Tda 3.1 Summarise The Roles Of School Governors

School Governors

There are a team of school governors and as a whole they are called the governing body. There would be from 9-20 people within the body. You Can become a school governor if you are over the age of 18 are a resident of the local community, parents, staff at the school, representatives of the local churches or businesses. They would help to run the school and make decisions and to set and raise standards. The head teacher of each school is ex officio a staff governor but he or she can decline the position they’re place would then become vacant. The team’s main aim is to provide strategic management and act as a ‘critical friend’ supporting work of the head teacher and other staff.

Their aims would be:

 To help run the building

 Help make decisions with the budgets also to cover salaries
 Support the staff and parents at the school
 To help provide a better education for the children at the school and to provide for children with special needs
 Help the staff to achieve effective ways of learning
 Staffing including the performance management policy
 Make decisions on the budget

Senior management team
Senior management is made up of mostly the teachers (who within the team would have another role in the school such as the maths/literacy leader or the PE/ICT leader and the volunteer co-ordinator etc.), the SENCO/s of the school would also play part and most importantly the Head teacher and the Deputy head.

Within the team, team members should be all be able to find a level of understanding of the positions they are in and have a shared vision through the strategies that allow the vision to be realised.

They team should respect the position of the head teacher who bears ultimate responsibility for the success or failure in pursuit of both the schools aims and requirements of government departments. The head teacher is the leader shared among the senior management and beyond in the case of curriculum and responsibilities.

The team shares the heads ideas and insights and all together they try to turn them into practical action. They may also be confident to put in their own ideas or view points and should be able to work cooperatively launch new and relative intuitions from a whole school approach and keep track of the progress of the

school.

SENCO (The Special Education Needs of Disability Code Of Practice)

SENCO plays a critical role within a school and it is their responsibility to ensure that children with special educational needs or disabilities receive the right care and support they need. The code of practice states SENCO must be a qualified teacher and newly appointed SENCOs must achieve a National Award if Special Educational Needs coordination within 3years of appointment.
With help from the head teacher the Governing body and colleagues to seek effective ways of overcoming obstacles of learning to sustain efficiency of teaching using analysis and assessment of pupils needs by monitoring the quality of teaching and standards of pupils’ achievements and by setting targets for improvements (IEPS).

Teachers

A teacher would work mostly in the classroom and prepares lesson plans for children. In some schools there are more than one class with the same year group so they plan their lessons together. They would prepare homework for the children. The environment in which they create is vital to their pupils and they should ensure that all pupils can participate within these lesson plans to the best of their abilities to provide a positive environment to their best abilities.

All at the same time teachers manage groups, manage activities and manage learning within the class. They lead discussions, guide the main tasks and modify active participations of pupils ideas and engage within their ideas. By adapting to the needs of each pupil they would create a positive prospect of learning.

Support staff

roles
Support staff may include LSA TA, HLTA, educational physiologist and other health care professionals.
Support staff pay an important role in ensuring children are learning in a safe and supportive learning environment. They would foster positive relationships and improve the school state by also encouraging parent and family involvement within education.
Modelling positive behaviour is crucial around the children/young people and they would support outside the class as well as in the classroom. To be approachable is important and to try and lessen ant conflict that sometimes nay occur.