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Stanhope Primary School

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Personal Statements:

John Hetherington (Chair of Governors)

I attended Stanhope Primary school as did my daughter so have a great affinity and passion for the school. I joined the board of Governors in 2014 and I am proud to have been elected as chair of Resources.

I work closely with the Head Teacher and my Governor colleagues to make sure that the finances are well managed for the benefit of the children.

I have also worked with the Local Authority to, Head Teacher and Governors to achieve a balanced budget.

Douglas Mather (Vice Chair of Governors)

I volunteer as the Secretary of the Durham light Infantry Association (South Shields Branch), this entails the day to day administrators and record keeping of the branch.

I am also on the executive committee of the D.L.I. Association which meets in Durham City. This committee runs the D.L.I. Association throughout the North East of England.

I also volunteer as a member of the Scrutiny Panel of South Tyneside Homes. The Panel scrutinise the services that South Tyneside Homes provide to the tenants of South Tyneside Council.

As the Secretary of ‘The Friends of the West Park, South Shields’, I maintain the minutes of all meetings also the financial records and the daily running of this group of volunteers.

Cllr Anne Hetherington (LEA Governor)

I have been associated with Stanhope Primary School since 1977 and joined the Governing Body shortly after that firstly as a Parent Governor, and then as a co-opted member and now LEA Governor.

I am passionate about Stanhope and will continue to strive with my colleagues and the staff to make sure all our children reach their full potential and feel safe and happy during their time with us.

Harriet Judd (Co-opted Governor)

I have been a governor at Stanhope Primary School since 2015 whilst my daughter was here in year 3.  I was here initially for 4 years as a parent governor and then stayed on as a co-opted governor ever since.  I have worked at Northumbrian Water since 1999 and have been lucky to have a variety of roles there. I bring lots of experience in data analysis, people management, asset management, health & safety and even workplace mediation.

I had no previous experience as a governor but I am still enjoying the challenge of development and learning from the training courses that have been provided by the council and school. For example, these courses have enabled me to understand what is expected of a governor and how a school should adhere to policies and run effectively.  I feel that as a governor I can cast an independent eye over the workings of the school for example, through my link visits and I can bring additional challenge to decisions made within the governors meetings.

I am very proud to be a governor here and just like every parent at Stanhope Primary School, I want the very best for our children and I can always bring a parents perspective to every meeting. I feel it is important that every child at Stanhope is happy, safe, confident and strive to become the very best they can be. As parents and associates of the school we need to support it in its journey to become outstanding and when necessary we should also put the school under tough challenge. I am not shy to ask difficult questions and I am able to speak out and up for what is important.

I’m always happy to have a chat so if you see me around and want to ask me anything, feel free (alternatively you can contact me via the school office).

Abbi Adair (Safeguarding Link Governor) 

I have been a co-opted Governor since the summer of 2016.  I work as a children’s social worker for a North East children’s services, and have worked there for 17 years in a number of different social work roles.  I bring lots of experience in child safeguarding, people management, conflict management, multi-agency working, risk assessment and prioritising the needs of vulnerable children.  As the safeguarding link governor I have worked with the school to ensure policies are up to date with the latest guidance, and provide updates to governors at termly meetings.

The school and council continues to provide me with the opportunity to attend a wide range of training courses which supports my understanding of what is expected of me in my role as governor, and what policies the school must adhere to, to run effectively.  I am proud to be a governor of Stanhope Primary School, and want to strive to ensure every child who attends is safe, happy, and enabled to develop their full potential. In order to do this, I feel it is essential to support the school in its journey to become outstanding.  I encourage and welcome anyone who would like to ask me anything, to contact me via the school office.

Angie Ali (Staff Governor) 

Governor Personal Statements

Margaret boardman: chair of governors..

Hello and welcome to the Governors’ section of our school website.

My name is Margaret Boardman and it is a privilege to be the current Chair of Governors.

I am a retired teacher, with thirty-two years of experience working with children, the majority of those years with 3–7-year olds.

I love spending time with my family and going for long (and often very muddy) walks with our dogs Peggy and Mabel. I have a life-long love of reading and I love meeting new people.

I was delighted when I retired in 2018, to be appointed by the Archdiocese as a Foundation Governor here at St Columba’s. I was elected Vice-chair in 2019 and Chair at the start of 2022.

I am passionate about ensuring that each individual child is given every opportunity to be the absolute best that they can be and that they are nurtured and challenged to reach their full potential. In order for this to be achieved there needs to be a warm, welcoming, safe and stimulating environment, where children are happy, enjoy learning, grow in confidence and thrive.

As Governors, one of our roles is to support and challenge the Headteacher and all staff, in order to ensure that every child gets the very best education. I am very proud to work alongside such a hardworking and dedicated team of staff, who are always striving to ensure that each and every child in their care receives this.

As Parents, you can be confident that St Columba’s is a family where the children are truly loved, supported and challenged to achieve their full potential. Your children are amazing and it is always uplifting to spend time with them.

Colette Jennings

My name is Colette Jennings. I have been a Governor at St Columba’s Catholic Primary School since December 2020 and have been Vice Chair since early 2022.

I was a teacher in Knowsley for 21 years and in 2021 I joined a Liverpool school as Deputy Headteacher.  I am Mum to two sons and Nanny to three grandsons and a granddaughter.

During the school holidays, I love walking in the countryside or visiting the theatre, as well as spending lots of time with my family.

I am very proud to be a governor at St Columba’s. Everyone in the school really does live out the mission statement. It is a loving, caring school family to belong to, where the children are at the heart of everything that goes on. The children themselves are truly wonderful. They are bright, enthusiastic, talented and articulate. All staff work incredibly hard for each child and their family, going above and beyond every day, setting high expectations and encouraging them to develop into the best version of themselves.

As a governor, I endeavor to support Mrs Evans and her staff in providing the best possible education for the children, nurturing and developing their social and emotional wellbeing as well as enabling them to achieve to their fullest potential academically.

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How to Apply to be a School Governor: 16 Key Things You Need to Know

Governors for schools play a vital role in organisational and educational development. While the school governor role is voluntary, it requires commitment, dedication and a vested interest in the long-term success of all pupils, as well as the school itself.

If you’re considering applying to become a school governor, are new in your role or you're just looking for some fresh thinking around the impact you can have as a governor for your school, we have put together the key things that are vital for your consideration and understanding.

The Basics of School Governance

The Skills Required to Be an Effective School Governor

The Next Steps for Becoming a School Governor

1. All governing boards have three core requirements , so ensure you understand these as the key components that make up your role:

a) Ensuring clarity of vision, ethos and strategic direction. b) Holding executive leaders to account for the educational performance of the organisation, its pupils and the effective and efficient performance management of staff. c) Overseeing the financial performance of the organisation and making sure its money is well spent.

2. A governor is a voluntary role you’ll need to fit in and around your wider commitments, so you need to dedicate the time to attend regular meetings and execute action points where necessary. Don’t be afraid to ask the senior leadership team for more details on the specific time commitments during the recruitment process, to make sure this role is right for you.

3. Familiarise yourself with the DBS checks that will be required of you for you to take on this role.

4. All governors should contribute to each meeting. Make sure you prepare by reading the agenda circulated in advance and offer solutions and opinions to key issues up for discussion. While specific governors may have themes they specialise in or lead on, the more board members that can input into the discussion, the better.

5. If you have an issue you’d like to discuss at the meeting, make sure you submit it in advance so it's added to the agenda and everyone has time to prepare. If you're a parent governor and would like to discuss an issue relating to your child, you shouldn't discuss this at the governors meeting but instead, in a one-to-one meeting between you and an appropriate member of staff.

6. The board of governors plays a vital role in building relationships , not only within the school but also between the school, parents, carers, pupils, the local community as well as the local authority and employers. Think about how you can help facilitate this; considering your position as a parent or local community member, how would you like to see interaction with the school improved? This is something to consider ahead of your interview in terms of how it may fit into your motivations for applying.

7. Different types of schools have different governance structures and that may alter how your role fits in with wider school plans. Are you looking to join a maintained school, single or multi-academy trust or a free school? Research your prospective school’s structure and the expectations of a governor in this context so you’re as prepared as possible.

8. School governors need an analytical eye. You'll need to find out how to measure impact and how to monitor this in the short and long-term. To understand the effects of new initiatives, work with the governing board and senior leadership team to ensure an evaluation structure is in place and agree on how often you and your colleagues will review progress. Regular audits by governors will push leadership, staff and pupils to strive for better .

9. Remember, you’re not only examining educational quality for pupils but also looking at their wellbeing, behaviour and attendance. This will require empathy , an adequate understanding of different personal contexts and engagement with parents and carers.

10. The role of a governor for a school is a strategic one, as opposed to an operational function which the senior leadership team executes. Make sure you're clear on this and understand the higher-level thinking you'll need as a governor, rather than the implementation of new initiatives within the day-to-day running of the school. If you're preparing for an interview for a school governor role, think about how you can demonstrate experience of successful strategy development.

11. Governors for schools must be prepared to challenge the senior leadership if the partnership is to be effective. This means questioning decisions, outcomes and identifying where improvements can be made. It might lead to having tough conversations which are vital for the school’s progress, so you must be comfortable with this.

12. The school governor role requires you to have a broad-ranging understanding of and appreciation for the consequences of decisions made by the board and those made in collaboration with the leadership team. When evaluating initiatives and challenging new proposals, you must have the ability to consider what decisions will mean for staff, pupils, the short- and long- term budget, curriculum planning and recruitment.

13. As a school governor, you'll need to adhere to the Seven Principles of Public Life, including objectivity and accountability. Be sure to familiarise yourself with these before embarking on the role.

14. The National Governors Association (NGA) also outlines the Eight Elements of Effective Governance . These include quality chairing and good relationships based on trust and are elements you can continually explore and review throughout your time as a governor.

15. A good place to start thinking about what you can bring to the table is by reading the latest Ofsted or ISI report and School Improvement Plan for your prospective or current school. Also, make notes on questions, such as:

a) According to the latest inspection, which areas does the school need to improve?

b) What does the school do well that it could improve on across more year groups?

c) How has the school built the inspection recommendations into its School Improvement Plan?

d) How effective have recent School Improvement Plans been and what ideas do you have for how the school could improve the next one?

17.  Preparing for a governor interview already? Take a look at the questions you’re likely to be asked by the interview panel here .

If you want to be a successful school governor and leave a lasting impact, it's essential you keep up-to-date with the most effective solutions to help raise standards of education in your school. To learn more about effective governance and leadership strategies, why not meet with experts by booking your place on a conference dedicated to the subject?

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The parent governor role

Find out who can become a parent governor, what's expected and how to govern effectively.

Becoming a parent governor is a rewarding opportunity to give back to your local community and use your skills and experience to ensure that pupils get the best possible education.

This page covers:

• who can be a parent governor
• parent governor responsibilities
• offering a parent’s perspective
• providing effective support and challenge
• managing complaints
• dealing with conflicts of interest

Who can be a parent governor?

All parents and carers of pupils registered at the school can stand for election as a parent governor.

Maintained schools

• Maintained school governing bodies have at least two parent governors who are elected by other parents.
• Parents cannot stand for election as a governor if they are an elected member of the local authority or have been paid to work at the school for more than 500 hours in the last year.

Academy trusts

• Academy trust articles require at least two parent trustees or at least two parent governors on each local academy committee.
• In most cases, multi academy trusts choose to elect parent governors at local academy level (rather than parent trustees), helping to support the local tier’s stakeholder engagement function.
• Eligibility criteria is set out in the trust’s articles of association.

Parent governor responsibilities

The role of a parent governor is no different to any other governor. Governing boards make strategic decisions and work together to:

• develop a vision and strategy for the school
• oversee financial performance and make sure money is well spent
• hold the headteacher to account for the educational performance of the school
• engage with pupils, staff, parents and the wider school community to understand their views

Once elected, parent governors should make use of the induction training on offer as this will explain parent governor duties, responsibilities and expectations in detail.

NGA members also have unlimited access to our guidance, tools and resources to support effective governance.

Find out more about becoming a governor and the work of governing boards.

Offering a parent’s perspective

Parent governors offer a parental perspective to issues being discussed; however, they are not expected to represent the parent body or act as a spokesperson.

Bringing a parent’s viewpoint to the board is important but should not be confused with the board’s overall responsibility to engage with parents as a collective. Our parental engagement guidance explains this responsibility and sets out mechanisms for meaningful engagement.

Providing effective support and challenge

Parent governors need to remain impartial, especially when posing challenging questions to school leaders.

For example, if school uniform is discussed at a governing board meeting, parent governors may have opinions based on personal experience but should ensure their questions remain objective.

Rather than stating:

“I’ve spoken to other parents, and we all agree that the uniform policy shouldn’t change”.

A parent governor might instead ask:

“Have parents been consulted on proposed uniform changes?”

“What opportunities are there to minimise the cost of this change to parents?”

While all parents are concerned with their own child's best interests, governors must make strategic decisions that are in the best interests of the whole school community – governing boards work as a team to make collective decisions.

For example, if data indicates that pupil progress is falling behind expectations in a specific year group, it is appropriate to raise this in board meetings.

Ask: " What support is in place to ensure all pupils make good progress?"

Avoid asking: " What are you going to do to support my child to catch up?"

It is important to keep governing board matters confidential. Parent governors should avoid sharing concerns away from the board meeting or discussing with other parents. Instead, it may be helpful to discuss any issues with the governing board’s chair .

Managing complaints

Governors may be approached by parents wishing to raise a complaint. However, it is not the parent governor’s role to attempt to resolve individual issues. Instead, they should direct parents to the school’s complaints procedure and avoid making promises to investigate the issue.

Similarly, if parent governors have concerns relating to their own child, they should use the school communication channels available to all parents and follow the complaints procedure where appropriate. Parent governors should not attempt to bring individual cases to the board.

View our guidance on managing complaints .

Dealing with conflicts of interest

All governors must declare business or personal interests that might affect their ability to make impartial decisions.

Parent governors may need to declare an interest and remove themselves from a meeting where the outcome of a decision could directly affect them or their child – for example, changes to after-school provision that the parent currently uses.

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Being a staff governor

If workload is a concern, the last thing you’ll be interested in is becoming a school governor, but is that worth a rethink? Whether you are a staff governor or a governor in a school other than the one you work in, the role gives you a tremendous opportunity to get to know closely, and possibly influence, the way a school operates.

With the range of school types we have now – including voluntary controlled, voluntary aided, foundation schools, academies, maintained schools and free schools – it can be confusing to determine precisely what the rules are concerning staff governors. With regard to maintained schools, the National Governance Association (NGA) explains that the regulations state that governing bodies must have one elected staff governor. This is in addition to the headteacher. Other members of staff can be co-opted on to the board (the total number of co-opted governors who are also eligible to be elected as staff governors when counted with the staff governor and the head teacher, must not exceed one third of the total membership of the governing body).

While being a staff governor at the school where you work can be beneficial to staff, the NGA recommends that staff govern at schools other the one they work at.

With regard to academies, there is no requirement for staff to be appointed to the trust board. In fact, the current version of the Academies Financial Handbook states in paragraph 1.3.6:

Whilst the members can decide whether to appoint the trust’s senior executive leader as a trustee, the Department’s strong preference is for no other employees to serve as trustees in order to retain clear lines of accountability .

As the NGA explains, “the DfE is silent on the rules around membership of academy committees (also referred to as local governing bodies/LGBs) although a similar rationale relating to clear lines of accountability could be applied. A staff governor (either teaching staff or support staff), explains Gillian Allcroft, deputy chief executive of the National Governance Association, is someone elected to the governing board by those paid to work at the school. “The role of staff governor/trustee is not – and should not – be any different to that of any other governor/trustee, and staff governors can take part in the full range of roles and responsibilities of the governing board including of matters of staffing and policies which affect staff. Staff governors/ trustees, as the rest of the board do, bring professional knowledge and personal experience that can be used to enhance the governing board’s knowledge of the school. For example, when a policy is being discussed, staff governors could assist the rest of the governing board by explaining the intended outcome of the policy and the benefits for pupils and the school.”

If a staff governor has a conflict of interest then, like any other governor or trustee, they would be required to leave the discussion and any subsequent vote. “It is important to remember that staff governors/trustees are ‘representative of staff, not representatives’ – staff governors might want to let the governing board know the general feelings of staff, but they must use their own judgement in decision making,” Gillian explains. “A staff governor is not a ‘delegate’ of other staff members, and they are free to contribute and vote freely in the best interests of the whole school. They do not speak and act in accordance with the wishes of the majority of staff, and should not canvas the opinion of staff.”

The governance of schools is significantly important in ensuring they are run effectively, and within that, the role of staff governor adds to the breadth of experience on a governing body. Diverse views on a board are likely to lead to better decision making and a more effective board. “Being a staff governor can also be immensely useful CPD, not least for middle leaders who aspire to being headteachers one day. However, in order to fully benefit from the role, it is advisable that this is undertaken in a school other than your own,” explains Gillian. “Through the information provided to the governing board, the discussions had and decisions made, staff governors will have a better understanding of the matters being agreed at a strategic level, and it can be an enlightening role.”

As staff governors are effectively holding their line managers to account, the role can be challenging. The core functions of governance in a school should be in the forefront of all governors’ minds (ensuring financial probity, robust accountability and strategic direction) and staff governors have equal rights with the rest of the board. Being utterly objective about the school is essential, so all personal interests must be set aside. This is about taking a strategic view in the interest of pupils and the whole school. Whether you are a governor in your own school or, as is perhaps preferable, in a school other than where you work, the development opportunities are there for the taking.

Find out more…

• The National Governance Association (NGA) website 
• School governors and inspection  

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Advice For School Governors and Clerks

Who can be a staff governor?

In maintained schools any school employee who is employed under a contract is eligible to be the staff governor. They can be employed by the school directly or by the local authority, but they must work at the school they wish to govern.

In academies the DfE recommends that the chief executive officer or principal is the only employee to serve as a trustee, but staff can sit on committees such as local governing bodies.

Maintained School Staff Governor

In maintained schools the staff governor is one of the types of governor that make up the governing body.

The staff governor post can be filled by a teacher, member of support staff, catering staff or anyone else who has an employment contract to work at that school. It cannot be filled by someone who volunteers at your school.

An explanatory note in governor law makes it clear that staff governors do not have to be teachers .

“Regulation 7 deals with staff governors. This category includes both teaching and non-teaching staff.” Explanatory Note, Constitution (England) Regulations 2012

(The previous constitution law from 2007 , which allowed schools to have multiple staff governors, insisted that at least one was a teacher unless no teachers volunteered for the role. That law has been revoked.)

The law says that it does not matter whether someone’s contract is with the school directly or with the local authority; both employees qualify to be a staff governor. This is also explained in statutory guidance.

“Staff governor means a person who— (a) is elected as a governor by persons who are employed by either the governing body or the local authority under a contract of employment providing for those persons to work at the school, and (b) is so employed at the time of election.” Constitution (England) Regulations 2012

“Teaching and support staff who, at the time of election, are employed by either the governing body or the local authority to work at the school under a contract of employment, are eligible to be staff governors.” Constitution of Governing Bodies of Maintained Schools: Statutory Guidance

Academy Staff Trustees

The Academy Trust Handbook recommends that the CEO or principal is the only staff trustee, with no other trust employees serving on the trust board.

However, this recommendation only applies to trustees , not to committee members. So academies are free to recruit staff onto their local governing bodies and committees if their trusts allow it.

“Any newly appointed senior executive leader can only be a trustee if the members decide to appoint them as such, the senior executive leader agrees and the trust’s articles permit it. No other employees should serve as trustees.” Academy Trust Handbook

Despite the DfE recommendation many academies do have staff trustees and they are still permitted in the current model articles of association.

Check the articles of association for your academy trust to see if you have any staff trustees.

How many staff governors can we have?

In a maintained school governing body there is only ever one staff governor.

“The governing body must include one, and only one , staff governor.” Constitution of Governing Bodies of Maintained Schools: Statutory Guidance

However, school employees are also eligible to serve as co-opted governors and foundation governors. They can be parent governors too as long as they work for the school for fewer than 500 hours per year.

“A person is disqualified from election or appointment as a parent governor of a school if the person is paid to work at the school for more than 500 hours in any twelve consecutive months.” Constitution (England) Regulations 2012

School employees cannot serve as local authority governors or partnership governors.

“A person is disqualified from appointment as a local authority governor if the person is eligible to be a staff governor of the school. “A person is disqualified from nomination or appointment as a partnership governor of a school if the person is eligible to be a staff governor of the school.” Constitution (England) Regulations 2012

If you wish to appoint a school employee as a co-opted governor you must make sure that the total number of school employees on the board, counted with the headteacher and staff governor, do not make up more than a third of the total membership of the governing body.

This is to ensure a good balance between school employees and governors who are independent from the school.

“The total number of co-opted governors who are also eligible to be elected as staff governors, when counted with the staff governor and the headteacher, must not exceed one third of the total membership of the governing body.” Constitution (England) Regulations 2012

For example, if you have nine governors in total you can have one co-opted governor who is an employee, because that employee, plus the headteacher, plus the staff governor equals three people out of nine.

If you have twelve governors in total you could have two employees as co-opted governors. (Ignore vacancies when making these calculations.)

(Co-opted governors in maintained schools used to be called “community governors” and school employees were banned under the law from serving as community governors. This law has now been revoked so the rule does not apply to co-opted governors.)

For academies the DfE recommends that the CEO/principal is the only trustee who is also an academy employee.

Despite this the current model articles of association (June 2021) do allow for employees to be trustees but state that the total number of employees who are also trustees must not exceed one third of total trustees .

“The total number of trustees [including the chief executive officer/principal if they so choose to act as trustee] who are employees of the academy trust shall not exceed one third of the total number of trustees.” Model Articles of Association (June 2021)

Academy trusts can decide to appoint academy employees to committees such as local governing bodies. The number of employees allowed on each committee will depend on the rules of your own trust.

Can the deputy head be a staff governor?

Although the deputy head is not specifically banned from being a staff governor/trustee in the law or model articles it is not seen as good practice.

Governors need to challenge senior leaders to fulfil their role and that is difficult if there are too many members of the senior leadership team on the board.

In the schools I have clerked for the deputy head has either been an associate member or has not been a member of the board, attending meetings purely to take part in discussions and answer questions.

Can a member of the SLT be a staff governor?

Yes. If a member of the senior leadership team (SLT) becomes a staff governor the board should take their job role into account when allocating link roles and other responsibilities to ensure the governor does not end up “marking their own homework”.

For example, if the SENCO is a staff governor they should not also be the link governor for SEN, because of course they cannot ask themselves challenging questions about their own role. Another example is that the designated safeguarding lead (DSL) should not be your link governor for safeguarding.

It may also be difficult for the school business manager to serve as a staff governor because the budget is a major part of their job and oversight of the budget is one of the three core functions of school governance.

Therefore they would attend meetings where they were supposed to explain the budget to governors as business manager and then ask questions about the budget as a governor…

Indeed, any member of the SLT who joins the board must remember that they are in meetings as a governor, not a member of staff. They must challenge the headteacher if necessary, ask probing questions and vote in the best interests of the school, not just the staff. They are not in meetings to assist the headteacher.

However, neither the business manager nor any other member of SLT is banned from being the staff governor in the law for maintained schools or model articles for academies.

Can a parent be a staff governor?

In a maintained school the law allows someone who is a parent at that school to be the staff governor.

In an academy trust you would need to check whether your own trust has set rules on whether a staff trustee or staff governor role can be filled by a parent, but the model articles do allow staff trustees to be parents.

Can a union rep be a staff governor?

Yes, although it’s important to realize that the two roles are very different. Staff governors do not fight for the rights of staff, they make decisions in the best interests of the whole school.

The rep would also need to declare their union role in the register of interests as it may give rise to a conflict.

Do staff governors represent staff?

No. Statutory guidance for maintained schools explains that the role of the staff governor is the same as any other governor, not to argue in favour of anything that might benefit staff and canvass the views of school employees on issues raised.

“ Their role will not be to represent staff , nor to stand alongside the headteacher in being held to account by the governing body, but to operate as part of the governing body to provide strategic leadership and to hold the headteacher to account.” Constitution of Governing Bodies of Maintained Schools: Statutory Guidance

This is also made clear in the DfE Maintained Schools Governance Guide.

“ Staff governors act as any other governor does. They are there to operate and make decisions in the best interest of their school, not their own or other staff interests.” DfE Maintained Schools Governance Guide

What happens if a staff governor leaves their job?

In maintained schools staff governors automatically stop being governors if they leave their job, as this role must always be held by a current school employee.

“ Upon ceasing to work at the school, a staff governor of a school is disqualified from continuing to hold office as such a governor.” Constitution (England) Regulations 2012

However, school employees who are co-opted governors , parent governors or foundation governors can continue to be governors if they wish to, even after leaving their job.

In academies if your CEO/principal is a trustee they lose that role when they leave their job.

If you have other staff trustee or staff local governors their term of office will be stated in your articles or terms of reference.

Related posts:

• How do we hold a staff governor election?
• Can a parent governor work at the school?
• Staff Disciplinary Panels
• How many school employees can be governors?
• What are the different types of school governor?

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Parent Governor Application

FreezerBird · 22/06/2017 22:13

Does anyone fancy having a look at this draft personal statement thing for me? I'm finding it difficult to work out who I'm writing it for - in all the time I've been involved with the school there's only been one occasion where there was more than one applicant for a parent governor vacancy so only one election where the statements were circulated. I'm assuming though that the personal statement bit goes to the head and current governors even if it's not circulated to parents? It's a fab school, in a fairly deprived area, and they really struggle to get parents engaged - quite often I am one of just a couple of parents at PTA meetings - the PTA is primarily staff. Some of the example statements I've read online read like high-powered job applications and that just doesn't really fit somehow. Anyway - draft thus far is as follows (120 word limit) "I currently have a daughter in year four, and my son is in year seven at secondary having previously been a pupil at [school]. [School] is a great school. I would like to play a part in maintaining and supporting the school by becoming a governor. I am interested in provision for pupils with SEN and their successful integration into the school. I have lived in the area for five years and have several volunteer roles including at the foodbank based at [church]." For background - the school has several learning support units on site and is also very successful about supporting children with SEN in the mainstream - my daughter is one of these. I feel like I need to have something about wanting to work for all the children not just those with SEN as otherwise it just seems like I'm banging that drum, which I'm not. I haven't put anything in about professional background as a) it's not really relevant and b) I haven't worked since my son was born 12 years ago. Quite frankly the whole thing is giving me flashbacks to UCAS...

It's passable. I'm a Governor. (You need to capitalise Governor as it's a job title). I think you need to inject a bit more passion into it maybe? Words like 'great' and 'interested' are okay but don't grab me. Instead of saying the school is great, could you say you have great faith in it? That you are passionate about involving yourself into the workings of the school and feel you have x/y/z to contribute towards that? When do you have to have it in by? I need to head up to bed because I've got an early start but I'm happy to help you elaborate on it tomorrow if you drop me a PM.

It is circulated to all parents to vote, by the way!

Your personal statement will be circulated to all parents. I'm not grabbed by your personal statement to be honest. I find the most successful statements say things that parents want to hear about the school rather than about you. Imagine you were a parent considering a new school for your child, what would you want to hear about the school? It depends on defining your personal focus. Maybe you are drawn towards words like

• Caring, helpful, empathetic, kind children
• independant, free-thinking, creative children
• hard working, resilient, children of strong character
• academic, high achieving, high expectations

All fair enough! I could be wrong, but in the past I think when there's been only one applicant, the statements haven't been circulated as there's no election. Or is that not the way it should be done? This is the second or third time of inviting applications for this vacancy as no-one has applied yet.

Also (sorry, I forgot this bit) I wondered about putting something in about volunteering at the food bank (which is based over the road from the school and is used by families from there) giving an insight into the challenges the area faces and wanting to work for the best possible outcomes for the children. But it feels quite patronising and not sure if it's appropriate, even if worded differently.

If there are only 1 applicant for 1 post, there will be no election. But the personal statements have to be submitted at the time of putting your name forward to be considered. So if you don't write one, or write a rubbish one, then you do not have the opportunity to add or amend the statement once it has been submitted. So in my view it is worth putting in a bit of effort to write a good statement, because you cannot know if someone else (or a few others) are thinking the same.

I would suggest your background may be of relevance if it would be of use to the school (law. finance, building/facilities/HR, communication etc etc). You may be 'rusty" so to speak but your previous experience will be what may differentiate you from another candidate. This is what you need to be saying - why should parents vote for you and not someone else.

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find out if there is a maximum/suggested word count make it personable, but bring out your skills, knowledge and experience a lot of schools have the personal statements for their parent governors on their websites. When writing mine, I searched online, read through some and thought about who I would have supported if I were choosing, then thought about what I did and didn't like about the different statements to structure mine good luck!

I am a Governor at my sons primary. I would suggest that you put a bit more about your background and how your specific skills and experience would be useful to the governing body. E.g. If your background is in finance then you would be useful to the finance committee or if in HR then relevant for the staffing committee. It may not be a directly relevant as these 2 examples but I'm sure you could find something in your experiences that could be relevant.

As parent govenor you're their to represent the parents voice so need to be approachable to parents. Adding a line I can be found outside year 4 class (yr 5 from September) at drop off/ collection time or a way you can be contacted might help.

As pp said you need more about your skills not just interests. Governors are now recruited based on skills. This changed a couple of years ago when the rules moved towards smaller governing bodies with a variety of skills. It sounds as though they will be glad to have you on board if there is a lack of volunteers but it will help the recruitment process if you sell yourself.

No, you are a representative parent, not a parent representative.

Agree with Peusdobadger. A parent governor is not there to represent parents although this is a common misconception. You have no specific role to take parents concerns to the Board. If a parent has a concern it should be raised with the teachers and head teacher and only if not resolved appropriately should it be taken to the all governors via a written complaint. If a parent tries to discuss an issue with you at the school gate this will preclude you from being independent concerning that issue and you would not be able to be involved in its resolution if a formal complaint is made.

Agree with above that is absolutely not the role of a parent governor. I think you need to give more info about the skills and experience you can bring. I used the relevant experience gained in my career and voluntary work. Governing bodies need a broad range of skills, you need to show what you can bring to that mix.

As parent govenor you're their to represent the parents voice so need to be approachable to parents No, you are definitely not. And there is absolutely no need to be approachable. In fact I'd approached, the opposite is true. A parent governor is not the place for other parents to raise concerns for the governing body. All sych concerns made personally to a governor should be deflected to the Chair of Governors. Even when death with by the CoG, it is usually deflected elsewhere to be dealt with. The staff would deal with any concerns first, then the head teacher, sometimes in discussion with the Chair of Governors. Complete misunderstanding of the strategic role of a governor to assume you will directly deal with any school "issues" that a parent may have.

120 words is hardly enough to give parents a good understanding of any candidate and does to some extent worry me about the expectations of the school and GB. I would as parent want to know that you are a "stay at home mum" but also what you did do professionally previously. It actually is a skillset that is useful on the GB being a "stay at home mum". You do need to be careful to ensure you divorce your role as "mum" from that of governor, especially around SEN given you say that daughter has some level of SEN. At times this distinction can be difficult and you need to be sure that you can keep them apart. So for instance how would you handle an SEN issue around your daughter without you seeming to have your governor hat on.

As a former trainer of Governors, I hope the following is useful. All Governors must show they have relevant skills but electioneering is different, slightly! In many ways the food bank is irrelevant and I wouldn't mention it. I assume you were seeking the 'she's a good egg' vote! I would mention what you do for the school community and that you wish to be part of the school to maintain the high standards that the school has. Where do your skills lie? If it is SEN, what skills? Are you skilled in HR, Finance or Marketing for example? How will your skills benefit the school and the children? If you have strong community links, this is good, but how will the children benefit? Parent Governors often say they have children at the school or who have gone through the school to prove they know the school well. Say that you will give a lot of time to the role, undertake training, understand that you work with others for the benefit of the children and you are committed to all children doing well at the school. Don't just pidgeonhole yourself to SEN. You could show an interest in pp children and their progress for example. Lastly, do make sure that you understand what a Governor does. You are not a fluffy supporter who brings in cakes and hears children read. You must know the strengths and weaknesses of the school, monitor the improvement plan, evaluate the effectiveness of the GB, understand progress data and benchmarking, make tough decisions on staffing, finance and pay and be strategic. You are not involved in everyday management. Ideally you need skills and knowledge of the school and demonstrate these to the parents. Hope this helps.

It is also ok to have a chat with the Chairman to talk about the role before you apply. You can then judge if your skills would be a good fit.

Live and learn, i retract the above be contactable advice!

Hi all, thanks for your input, and sorry I disappeared! Had to get form in quick, and was then away for a few days. Anyway, I've had an email from the LA to welcome me to the Governing Body so I guess I was the only applicant. Now immersing myself in their online induction material.

Well done Freezer! Do take up the offer of training and if there is anything you need to know, do ask. It can be daunting at first but when you get into your stride, very rewarding. Good luck.

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Tim Walz's working-class cred: no stocks, no bonds, and he doesn't own a home

WASHINGTON — Tim Walz's personal finances are something of an anomaly in presidential politics: He has no investments. No bonds. No stock holdings. No real estate. And he does not currently own a home.

The limited financial portfolio of Walz , who Vice President Kamala Harris named Tuesday as her running-mate, speaks to the blue-collar pedigree that attracted Harris to the Minnesota governor and former six-term congressman.

Many presidents and vice presidents came from humble beginnings. Yet Walz's modest means as a candidate are drawing financial comparisons to President Harry S Truman, the working-class running-mate of Franklin D. Roosevelt in 1944, as perhaps the best comparison.

"In recent years, he stands out considerably. If you look at the folks who have been chosen as running-mates, they've been relatively financial secure," said Mark Updegrove, a presidential historian and president and CEO of the Lyndon Baines Johnson Foundation.

"He has a far more prosaic background than any of the other candidates I can think of, with the exception of Truman, in the last 75 years," Updegrove said.

More: Why Kamala Harris chose Tim Walz over Josh Shapiro as her running mate

Walz, 60, and his wife Gwen Walz reported earning $166,719 in 2022, according to a federal tax return that year , the couple's most recent tax filing made public. Most of the income, $115,485, came from Walz's salary as governor, while $51,234 was earned by Gwen Walz's salary as an educator, which she lists as business income. The couple paid $24,062 in federal income taxes.

The tax return is otherwise mostly bare: Line-items for IRA distributions, taxable interest and capital gains, for example, are all blank.

Walz listed no property ownership, securities, business ownership, book royalties or other forms of income besides his job as governor in his 2023 annual statement of economic interest filed with the Minnesota Campaign Finance and Public Disclosure Board.

In his 2019 economic interest statement, Walz disclosed ownership of his home in Mankota, Minnesota. But the Walz family sold the 3,223 square-foot home on one acre in 2019 for $304,000 after Walz was elected governor.

More: The new 'Swift Boat?' Tim Walz's military service targeted by Trump campaign

The Walz family resides in the state-rented Eastcliff Mansion, the historic home of the University of Minnesota's president, while the state-owned governor's mansion undergoes renovations. The state is paying $4,400 a month for the rental.

Walz's assets are limited to his state and federal pensions as a former teacher and former congressman, life insurance and college savings, according to his 2019 financial disclosure report as a member of Congress. He does not have a 401(k) account. These assets were valued then between $112,007 and $330,000. An analysis from the Wall Street Journal found the pensions could add about $800,000 to their net worth.

Like Walz, two other Minnesota Democrats − former vice presidents Walter Mondale and Hubert Humphrey − had limited wealth compared to most vice presidential and presidential candidates. Mondale lost his White House bid to Ronald Reagan in 1984 and Humphrey lost to Richard Nixon in 1968

Similarly, Mike Pence had few investments and no significant mutual funds when he was elected in 2016 as Donald Trump's vice president and left his job as Indiana governor.

If Harris and Walz are elected, Walz's earnings would nearly double with the vice president's annual salary of $284,600. 

Walz joined the Army National Guard at age 17 after graduating high school, serving in the Minnesota National Guard from 1981 to 2005 before retiring to run for Congress. Walz also worked as a high school social studies teacher and football coach. He served in Congress from 2007 to 2019 and is serving his second term as governor in a term that lasts until 2027.

More: What is JD Vance's net worth? A look at Donald Trump VP pick's fortune

As a congressman, Walz co-sponsored the STOCK Act, which former President Barack Obama signed into law in 2012 to prevent lawmakers and congressional staffers from trading on non-public information. "This is about restoring faith," Walz said of the bill in 2011 after introducing it.

Some on the right have taken aim at Walz's finances, arguing his lack of investments means he doesn't have command on fiscal issues. "He's financially illiterate," Brianna Lyman, of the conservative online publication The Federal, said this week on Fox Business .

The Harris campaign declined to comment on Walz's finances. Under federal law , Walz has 30 days from the time his candidacy for vice president began to submit financial disclosure reports with the Federal Election Commission.

In comparison, Ohio U.S. Sen. JD Vance − Trump's running mate and a former venture-capitalist investor and author − has stock in more than 100 companies, according to financial disclosures submitted as U.S. senator.

Vance, author of "Hillbilly Elegy," which chronicles his humble roots in Appalachia, reported book royalties of $121,376 in 2022. He also reported having cryptocurrency valued between $100,001 and $250,000. Vance reported earning between $15,001 and $50,000 in rental income in 2022 from renting out a Washington D.C. rowhouse .

Forbes Magazine valued Vance's net worth at up to $10 million and estimated the net worth of Harris and second gentleman Doug Emhoff to be $8 million . Trump's net worth is $7.5 billion, Forbes estimated this year .

In their 2023 tax returns made public this year, Harris and Emhoff reported gross income of $450,380 before taxes and paid $88,570 in federal income taxes.

When Harris ran in 2019 for president in the Democratic primary, Harris and Emhoff, a prominent entertainment attorney, released 15 years of federal tax returns. The couple reported earning $3.2 million income in 2019, with Harris' income jumping heavily after she married Emhoff in 2014.

Harris disclosed more than 40 mutual fund accounts , securities, bonds and other investments in a 2019 federal disclosure as U.S. senator of California.

Reach Joey Garrison on X, formerly Twitter, @joeygarrison.

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To answer these types of traffic tickets, contact the court directly. 

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DMV does not handle parking violations or regulate parking.  If you receive a parking ticket, you must respond to the locality where it was issued. Do not contact DMV. 

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Statement from Hoyer Spokesperson with Medical Update

WASHINGTON, DC – Below is a statement attributable to Deputy Chief of Staff and Spokesperson Margaret Mulkerrin:

"On Sunday night, August 11, Rep. Steny Hoyer experienced a mild ischemic stroke and sought medical treatment. Mr. Hoyer has responded well to treatment and has no lingering symptoms. He expects to resume his normal schedule next week. Mr. Hoyer’s wife and family extend their deepest thanks to his medical team."