The governors’ handbook provides information about the role and legal duties of governing bodies in maintained schools and academies (including free schools). It can be downloaded via the link on this page.

Section 1 and an overview of the contents of sections 2 to 8 can also be found via the table of contents in this document.

Section 1 of the handbook outlines the core role and functions of school governing bodies. All governors should read this section.

Sections 2 to 8 of the handbook summarise all of the specific legal duties on governing bodies, providing a first point of reference for those with a specific area of interest.

Further reading is signposted from within each section for those who would like more detailed information. Links are provided to relevant regulations, guidance and resources. A list of all the policies and documents that schools are required to have by law can be accessed from this page. Also available on this page is a list of changes that have, or will soon, reduce regulatory burdens on maintained school governors.

To assist readers, we have given links throughout the handbook to relevant legislation on the legislation website. The legislation may, however, have been amended and the links will not always take you to a version that has been revised to show those amendments. Readers are advised to check whether the legislation has been updated by using the ‘changes to legislation’ facility on the website. Most types of secondary legislation on the website are not revised and are shown as originally made. Readers should always make their own checks to see whether regulations have been changed.

The handbook replaces the Governors’ Guide to the Law.

View/download the Governors’ Handbook, Statutory Policies and Changes that Reduce Burdens on Maintained School Governing Bodies here.

Recently we were fortunate to meet up with Elaine from Modern Governor and, having dazzled her with our extremely limited edition t-shirts, she kindly invited us to write a guest blog to introduce you to @UkGovChat and #ukgovchat; a new and exciting way for governors to engage using twitter.

As school governors, active on twitter, we saw an opportunity to develop an online community utilising the networking capacity of social media to support, challenge, debate and share good practice. The chat is free to access, created by governors for governors, with no subscription or commercial links. The official chat takes place every Sunday evening between 8.45 and 9.15 with two topics per week. The topics are randomly selected from suggestions made by followers and voted on by them in the preceding week. They have included “What are the qualities of an effective Chair?”, “The role of the Vice Chair” and “How and where to draw the line between strategic and operational matters?” Each week the chat is collated and stored on the archive page of the UkGovChat blog.

Between chats there is plenty of opportunity to engage with other governors to ask for advice, offer support or just discuss current issues. In the short time we have been active we have gathered nearly 900 followers so, whatever your concern or query, there is likely to be someone to hand. We feel that this statement from the blog sums up our aspiration for this project: “By creating this home for governors on twitter we hope that we can come together regardless of location, experience or status to learn, share, challenge and support each other and improve the governance of all of our schools to the benefit of the children and young people we care for and about.”

If you are already on twitter, please do follow us on @UkGovChat where you will find links to suggest topics and vote in the weekly polls as well as the opportunity to host chats and meet like-minded individuals. To join the Sunday night chat all you need to do is tweet including the hashtag #ukgovchat.

If you have yet to dip your toe into the world of twitter we would encourage you to give it a try. It’s very easy to create an account and once you have done so you can follow UGC and join in with the weekly chats. You’ll soon wonder why you didn’t sign up earlier!

We have been delighted with the way that the chat has been received and with how it has enabled and empowered governors in their practice and development. Please do join us for some fast-moving, insightful and mutually beneficial discussion on Sunday evening. We look forward to chatting with you soon.

Jo Penn (@JaPenn56), Naureen Khalid ( @5N_Afzal) & Raj Unsworth (@rrunsworth)

In the Budget Statement 2013, Government announced a review of school efficiency.  To inform that review, DfE are seeking information from anyone involved in the processes and decisions that impact on a school’s efficiency – “the relationship between spending decisions and outcomes, and ensuring that limited resources are used to the best possible effect.”

Effective governance – the roles and engagement of governors and governing bodies, and their relationships with school leaders and management teams – is clearly a critical factor in how schools identify efficient ways of working and achieving their core objectives.  The DfE wants to know your views, experiences and ideas about current structures and working arrangements, examples of how these improve efficiency in your schools, the barriers or disincentives to getting efficient outcomes, and how schools can be supported or strengthened to maximise their individual efficiencies.

The DfE have asked us at Modern Governor to help them to publicise this review.  The review is outlined on the DfE website here -

https://www.education.gov.uk/consultations/index.cfm?action=conSection&consultationId=1897&dId=1271&sId=8464.

The closing date for evidence is 10th May 2013, and the responses will form part of a DfE report on efficiency in schools which will be published in June 2013.  Evidence can be submitted in writing, or via an online consultation document of 12 questions – this can be found at – https://www.education.gov.uk/consultations/index.cfm?action=consultationDetails&consultationId=1897&external=no&menu=1

If you would like to contribute to this open consultation, you can do so by:

a)      Completing the online response form linked above

b)      Emailing your response to: SchoolEfficiency.REVIEW@education.gsi.gov.uk

c)      Leave a reply on this page.  I will collate all responses and pass them on to the DfE

Contact Julie Hull at DfE – julie1.hull@education.gsi.gov.uk – if you have any further questions about the review.

If you are going to reply on this page, these are the key questions for response.  It would help me tremendously if you could number your answers too – thank you!

1.  What is the scope of your role as a governor?  In particular, how are you involved in decisions about allocation of resources and/or financial efficiency?

2.  What do you / your governing body do that helps to support your school in securing better efficiency?

3.  How does your school benefit when the governing body is working efficiently – and can you quantify or measure this benefit in any way?

4.  What are the biggest obstacles to you / your governing body working efficiently?

5.  What can the Department for Education – or other organisations – do to remove these barriers, or help you / your governing body to deliver more effective outcomes for your school?

6.  Please indicate which of the following best describes you as a respondent:

•  Maintained School
•  Academy
•  Primary School
•  Middle School
•  Secondary School
•  All Through School
•  HT/Principal
•  Teacher
•  Governor
•  School Business Manager/Bursar
•  Parent
•  Teaching Union
•  Local Authority
•  Other (please specify)

The National Governors’ Association is the only independent representative body for schools governors from all state funded schools (LA maintained schools and academies) in England. It supports local governor associations and governing bodies, lobbies ministers and policy makers on all policies that impact schools and offers high-quality guidance, information, conferences and advice for governors and governance professionals.

Governors can join the NGA as individuals or as members of a government maintained governing body; this includes academies, free schools and city technology colleges. Local governor associations may also join the NGA. Local authorities, education organisations and education businesses can also support the work of the NGA as corporate partners.

Membership Benefits

By joining the NGA you receive a range of excellent benefits that will help you and your Governing Body to stay up to date, share best practice and be supported in your role as a governor.

The NGA website: Their website is the information source for governors, with a public section containing general information and events, plus a members’ area where you can find detailed up-to-date guidance, an education glossary for governors, research of interest to governors, information about their links with other education organisations, reports on ministerial lobbying and analysis of government initiatives.

NGA Magazine: The NGA magazine ‘Governing Matters‘ is a high quality colour magazine written by and for governors, and published six times a year, offering thought provoking articles on all aspects of education and governance. The only way to receive Governing Matters is to become a member of the NGA.

NGA Newsletter: The NGA weekly e-newsletter is an essential briefing document for any governor or governor support officer. The newsletter gives details of new research, government consultation papers, policy announcements, legislation, together with a summary of recent education stories in the media.

NGA Guidance Documents:  Detailed information summaries on a wide range of school governance issues, including: finance and staffing, school structures, school improvement, being a governor and teaching and learning. You can also find individual articles from Governing Matters in relevant sections of guidance.

NGA Guides: The NGA has produced two guides which together offer a comprehensive resource for governing bodies, covering induction to the governing body and to the role of the chair. NGA members receive a generous discount off both these publications. For more information click here.

NGA conferences: The NGA runs national conferences, and a number of regional events. Being a member of the NGA will entitle you or your governing body to a certain number of free places at NGA events; how many will depend on your membership type. The conferences draw high profile speakers – including ministers – and have focussed on a whole series of key issues facing governing bodies, including: head teacher recruitment, extended schools, workforce remodelling and pupil assessment.

Gold Membership: Additional services are available for those taking up Gold Membership; these include discounted insurance, legal support and a free advice line.

To join the NGA or find out more about membership benefits, click here.

Follow @NGAMedia on Twitter and Facebook

The Department of Education have released a revised version of the statutory policies for schools. The document makes clear how often each policy must be reviewed and also shows the level of approval required, where this is prescribed in regulations.

This is taken from the DfE website:

As part of our on-going commitment to clarifying schools’ legal obligations, the Statutory Policies for Schools document outlines the policies and other documents governing bodies and proprietors of independent schools are legally required to hold.

Governing bodies and proprietors are required to hold each of these policies and other documents, as outlined, however:

• the drafting of school policies can be delegated to any member of school staff
• there is no requirement for all policies to be reviewed annually
• not all policies need to be signed off by the full governing body

The document makes clear how often each policy must be reviewed and also shows the level of approval required, where this is prescribed in regulations.

There are instances where statutory guidance states that policies and procedures should be in place. Although this is not the same as a legal requirement, the list makes clear the policies referenced in statutory guidance.

Academies and free schools have greater freedoms than maintained schools in relation to school policies and other documents. Where relevant, arrangements applying to these schools are noted against each entry.

This document was last updated in April 2013. We will continue to review these requirements and look to simplify the legal obligations on schools wherever possible.

Document amendments April 2013

Updated links have been provided for the following:

• charging and remissions
• teacher appraisal
• data protection
• freedom of information publication scheme
• instrument of government

Clarification in relation to academies and free schools:

• Written statement of behaviour principles – for academies and free schools, the proprietor is required to ensure that there is a written policy to promote good behaviour amongst pupils and that the sanctions to be adopted in the event of pupil misbehaviour are drawn up and effectively implemented.

The following document has been removed:

• Governor’s annual report to parents (maintained nursery schools) -  It has come to light that the removal of the requirement for maintained schools to prepare a Governors’ Annual Report to Parents in The Education Act 2005, and Commencement Order No 1 to that Act, has resulted in an anomaly in the legislation. We can confirm that governing bodies of maintained nursery schools are no longer required to prepare a report.

The following document has been added:

• register of pupils’ admission to schools

The document can be downloaded from this page.

From the DfE website Read full press release from DfE here 

The National College for Teaching and Leadership has confirmed the latest wave of teaching schools to be officially designated – recognising the significant role the successful schools will play in staff development and school improvement.

The latest tranche of 150 schools brings the total number of teaching schools to just over 360.

The announcement coincides with the publication of two new papers by the National College for Teaching and Leadership that illustrate how teaching schools are already making their mark on the school system, even though they are a relatively new feature of the education landscape.

The first – entitled ‘How teaching schools are making a difference’ – includes a wide range of examples of how teaching schools are taking advantage of greater autonomy to develop high quality approaches to teacher training, staff development and school improvement.
The second publication is a think piece called Teaching Schools: first among equals? by Peter Matthews and George Berwick on the origins, development and future of teaching schools and their alliances in England.

The National College for Teaching and Leadership – the new single agency created by the Department for Education from the merger of the Teaching Agency and National College for School Leadership - has responsibility for the designation and quality of teaching schools.

• Almost 1 in 10 schools nationally, representing 1 in 8 pupils, have      already joined a teaching school alliance
• About 2000 Specialist Leaders of Education have been designated – a      new role designed to support other middle and senior leaders and deliver      improvements across schools
• Last year the first 100 teaching schools reported that they and      their alliance partners had been involved in the delivery of over 10,000      ITT placements
• Well over one-third of all School Direct places will be delivered      by teaching schools alliances next year
• The total number of teaching schools in England is set to rise to      about 500 teaching schools by 2015

Charlie Taylor, Chief Executive of the National College for Teaching and Leadership, said:

Well over one million children are already attending schools that are engaged in a teaching school alliance and this number will rise as the latest group to be designated get underway. Teaching schools are not only making a strong contribution to teacher supply, leadership development and school improvement but they are leading the way it is delivered.

These schools should be proud of their role as they are harnessing the finest teaching talent in the profession to drive school improvement in innovative ways, and bring real benefits to pupils and staff. Trainees can learn from the best teachers in action and those who want to step up to leadership roles are exposed to excellent practice within and beyond their immediate school.

The teaching schools initiative began in 2011, marking a shift towards more school-centred training and development. The programme gives outstanding schools the opportunity to lead a group of schools, working with other partners including at least one university, to deliver high quality support for teachers and leaders at all stages in their career.

As they develop, teaching schools working with other schools and universities will help to provide a strong supply of new teachers, develop leaders and the next generation of heads, and support schools in challenging circumstances.

The latest group to be awarded teaching school status will attend a formal induction event at the National College’s learning and conference centre in Nottingham this month.

The list of designated teaching schools, as well as the two papers (How teaching schools are making a difference, and the thinkpiece Teaching Schools: first among equals?) can be found on the Teaching schools page.

Last month Education Secretary Michael Gove announced an extra £10 million for teaching schools to boost teacher training which can be viewed via the link on this page.

About the National College for Teaching and Leadership

The National College for Teaching and Leadership exists to support the development of a self-improving, school-led system. It has two key aims: improving the quality of the education workforce; and helping schools to help each other to improve. An executive agency of the Department for Education, it was created in April 2013 following a merger of the National College for School Leadership and the Teaching Agency.

News from DfE website

Schools spend a large amount of public money every year, and how they spend it matters. As part of the Budget Statement 2013, the Government announced that it would conduct a review of school efficiency.

For the purposes of this review, efficiency is about the relationship between spending decisions and outcomes, and ensuring that limited resources are used to the best possible effect.

In order to understand better how this relationship works in practice, they want to hear directly from the people that are involved in these decisions on a day to day basis. This is the opportunity for teachers, governors, school business managers, parents, local authorities and anyone with an interest in the education system to have their say about school spending.

In particular they want to know more about:

• How financial decisions are made in schools and who makes them;
• The tools and techniques that schools have found particularly effective in achieving greater efficiency; and
• Whether the right incentives are in place for schools to use their resources more efficiently.

The results will form a report to be published in June 2013. A consultation document is available from their website, and the closing date for putting your responses forward is Friday 10th May 2013.

Consultation responses can be completed online at www.education.gov.uk/consultations
or by email to: SchoolEfficiency.REVIEW@education.gsi.gov.uk

The Education Committee is conducting an inquiry into School Sports following London 2012.

The Committee is very keen for teachers to provide their views on school sports following the London 2012 Olympics and Paralympics to help the Committee gather information on this important topic.

The areas they are looking at are:

• The impact and effectiveness of current Government policy and expenditure on increasing sports in schools;
• The scope, appropriateness and likelihood of success of the Government’s plans for a school sports legacy from London 2012;
• The impact so far of London 2012 on the take-up of competitive sports in schools; and
• What further measures should be taken to ensure a sustainable and effective legacy in school sports following London 2012.

To this end the Education Committee is launching a short online survey looking at current policy and provision of school sports and the Olympic legacy. The link to access this short survey is:

• Teachers School Sports Survey

The closing date for responses to this survey will be 6 May 2013.

From the Parliament UK website

The new DfE timeline for school leaders and Governors for the Summer term 2013 is now available.

This timeline sets out important and useful information to help you plan ahead, prepare for and implement changes that will take place during this academic year and beyond.

There are two time lines – one for mandatory information

And one for other useful information

We’re planning a free meeting of governors from across the country to give you a chance to network, talk about experiences and share ideas. As an experienced governor we would love your thoughts on this.

We want to do even more for governors and that’s why we’re planning to host this free event. We’re also forming a steering group to continue to give governors just the support that they need.

We’d like your advice on whether you’d find this useful and you can help us by completing this short survey here.

It should take you no more than a few minutes and as a thank you, we’ll be putting all respondent names into a hat and giving away a Samsung tablet to one lucky governor.

Thanks in advance for helping us to help school governors.