List of Governors - Committee Structure 2017- 2018
The Governing body planning document describes the composition and activities of both the full governing body and the sub-committees as well as listing the various special responsibilities of each governor.
NB: No current governors are serving governors at any other school and no current governors have declared a business interest using above form (evidence available upon request from school office)
Dan Riley - Parent Governor
I sit on the finance and personnel and appraisal committees. I became a governor in order to support Hague Bar in its mission to educate each child according to their individual needs. I think that Hague Bar’s greatest strength is in going beyond the constraints of the National Curriculum and its rigorous testing regime to deliver an educational experience that genuinely aims to equip them with the tools that they need for later life. Although I am trained as a secondary PE teacher I have spent most of my career delivering outdoor education in centres, schools, colleges and universities. Most recently I have been employed by British Orienteering as National Participation Manager and continue to work with both schools and the outdoor industries as part of this role. I am passionate about learning outside the classroom and my aim is to continue to support the school in further embedding this into the culture of the school.
Janet Hill - Coopted Governor
My name is Janet Hill. I became a governor in 2011 when I retired from teaching. I am interested in all aspects of education. I have over 30 years experience of working in education plus I am a parent and grandparent. I am Vice-Chair of Governors and I am Chair of the Appraisal Committee. I am governor representative for Achievement for All and I am governor with responsibility for Special Educational Needs.
Pam Boffey - Vice Chair
Hi, I'm Pam Boffey. I retired as a Headteacher in 2008 after almost forty years in education and am now the proud grandma of seven young grandchildren. I am a vice-chair, chair the Curriculum Committee, and serve on the Finance and Personnel and the Appraisal Committees. I enjoy working in Reception /Y1 every Tuesday morning where I regularly hear children read and generally support the staff.
My philosophy of education has always been that children learn best when they feel happy, relaxed and safe. They should be encouraged to listen, ask questions and find strategies to solve problems and above all we should help to build their self esteem.
Julie Sutton - Vice Chair
Hi, my name is Julie Sutton and I was co-opted onto the governing body in 2015 as head of the Personnel part of the Finance and Personnel sub-committee.
I've found being a governor both challenging and extremely rewarding. Challenging because it's not only a big commitment but also keeping my end up! Hague Bar is lucky to have a group of governors who are extremely dedicated but also experienced and with a wide range of relevant skills. I hope my previous professional background in HR, Training and a Communications will be equally valuable.
Being a governor is also very rewarding though, knowing that what we do has a direct impact on the quality of learning for all the children.
Having recently retired I hope to be able to spend more time getting to know the staff and children better. When not doing that I play the saxophone and sing with gold-medal winning Heartbeat Chorus and a small ensemble.
Sarah Butterworth - Co-opted Governor
Hello, I'm Sarah Butterworth and I was invited to be a co-opted Governor at Hague Bar when I retired in 2016 from the headship of another New Mills primary school. I am very glad to be able to contribute what I can and to use my experience of almost forty years in primary education. Having been part of the establishment of PEGS and knowing the challenges of educating our young people over recent years, I am serving on the Curriculum, Premises/Health and Safety and Safeguarding Committees. Educating the whole child to find and develop skills and abilities, creating a wealth of learning experiences and developing the arts are my special interests which I look forward to continuing at Hague Bar.
Jackie Cowell - Staff Governor - Support Staff
Rachel Parry - Staff Governor - Teaching Staff
Grace Arthur - Parent Governor
My name is Grace Arthur. I am parent governor with two young children and wanted to do my bit in helping to support the school.
I work as a Speech and Language Therapist with a specialism in supporting students with complex needs and behavioural difficulties. I have a lot of experience working with students who are at risk and a good knowledge of how safeguarding processes can work effectively.
It is important to me that the school can provide an environment where pupils of all needs and abilities can thrive and I hope that some of the skills I have gained in my working life will help me in my role as a governor.
I am currently serving on the Safeguarding and Health and Safety sub-committees.
Mikala Dawson - Parent Governor
My name is Mikala Dawson and I joined the school governing body as a Parent Governor in September 2017.
I am a mum of 5 children and they have all attended Hague Bar School.
I have been a parent at Hague Bar School since 1998 so it has been a very important part of our lives for almost 20 years. My youngest child is now in year 5.
Over the years I have played an active role in the PTA and Walking Bus and I have always promoted and assisted the school whenever I have been able to, including lifts to and from various sporting events.
I decided to become a Parent Governor as I wanted to give something back to the school and it seemed to be a natural step for me to take.
I am looking forward to promoting the development and interests of all the children who attend Hague Bar and working as part of the team to ensure the school is always striving to maintain and raise the high standards it already has.
I will work hard to ensure that each and every child who attend Hague Bar is able to reach his or her full potential.
I currently work for Derbyshire County Council in Children’s Services as a Social Worker.
I have a good knowledge and understanding of the legal framework which surrounds the Safeguarding of Children and I feel that this could help to inform the practices within the school setting.
Due to my experience and background I am a now a member of the Safeguarding Committee and also the named member of the governing body for ensuring the smooth transition from year 6 -7.
I am a busy working mum but I also like to horse ride, dance, read and garden in my (very limited!) spare time.
How to contact a governor
Parent Governors and Coopted Governors are often around and about at school, particularly before and after school in the case of Parent Governors. All our Governors will welcome an approach. If you should wish to speak to any of our Governors on a particular subject please contact the school office and we will be happy to put you in touch with the appropriate person.
Telephone – 01663 762203
Roles and responsibilities of Governors
The three core functions of a governing body, as reflected in Ofsted’s inspection criteria are:
· Setting vision, ethos and strategic direction, engaging stakeholders, and ensuring statutory duties are met:
· Holding heads to account for teaching, achievement, behaviour and safety: challenging and strengthening leadership: contributing to school self-evaluation
· Ensuring financial solvency and probity with effective management of financial resources, including the Pupil Premium, to raise standards
They are also responsible for specific actions such as approving the school budget and appointing the headteacher.
School governors are drawn from different parts of the community and can be parents or staff from the LA, the community and other groups. This helps ensure the governing body has sufficient diversity of views and experience but does not mean governors of a particular category represent that group on the governing body:- i.e. parent governors do not represent the parents at the school and do not report back to them. Individual governors have no power or right to act on behalf of the governing body except where the whole governing body has delegated a specific function to that individual or where regulations specify a function is to be exercised in a particular way.
Role of the chair and vice-chair
The role of the chair (and vice chair in the chair’s absence) is extremely varied and can include:-
· To make sure the governing body’s affairs are conducted in accordance with the law
· To report any urgent action taken on behalf of the governing body, ensuring it is fully explained and supported. Chairs have no special power to take decisions on behalf of governors unless there has been a resolution of the whole governing body to delegate a specific authority. However, they do have the power to take action if the matter is urgent and if it concerns one of the functions that can be delegated. The Education (School Government) (England) Regulation 1999 Regulation 43 defines ‘urgent’ as a case where delay would be seriously harmful to the school or to any pupil or member of staff, and where it would not be reasonably practicable to hold a governors’ meeting to resolve the issue. Any urgent action the chair or vice-chair takes on behalf of the governing body should be reported at the next meeting
· To ensure meetings are run effectively – that they start and finish on time, that agenda items are properly introduced, that people are encouraged to contribute and that decisions are taken where necessary and minuted
· To help the governing body work as a team – by recognising and using people’s strengths, delegating effectively, clarifying objectives and using the whole governing body by creating committees and small groups to develop new ideas, work out plans of action and to cover contentious or difficult areas of planning. Define, with the governing body, a clear understanding of the roles of the chair, vice chair, the other governors and professionals within the school.
· To work with the headteacher- be available to the headteacher, make time to listen to concerns and give constructive advice, talk through disagreements before the governing body meetings, work together on effective school policies.
· To carry out any duties delegated by the governing body, be seen in school regularly, attend school functions or make sure another governor represents them, work with the local authority, be accessible to other governors, staff and parents, meet governors from other schools.
· To use time effectively, their own and other people’s- plan the year’s cycle of meetings and a timetable for action and reports, plan for effective meetings.
· To make it clear that all governors must accept collective responsibility for decisions taken at governors’ meetings
Specific roles within the governing body
The term ‘link governor’ best describes the relationship that a governor has to act as a link between the FGB and a specific subject, e.g. ICT, numeracy, literacy, RE etc. It is not a statutory requirement, but is good practice. A good working relationship between the subject specialist within the school and the subject link governor will enhance the success of this initiative. The subject link governor, in support of the subject co-ordinator should be informed about relevant documents and legislation; Ofsted criteria for evaluating the subject provision; local and national issues impacting upon the subject.
Inclusion (SEN) governor
Inclusion is now the term given when referring to children with a Special Educational Need, disability or who are Gifted & Talented. A primary role for the inclusion governor is to ensure that children in this category have the help they need to access the curriculum and to participate fully in the life of the school. The inclusion governor is required to report back to the FGB on up-to-date matters within the school and information on provision for pupils.
Safeguarding is about protecting children. The governing body has a legal obligation to ensure that the school is run so that the welfare of the children is safeguarded and promoted. The safeguarding governor should:-
· Be familiar with LA guidance and policy relating to Safeguarding and Child Protection and associated issues.
· To ensure that Governing Body puts in place a suitable Safeguarding and Child Protection Policy and associated procedures.
· To champion safeguarding and child protection issues within the school.
· To remedy any deficiencies in the school’s safeguarding practices which may be brought to Governors’ attention by a member of school staff, a parent, an officer of the Authority or from any other source.
· To meet regularly with the senior member of the school’s leadership team who has lead responsibility for Child Protection issues (CPLT), in order to monitor the effectiveness of the governing body’s Safeguarding and Child Protection policy.
· To ensure that the governing body receives an annual report on the implementation of the school’s safeguarding and child protection policy
Health & Safety governor:
The head teacher is responsible for the day to day management of the school’s Health and Safety policy and the communication of its requirements. The governing body has the responsibility to monitor the policy and, if necessary, to require additional actions.
The H&S governor should:-
· Work with the school health and safety representative to ensure that the school has a health and safety policy and make regular health and safety inspections of the school premises.
· Decided appropriate health and safety procedures and practices to be undertaken by the school and ensure that the school complies with legislation and follows best practice in the management of health and safety.
· Keep the governing body informed of health and safety issues.
· Making sure that adequate health and safety resources are available to meet health and safety requirements.
· Ensuring that staff and students are not exposed to unacceptable risks, and that significant risks are adequately controlled
How to become a Governor
Being a Governor can be a very rewarding and interesting role and can really help to shape your child’s education. Anyone over 18 can be a school governor – you don’t have to be a parent with a child at our school, however, every governing body includes parent governors, and it can be a rewarding way to be involved.
The most important qualities for being a governor are enthusiasm, commitment and an interest in education. You don’t need teaching experience, but it’s useful to bring skills from other areas of your life. It can also be time-consuming.
If you’re interested in becoming a governor feel free to talk to the Headteacher, the Chair of Governors or another member of the governing body who will all be happy to tell you more about what is involved. When there’s a vacancy for a parent governor all parents will be informed, and you’ll have a chance to stand for election or on certain occasions be appointed to the post without elections.
At the bottom of this page you will find an extract from the governor’s handbook which outlines what being a governor is all about. You may also find these links below useful.
This is a link to the Government Website:
This is the National Governors Association:
Our Local Education Authority Site:
the Governor Handbook:
and these are some other useful sites: