ABSTRACT
These comments, from governors in two different schools, reinforce a point made in the broadsheet, Governing Bodies and Effective Schools (DFE/BIS/ OFSTED 1995), which defines the provision of a strategic overview as the first of a governing body’s three main roles. As the pamphlet points out, a governing body has important duties and responsibilities but that there is a limit on the amount of time that governors can place at the disposal of their schools. Talking to governors, all too often one hears anecdotes of governors’ meetings that are over-long and dominated by trivial matters. It is all too easy for governors to become too closely involved in the minutiae of matters concerning finance and the premises-matters with which they feel familiar and comfortable-and to neglect the more important educational issues. It is important that governors should use their limited time to best effect and the broadsheet suggests that one key area in which governors should be involved is in helping to plan the school’s strategy for improvement. In their reports, OFSTED inspectors comment on the lack of involvement by some governing bodies in strategic planning and commend those governing bodies who are involved in this way. Governing bodies need to develop a balance in their work between ‘maintenance’ activities that are essential to keeping the school running smoothly and ‘developmental’ work that seeks to provide for future improvement. The way in which a governing body manages its business is important in allowing
governors time to address the long-term issues and preventing them from becoming bogged down in matters of routine. The headteacher is responsible for the day-to-day management of the school and governing bodies will normally not be involved in such matters. Another way by which governors can ensure that time is available for the big issues is to delegate detailed work to standing committees or to ad hoc working groups.
