisation where your work will bring you into contact with children, you will be asked to apply for an Enhanced DBS check which also includes a check against the children’s barred list. It is the policy of Laidlaw Schools Trust that a Governor’s appointment is subject to satisfactory clearance through the procedure.
No payment is required for your Disclosure Clearance. Information on how you can access the application form will be emailed to you. Along with your application you are required to provide evidence to confirm your identity. Original copies of the evidence must be witnessed.
A Governor who refuses to undertake a DBS disclosure is disqualified from holding office.
GOVERNING COMMITTEE MEETINGS
THE PRODUCTIVE GOVERNING COMMITTEE
• Works together as a group and makes decisions collectively as a team
• Takes reasoned decisions and follows them through
• Holds meetings that are focused, a manageable length and achieves their aims
• Supports the pupils, parents, staff and Academy Leader
• Works closely with the Academy Leader
BE PREPARED FOR A MEETING
• Read the papers before the meeting
• Know who all the Governors are
• Make sure you have all the necessary papers
• Prepare your thoughts and questions before the meeting
• Bring with you a pen, your diary, your annotated papers and LST iPad. We do not provide paper copies of materials, in line with LST’s commitment to sustainability and reducing environmental impact
FREQUENCY, NOTICE & DURATION OF MEETINGS
Local Governing Committee meetings occur four times in the academic year.
A governance cycle of dates is provided to all Governors in the Summer term prior to the next academic year. There will be at least one Governing Committee meeting each term: Autumn, Spring, Summer with an additional meeting scheduled dependent upon Trust business and in line with delegations to the Local Governing Committee.
The agenda, which will be uploaded to Governor Hub for the meeting, will list all the items that are to be discussed at the meeting. Consider the agenda carefully before the meeting and make notes where there are items of particular interest or importance to you or where you want to ask a question. You have the right to request that an item be placed on the agenda by contacting the Chair or your allocated Governance Team member a few weeks before the meeting. If “Any Other Business” features on your agenda and you wish to raise an issue under this item, you must discuss this with the Chair prior to the start of the meeting. The Chair will evaluate whether the meeting is an appropriate forum for the issue and can allow sufficient time for discussion.
The quorum for a meeting of the full LGC, and any vote on any matter at such a meeting, shall be at least any three LGC Governors, or, where greater, any one third (rounded up to a whole number) of the total number of Governors holding office at the date of the meeting, If a meeting of the LGC Governing Committee can not be held for a lack of a quorum or has to be terminated on that account before all agenda items have been completed, the Governance Team member must convene a further meeting as soon as reasonably practicable. If the Governing Committee decide to terminate the meeting before all agenda items have been completed, it must first fix the date and time for a further meeting at which the outstanding items will be considered and must direct the Governor Team member to convene that meeting accordingly. They should take account of the personal commitments of individual Governors. It is important that the timing should not always rule out particular Governors’ attendance nor should be determined to suit the Headteacher rather than the other Governors.
ATTENDANCE
Any Governor who, without permission, is absent from meetings of the full Governing Committee for a continuous period of six months will cease to be a Governor. If you need to offer apologies for a meeting this should be done through the Governor Team member in advance of the meeting with the reason for your absence noted. If a Governor continually delays in completing the Governor visit reports, the Governor Team member will conduct a meeting with them regarding this matter.
Governing Committee meetings are not open to the public. Visitors may attend by invitation but may be asked to leave if a confidential item is discussed. Governors observe confidentiality regarding proceedings of the Governing Committee in meetings and from their visits to Academy as Governors. How an individual Governor votes should always be regarded as confidential.
The minutes of any part of the meeting that are confidential should be kept separate. In the main confidential items will be those where the privacy of an individual needs to be respected.
Governors should exercise the greatest prudence if a discussion of a potentially contentious issue affecting the Academy arises outside the Governing Committee. The intention of the law is that Governors should be accountable and business should be transparent with
any confidential items being kept to a minimum. Any old documents Governors wish to dispose of should be shredded, given the sensitive nature of some of the information.
THE ROLE OF THE CHAIR
The Chair of Governors (and Vice Chair when required) provide leadership to the LGC, ensuring it functions effectively and remains focused on its purpose: Academy oversight, community insight, and constructive support and challenge.
As a key link between the Academy and the Trust Board, the Chair upholds the Trust’s values and ensures alignment with its strategic priorities at a local level.
EFFECTIVE CHAIRS
• Give a clear lead in organisation and delegation within the Local Governing Committee
• Manage LGC meetings succinctly and accurately, in line with best practice
• Attend regular meetings with the Headteacher/Principal in addition to their performance management
• Keep other Governors informed of any necessary information or decisions
• Support the Academy to improve and meet the priorities set out in the SDP
• A full list of key responsibilities can be found in our Governance Documents
VISITING THE ACADEMY
All Governors should visit the Academy during the Academy day and you should arrange an early introductory session with the Headteacher. There are two main reasons why Governors make visits to the Academy. Firstly a new Governor may visit to familiarise themselves with the Academy. A more experienced Governor may visit to acquaint themselves with changes to the Academy or re-familiarise themselves if they have not visited for a while.
The second main reason is a focused visit which is part of the Governors link monitoring role. The Governors' role is to “champion and challenge” not that of an inspector and a visit should be used to learn about the Academy but not to make judgments about the professional expertise of teachers.
What do we mean by “monitoring”? Governors need to see that the National Curriculum is being delivered and that the pupils are receiving the best possible education. The Governors’ role is to concentrate on an overview of the development of the Academy, and not to get too tied up with the detail which is the business of the staff in their day-to- day teaching.
How do Governors do this?
Governors select an area to monitor for a period of time linked to personal development, curriculum, inclusion, wellbeing or safeguarding.
What should a Governor expect from a visit?
Visits allow the Governor to become familiar with the Academy at work, and to get to know the children (not individually but in a class situation). It allows the Governor to observe teaching taking place, so when the Governors receive reports, and discussions take place, the Governor sees things in the context of the Academy. Visits should be viewed by the Governor as adding to their personal bank of knowledge, which at some time may be brought forward to contribute to a discussion or evaluation at a meeting of a committee or of the full LGC.
The role of the Link Governor
The purpose of the Link Governor role is to gain transparent, and robust oversight of the Academy, by providing focused insight into a specific link area. Link Governors act as a bridge between the Local Governing Committee (LGC) and the Academy, pupils and the community, deepening the Committee’s understanding of how Trust and Academy priorities are being implemented in practice, drawing on a range of evidence including data, leadership input, pupil voice, and engagement with the wider community. Each Governor is expected to conduct one visit per term, on their attributed link area as agreed by the LGC at the beginning of the academic year. Core link areas are defined by the Trust and supported with Link Governor Advice Sheets, which provide guidance, prompt questions, and reporting templates to ensure consistency and impact.
BEFORE THE
VISIT
• Clarify a focus for the visit. This may be suggested by the Governing Committee
• Agree an appropriate time to visit with the members of staff involved and, where appropriate, the Headteacher
• Provide staff with any questions or areas you will be focussing on and any documents required for your visit
DURING THE VISIT
• Try to relax and enjoy yourself
• Observe discreetly
• Do not intervene, only get involved in activities
• Do not monopolise the teacher’s time
• Show an interest and ask questions but never comment on the teacher’s conduct or on individual pupils
• Do not allow yourself to become an instrument to advance a particular issue
• Do not express your own opinions when pressed on controversial issues
AFTER THE VISIT
• Discuss your observations with the relevant member of staff as soon as possible
• Make notes when the visit is still fresh in your mind
• Never include comments about individual children
• Remember monitoring staff performance is the role of the Headteacher and not the Governor
• Prepare a draft report of your observations and share this with the Headteacher firstly, and then a member of staff
• Once the draft report is approved, send your visit report to the Governor Support Officer to be circulated to the Governing Committee before the next meeting
USEFUL CONTACT INFORMATION
Oxclose
Oxclose
Excelsior
South
Thomas
Sedgefield
Sedgefield
rebecca.tills@laidlawschoolstrust.co.uk
tracey.curtis@laidlawschoolstrust.co.uk
rebecca.mayo@laidlawschoolstrust.co.uk
enquiries@academy360.co.uk
arpa.info@atkinsonroadacademy.com office@beaconschool.org.uk contact@oxclose.net primary@oxclose.net info@excelsiornewcastle.org.uk
deanne.mcloughlin@southhylton.org.uk admin@thomaswallingacademy.com admin@westgatehillprimary.com school@sedgefield.cc hardwick.primary@durhamlearning.net
KEY DOCUMENTS & USEFUL WEBSITES
Academy Trust Governance Code
Academy Trust Governance Guide
Academy Trust Handbook
LST Code of Practice
LST has a comprehensive Code of Practice that covers various aspects of its operations, including governance, safeguarding, and ethical conduct.
National Governance Association
The independent charity and membership organisation that aims to promote good governance
The Department for Education - MAT ’s
The DfE dedicated resources to suppor t academy improvement and journeys to be successful
GLOSSARY
LST is committed to avoiding acronyms; however, the education sector uses them extensively. Please see the most commonly used in this section.
AAN Approved Admission Number
ACE Advisory Centre for Education
ACS Average Class Size
ADD Attention Deficit Disorder
ADHD Attention Deficit and Hyperactivity Disorder
AEO Area Education Officer
AfL Assessment for Learning
AI Assigned Inspector
ALIS A Level Indicator System
AQA Assessment and Qualifications Alliance
ASCL Association of School and College Leaders
ASP Analyse School Performance
ASPECT Association of Professional in Education and Children’s Trust
ASR Annual School Review
AST Advanced Skills Teacher
AT Attainment Target
ATL Association of Teachers and Lecturers
AWPU Age-Weighted Pupil Unit
B
BSA Basic Skill Agency
BSP Behaviour Support Plan
BSS Behaviour Support Service
BTEC Business and Technology
Education Council
CAB Citizens Advice Bureau
CAF Common Assessment Framework
CAL Computer Assisted Learning
CAMHS Child and Adolescent Mental Health Service
CAP Child Action Project
CAT Cognitive Ability Test
CAT Curriculum Attainment Target
CBT Cognitive Behavioural Therapy
CDC Child Development Centre
CFR Consistent Financial Reporting
COSHH Control of Substances Hazardous to Health
CPD Continuing Professional Development
CRB Criminal Records Bureau
CRE Commission for Racial Equality
CTF Common Transfer File
D&T Design and Technology
DBS Disclosure Barring Service
DCPO Designated Child Protection Officer
DfE Department for Education
DHT Deputy Headteacher
DI The Dyslexia Institute
DPO Data Protection Officer
DSL Designated Safeguarding Lead
EAB Examinations Appeals Board
EAL English as an Additional Language
EBD Emotional and Behavioural Difficulties
ECM Every Child Matters
ECT Early Career Teacher
ECYPPC Education of Children and Young People in Public Care
EEA European Economic Area
EEC Early Excellence Centres
EHC Education, Health and Care
EHE Elective Home Education
EIP Education Improvement Partnerships
EMS Education Management System
EO Equal Opportunities
EP Educational Psychologist
EPT Educational Psychology Team
ESFA Education and Skills Funding Agency
ESOL English for Speakers of Other Languages
ESW Education Social Worker
EWO Education Welfare Officer
EYDCP Early Years Development and Childcare Partnership
EYDP Early Years Development Plan
EYFS Early Years Foundation Stage F
FBV Fundamental British Values
FE Further Education
FEFC Further Education Funding Council
FFT Ficsher Family Trust
FGM Female Genital Mutilation
FMS Financial Management System
FMSiS Financial Management Standards in Schools
FOI Freedom of Information
FS Foundation Stage
FSM Free School Meals
FSS Formula Spending Share
FSW Family Support Worker
FTE Full Time Equivalent
GaT Gifted and Talented
GB Governing Board
GDPR General Data Protection Regulation
GLD Good Level of Development
GM Grant Maintained
GNVQ General National Vocational Qualification
GRE Grant Related Council
GSB General Schools Budget
GTC General Teaching Council
H&S Health and Safety
HAD Hyperactivity Disorder
HE Higher Education
HEFC Higher Education Funding Council
HMCI Her Majesty’s Chief Inspector
HMI Her Majesty’s Inspectorate
HoDs Heads of Departments
H-SA Home-School Agreement
HSE Health and Safety Executive
HT Headteacher
IAG Individual Advice Guidance
IB International Baccalaureate
ICO Information Commissioner’s Office
ICS Integrated Children’s System
ICT Information and Communications Technology
IEB Interim Education Board
IEP Individual Education Plan
IfL Institute for Learning
INSET In-Service Education and Training
ISB Individual School Budget
ISBL Institute of School Business Leadership
ISCG Institute of School and College Governors
ISR Individual School Range
IT Information Technology
ITT Initial Teacher Training
IYSS Integrated Youth Support Service
JCQ Joint Council for Qualifications
JNC Joint National Committee or Joint Negotiating Committee
LSDA Learning Skills Development Agency
LSW Learning Support Workers
KCSIE Keeping Children Safe in Education
KPI Key Performance Indicator
KS Key Stage L
LA Local Authority
LAC Looked After Children
LGA Local Government Association
LGC Local Governing Committee
LGBT Lesbian, Gay, Bisexual, Transgender
LMS Local Management of Schools
LPSH Leadership Programme for Serving Heads
LSA Learning Support Assistant
LSC Learning and Skills Council
M&E Monitoring and Evaluation
MA&T More Able and Talented
MAT Multi-Academy Trust
MFL Modern Foreign Languages
MIS Management Information System
MLD Moderate Learning Difficulties
MPR Main Pay Range
NAHT National Association of Head Teachers
NASEN National Association of Special Educational Needs
NASUWT National Association of Schoolmasters Union of Women Teachers
NC National Curriculum
NCSL National College of School Leadership
NCTL National College for Teaching and Leadership
NERS National Exclusions Reporting System
NETT National Education and Training Targets
NEU National Education Union
NFER National Foundation for Educational Research
NGA National Governance Association
NPQH National Professional Qualification for Headship
NPQSL National Professional Qualification for Senior Leadership
NQT Newly Qualified Teacher
NTA Non-Teaching Assistant
NUPE National Union of Public Employees
NVQ National Vocational Qualification
P
PAN Pupil Admission Number
PANDA Performance and Data Analysis
PANDAS Performance and Assessment
Documents
PAT Professional Association of Teachers
PCT Primary Care Team
PDC Professional Development
Consultancy
PE Physical Education
PEP Personal Education Plan
PFI Private Finance Initiative
PGCE Postgraduate Certification of Education
PIP Performance Improvement Plan
PIs Performance Indicators
PLASC Pupil Level Annual School Census
PRU Pupil Referral Unit
PSA Parent School Association
PSHE Personal, Social and Health Education
PSP Pastoral Support Programme
PTA Parent-Teacher Association
PTR Pupil Teacher Ratio
OCR Oxford Cambridge and RSA Examinations
OFSTED Office for Standards in Education
PMLD Profound and Multiple Learning Difficulties
PPA Planning, Preparation and Assessment
PoS Programme of Study
PRP Performance Related Pay
QCA Qualifications and Curriculum Authority
QT Qualified Teacher
QTS Qualified Teacher Status R
RE Religious Education
RI Requires Improvement
RgI Registered Inspector
RoA Record of Achievement
RSE Relationship and Sex Education
SACRE Standing Advisory Council on Religious Education
SAR Subject Access Request
SATs Standard Assessment Tests
SBM School Business Manager
SCR Single Central Record
SDP School Development Plan
SEAL Social and Emotional Aspects to Learning
SEMH Social Emotional Mental Health
SEN Special Educational Needs
SEND Special Educational Needs and Disabilities
SENCO Special Educational Needs Coordinator
SIMS Schools Information System
SI School Improvement
SIP School Improvement Partner
SMSC Spiritual, Moral, Social and Cultural
SLD Severe Learning Difficulties
SLT Senior Leadership Team
SoW Scheme of Work
SPaG Spelling and Punctuation and Grammar
SPAW School Performance Award Scheme
SpLD Specific Learning Difficulty
SSE School Self Evaluation
SSF School Standards Fund
STA Standards and Testing Agency
STPCD School Teachers’ Pay and Conditions Document
STRB School Teachers Review Body
T
TA Teaching Assistant
TDA Training and Development Agency for Schools
TEFL Teaching English as a Foreign Language
TLG Training Link Governor
TLR Teaching and Learning Responsibility
TP Teachers’ Pensions
TTA Teacher Training Agency
TUC Trade Union Congress U
UCAS University and Colleges Admissions Service
UIFSM Universal Infant School Meals
ULN Unique Learner Number
UPN Unique Pupil Number
UPR Upper Pay Range
URN Unique Reference Number
VA Voluntary Aided
VC Voluntary Controlled
VRQ Verbal Reasoning Quotient
WBL Work Based Learning
YIST Youth Inclusion and Support Team
YOT Youth Offending Team
YOS Youth Offending Service
YTS Youth Training Scheme
