Teachers / parents what do you think of school governors?

[Goodgriefisitginfizzoclock]

Inspired by another thread I’m going to ask - what do teachers/parents think of school governors?
Do you see a value in their work? I’ve been a governor for 10 years in a secondary school. I have loved, for the most part everything I’ve done but I do wonder if teachers/parents see the value.
Setting the strategic direction and ethos of the school, holding the school and HT to account,supporting the school in difficult decisions,convening panels for complaints,exclusions etc or are we just considered a pita? Thoughts welcome

Worse than the PTA. No knowledge of education but enjoy judging it.

Don’t think I’ve ever judged it ? What would be a more practical solution? I’m thinking mainly of panels here where parents would want an independent body to look and be sure procedure followed. Certainly where I am we are not to be involved in the day to day business. Interesting point of view though, even if I am saddened by it.

Some governors are great, adding value and contributing effectively to the strategic development of a school, while acting as a critical friend. Others are just critical, usually with no basis other than personal judgement and preferences. The ones who should not be allowed to sit on the GB are those who are there to further a cause for their own children at the detriment of the greater good.

Some are great, genuinely lovely and keen to work with the school, offer their skills and support and don’t presume to know better than the staff themselves what is needed (although they may have excellent suggestions if they have the tact to make them appropriately). Others seem to start from the assumption that the entire staff is composed of work shy idiots and that they know exactly how the school should be run, they often refuse to listen to the real life issues the school is dealing with and base their pearls of wisdom either on “what it was like when I was at school” (the Michael Gove approach) or even worse, their own experience of having worked in an educational setting a really long time ago and a refusal to acknowledge that anything might have changed since then. If you are the first type, I’m sure you school and teachers value you hugely.

I really don’t know enough about the role despite my child been in secondary school.

Yes I have experienced governors who got themselves elected because they thought they would have influence and the ear of the HT and SLT, they have been disappointed. Also the skill set of elected parents can be variable- however not having parent governors wouldn’t sit right either, parent voice. I think with the increase of academy’s makes the role even more important - to add a layer to oversee the financial side. As a pp rightly said in some ways, no knowledge of education, but that works both ways, teachers need to teach not have the full burden of financial viability, not all schools can afford the kind of business manager that can navigate the current climate - volunteers from industry can help.

Starlight - that’s exactly why I joined - when my DS started secondary it seemed very different to when I was at school. I have to say so much better, I came from a very dysfunctional family and I am confident that these days it would have been highlighted and maybe I would have received more help. Who knows even gone to university- something that was out of reach for me, I barely attended, did not thrive,never had any parental engagement I honestly don’t think that would happen today and I’m glad, I will often say I’m the only one round the table with no qualifications let alone degree.

Not an answer to your question OP but just contributing my view as a governor (community I.e. no child at school). It totally depends but the board I'm part of does not judge the teachers at all and doesn't presume to know anything - we look at what's going on, we ask questions, we raise concerns, we use common sense to provide an overview which helps guide the HT and SLT. We're all in awe of the job the staff at school do but above all we're there for the pupils.

I don't know if the staff or parents think we're useful or not but if anything that's because we're probably not very good at letting them know what we do. I've loved it and continue to love it - it's giving something back but I get something from it at the same time.

A bit pointless - the HT tends not to listen - they do whatever they wanted to do anyway - that's what I have been told directly from a few parent governors.

Absolutely fucking useless. We lodged a disability discrimination claim and the chair of governors did absolutely nothing. We went to court in the end.

33goingon64
Very similar experience to yourself, ask questions, raise concerns that in most cases confirm direction is good. Support HT as can be very lonely at the top especially with todays complaining culture. I am also now co opted my child left 5years ago. Yes in awe of the workload and commitment. As said previously ultimately it’s for the students, hence safeguarding and PP governor- always staggered at the commitment of dsl team, what a workload on top of teaching. Most parents would be amazed if they knew.

I have children in primary and secondary schools. The only time I hear about governors is when there is an election for a parent governor. The rest is a mystery. I have no idea who they are, when they meet, what they talk about, or what they do.

Always
That’s sad to hear, sounds like it made a stressful situation even harder

I feel like a lot of the people I know who are governors do it because it adds something to their CV and they're in professions where it looks good and everyone does it. One in particular did it to add as an example of influence and leadership skills to add to a promotion case (she didn't have any other sufficient examples and needless to say doesn't really influence or lead).

I think there can be some excellent governors, but I don't know if the degree to which they are in touch with how the school community is feeling is always sufficient enough to be effective. I think the head of governors is the most important role in setting the tone and expectations of the group, of they are effective it can be a really excellent function.

Ginup
They may have redacted minutes on website or at school.
Worth a read imo

I surely depends on the individual governing body? I am a staff governor in a fairly small gb. We do ask tough questions and hold the HT to account for their decisions. The role of the gb is absolutely not to be involved in the day to day running of the school, but of course some of the things we do, will have an impact on the daily life of the school. Hardly a meeting passes without an expression of gratitude to our teachers and staff as a whole - we have an amazing group of people who work exceptionally hard for the benefit of our pupils and, as governors, we respect and acknowledge that.

Our governers are best friends with the head. No holding to account.

Backintime
That’s not an effective board then, IF, it’s as you have been told.
Sometimes, a decision may not be popular but it’s still the right decision. I would also suggest maybe they were not the right governors, if, they were not able to unite and were railroaded by the head.

Eateneaster
That would not be effective. Officially it should be critical friend, it has to be a good relationship but effective, not as you have suggested.
This is why fairly large boards work best, HT cannot be best friends with everyone.

They may have redacted minutes on website or at school."

The primary school has a "Governors" section on their website. It's blank other than a "This page is awaiting content" message and has been that way for a couple of years now.

The secondary school doesn't mention them at all. It's like a secret society.

I’m a CoG. For those who don’t understand our roles, we are part of the largest volunteer group in the UK and what we do goes a long long way past attending odd meetings and sidling up to HTs. Quite the opposite on that front I have to be very careful NOT to be anything other than professional and remember my role. I spend about 8-10 hours of my own time per week, usually at home, understanding legislation, strategy and progress of our students. No students are ever discussed by name so I only hear generic terms. I am there to check that the school is adhering to their strategic development plans. I constantly look and examine performance and progress and I am not there to be an educational expert in any way, but to ask what we are doing to improve and maintain standards and results and outcomes. How many mops and pencils we buy or whether we should have a school trip to the zoo or the beach is NOT what we do. That’s operational. Governing Bodies only deal with strategy.

If you want to see what is discussed by your own GB then the minutes are public records. You’ll find links to them on your schools website.

All the governors I now know nothing about education. I have no idea what they do. I have a close family member who works in the private sector, has a child who only just started school, knows nothing about schools at all and was asked by the school to be a governor! Beyond me. Why not get social workers or health professionals, those in caring roles who might have an insight.

I was bullied by a horrible governor and complained. Next thing I was told I was not up to the job. Union involved etc. Govs believed the lying head on all matters. 99%were parents at the school. Horrible. (SBM not teacher)

I'm married to a governor and one of my best mates is one too. Despite that I have no idea what they do, just that I need to rearrange my day periodically to be home for the kids whilst dh is at a meeting.
I know 3 of the parent govenors; no idea who the fourth one is. I know most of the community governors too. My involvement with them in the community seems ro reflect their contribution to the school - from articulate, proactive and committed to total whinging arse hole.

Bananas
Yes you are right it depends I was just inspired by the pta thread, although I have wondered in the past but it’s not something you would ask and expect to get an honest answer irl
Youve summed it up well not day to day but yes has impact. If we altered the direction of curriculum to fit with government plan for modern foreign language for example that would impact day to day, but that’s to ensure the best possible outcomes for, firstly, and MOST importantly students, and a favourable Ofsted, without which the school may loose first preference with parents, teachers would prefer to teach in a good school etc etc