Any school governors trying to influence change

[fartyface]

There may be one already but I wonder if a thread for school governors would be helpful.

I am very frustrated with the actions of the school for which I am governor who are doing their best to keep numbers of students as low as possible.

• no nursery provision
• key worker provision only if you have 2 key worker parents
• finishing a week early to have a picnic for the leaver year.
• weekly newsletters dedicated to asking parents to only send their children if they must

There is no talk of learning; set work is links from bitesize and half the school is empty.

The remainder of the governing body is high on the support, and I don't see much challenge and I am not sure if I have any allies in the governing body - (which comprises a lot of teachers).

I'm new to the governing body having only been around 3 years, the others are all more like 10...

I'd love to get some ideas how to influence change or at least raise my concerns without being completely ostracised.

It's difficult.

I have raised concerns that our school seems to be taking all direction from our academy chain, which is doing everything across the board, so if one school cannot offer something, none are. I think this is unfair and gies against what was sold to us when we joined, that we would keep our individuality and autonomy and be able to make decisions at a school level. I am going to raise it again at our next meeting so that it can be formally noted.

As governors we are there to challenge, but it's very difficult to do thay and not look like you are against everyone. I sometimes have to remember I didnt become a governor to make friends, but it's tough and I understand what you mean.

We have a process in place where in our minutes we highlight when a governor has challenged something, which could be anything, so we can show that we are an effective GB. Could you suggest a process like that?

We have that too with the minutes and that has reminded me that we don't have another meeting in the diary currently.

So business is being covered by email or even WhatsApp. And the head is talking to one or two governors who come back and report on safety and nothing re children.

I am teeing up to ask for more information but the responses are so defensive. I don't care if they don't like me, but my approach doesn't seem to be actually making anything change.

So it feels pointless.

I feel for you with an academy sitting on top of it too. Thanks for your response.

Is it teachers from the school who are disproportionately on the governing body? That doesn't sound right.

Have they been encouraging vulnerable children to come in? That's one of the main focuses of the current guidance.

The actions And decisions made by your school may be linked to local authority directives.
I’m a HT and apart from the picnic everything you’ve described is what we have been told to do by the LA.

What change are you looking for?
My school is full with 3 years plus key workers.

Personally I think the 15 children thing will go before September, or the abolition of the key worker groups together with all children in half time.

My DH is a governor at the kids school. The HT basically makes the decisions with the two co-chairs and the other governors just get sent an email asking them to confirm they agree. My DH tries and tries to challenge but the reaction from the HT is always very defensive. It’s like she doesn’t understand the role of Governors is partly to challenge.

I wish our governors would show some (any) interest at all. The Chair was uncontactable for weeks and has spoken to the head once in the entire crisis.

Regarding "learning", that's not really what's been asked of schools atm. Shocking as that seems, we have daily lists of advice and instructions from the LA, education is never mentioned.

Are you seeing the advice your head is getting from LA? Ours is very cautious regarding increasing numbers and does indeed emphasise that children should only be in if they really need to be.

I'm not sure why they need to close a week early for the picnic, but that seems an important thing to do for that cohort to me.

I’m chair in a primary school and what I find difficult at the moment is the balance between what is strategic and what is operational during COVID. I’m working really closely with the head but reckon I’m probably involved in too much operational stuff but feel like my head really wants that support at the moment.

Can you speak to your chair about your concerns? I would also be concerned about the home learning part of your post.

I empathise. I was frustrated recently as felt that the GB( a lot are teachers from other schools and retired teachers) were all very effusive in their gratitude and praise but no challenge or questions. I asked about education and how to ensure what we are providing is in line with other schools nationally but seems there are no standards suggested by DFE and so much variation.
It seems most of our GB agree with HT and imo praise excessively without much challenge. Was thinking there’s something I’m missing!
I appreciate the work they are putting in, however I am also a key worker and I don’t see that it is any different. This is long term now, we need effective plans on how to monitor progress ( was told this was impossible and unfair!) and a minimum expectation of education.

Our school is currently open for key worker and vulnerable children and even if one person volunteers within the key worker criteria there child can come in. Only one parent needs to qualify and they are in. Some children only attend a few days a week and the school call these parents to find out why they are not in unless they have previously stated to us that they only require certain days. This is right throughout school from aged 3 up to year 6.

Our school is currently in limbo regarding new intake of nursery provision and Reception for september, until we recieve some guidance

I think it would be very unfair of a GB to insist on monitoring progress now. TBH, for this term, I think it's fair enough that the GB support the HT and give praise just for making it through. Until very recently we've been led to believe it would be business as usual by Sept, so this term was just about childcare and staff well being.

I agree we now need to be thinking about delivering education for next year, rather then just getting children "in" but I don't think a challenging GB would be particularly helpful atm. In these unique circumstances, support and advice is what's needed.

I'm glad to hear from like minded governors.

Ive not seen any overt encouragement of vulnerable learners; and they haven't accepted all those recommended.

I work for a front line public sector organisation (in a holding to account role ironically) and the response from them is how do we keep our service running to the benefit of the service users. That is also the approach of the nursery.

The school / education sector seems to be stuck in "how little can we get away with"

"The school / education sector seems to be stuck in "how little can we get away with""

I agree with this and I don't know why. Teachers, on the whole, are committed to their students as individuals but as a group something happens that seems to make everything "impossible".

That said, even the LA have never been looking for a way to maintain business as usual (or anything close) only to meet the requirements in a way that makes sure they've done what's legally required and no more.

Are most school not teaching? In our school our teachers are planning for each day in school and doing home learning planning everyday to be delivered to the children not currently attending?

We are assuming all children back in Sept, as there has not been any guidance otherwise.

We are not monitoring progress now, but concentrating on welfare.

Reception will have been off for almost as long as they were in.

We're delivering work to the children at home but in school it's much more childcare and wellbeing than it is education, still.

I take this is a primary OP?

I'm governor to a secondary and a parent (and ex governor) at a primary. I don't know if my experience is just of the two individual schools or if it's sector wide, but the primary doing exactly as you describe.

The Secondary - had plans in place for return early on. Have (literally) 5 or 6 alternate plans ready to go as contingencies. Want as many pupils in as they are legally allowed, as quickly as possible.

The Primary - actively discouraging and scaremongering families so they are too frightened to send pupils in. There is no can-do attitude at all.

Another one here struggling with strategic vs operational during this time. There seems to be a lot of support from govs but very little challenge. I was the only one at a recent meeting to challenge on an issue, it did spark discussion and agreement but it felt awkward as a new governor.
School also send out messages from the head and the governors, but it’s from the head and the committee chairs, the rest of us get the information with this other parents!
I think the school are working hard but surely it’s the govs role to be asking what else we can do to support children/families?

I am totally fed up with my HT and the SMT. HT was refusing to follow guidelines, telling key worker parents and vunerable kids how extremely dangerous school was so they wouldnt take up places even if they was entitled to them. Lobbyed other HT to do the same. LA got wind and told us to get the HT to reconsider or remove them!

Been very PA to us through out and implied the staff will never forget our actions ( ie telling them to follow Gov guidelines) and implying we will have blood on our hands. Says we will be sued personally if we follow guidelines ( total BS as we dont make the gov guidelines and schools never get sued, it's always the LA that pays out for complaints that always go to LGO)

The pupils welfare I feel hasn't come into it at any point. It's all about staff safety, kids go under the bus. I cant take any part of my role seriously right now as it feels school is a employment centre / mortgage payment method first and foremost. Only one member of the SMT has set foot in school since March and none plan on returning.

It's a fricking mess and I can see clearly why 90% of the GB has left in the last 18 months.

I'm a volunteer and right now being to feel like the GB is the enemy. HT needs yes men, not critical friends.

I would happily run screaming from.my post but it's not in the kids best interests right now.

Dreading KPI and safeguarding meetings when life returns to normal because push comes to shove it's a hollow load of BS.

from reading this, I actually am going to have a meeting with our head on Monday to tell them how amazing they are doing! it seems that our school is the only primary doing it the way it should be. Parents are being encouraged to send their child to school if they fit the criteria of one parents being a key worker or volunteering in such a role, all staff are following planning for all children and delivering this effectively, our parents are even stating how happy they are with the schools safety policies and how much their child is being educated. In our opinion children come to school to be educated so that is what is being done, every child in normal circumstances have a right to be educated so why not now. All of our staff are completely on board too they are even working in school or working from home and that cannot do enough for the school, it actually saddens me that the education sector seem to be getting let down that they have a 'can't do attitude' when in my eyes and experience they are 'can do'

It's really interesting to read these posts but most of them make me so sad that some of my fellow headteachers feel that this the professional way to work.
I have been in my school most days since March and we have never closed. I encourage children of KW to send their children in and now opened wider as DFE guidance. All this with effective home learning remotely in place. My staff have all been amazing.
My Governors have been supportive (mostly) because I have been transparent and honest with them.
It makes me cross that as Governors in other schools you are not getting this from your "professional" leads in school. So disappointing.
My advice- and DM me if you want any specifics - would be go directly to LA or Academy leads. If you don't get far there go to Regional Director. Accountability is required as they should be in school and opening esp to KW. They are breaking the law.
Find a governor ally.
Ask those difficult questions.
Remember you represent the community and not the views of the HT (paid!)
Hold the HT and SMT to account.
Get a skills audit on GB - teachers views are not needed in the majority.

It’s hard to make judgement on what is going on without knowing the individual availability of staff. It’s all very well that the government are saying we should bring all these year groups in but in reality, many schools don't have the staff (isolating or shielding) or enough rooms to have everyone back.

Many schools have found that their key worker provision has now increased and continues to do so, so it is a juggling act between keeping spaces in these bubbles or opening up to more. Initially, schools were advised by the government that key worker children should only attend if they absolutely have to (I.e. there is no one they can stay with at home). This has now changed slightly to allow more back but many schools don’t have the capacity.

With regards to the home learning, it is poor that a small minority of schools are doing little more than putting links up on a page and leaving up to the parents. At my school, we send home learning for every day, YouTube lesson tutorials, make phone calls home and provide physical resources to families with no internet connection. The teachers and staff are working very hard.

I would at least challenge why it’s necessary to finish a whole week early for a pic nic. Am I missing something here?

I think schools do have some flexibility within the LA guidelines. I know two primary schools well (for different reasons). One is similar to what you describe, the second is very different. The first is discouraging attendance and emphasising childcare over education. The second is really pushing attendance, has the majority of R, 1 and 6 in, plus key worker groups separated by year group so that they can do proper learning not just childcare. There are differences between the schools, but a lot of it comes down to will and leadership. Same LA.

I think what this has shown me is which local schools really value education, and are prepared to innovate to deliver it.

I am tired of seeing "wellbeing" touted as a reason not to educate. They are one and the same. Firstly that sense of community from school just being totally lost was a rubbish thing to do to children. Replicating that online through class sessions and assembly, even if just for 30mins a day would clearly have been better for wellbeing that school just vanishing. But also because I think not trying to teach children still sent a message that the world was suddenly such a scary place that education no longer mattered. And further because for many children, like my son, learning is something they love and they genuinely missed it.

I can't even put into words the transformation in my son since we enrolled him in an online school that teaches him and encourages him and gives him that sense of community and normality. Yes we were doing all we could, but really he wanted school.