Teach17

Governors are often most visible at prize-givings, concerts and major school events. Most of their important work, however, happens quietly through meetings, reports, school visits and difficult conversations.

The exact structure varies between independent schools. Some are charities, some are companies and others are owned by an individual or organisation. Governors may also act as trustees or company directors.

Whatever the structure, their central purpose is the same: to make sure the school is safe, well led, financially secure and providing a strong education for its pupils.

Governors do not normally run the school from day to day. That is the head’s responsibility. Their role is to look at the bigger picture, support senior leaders and ask questions when something does not seem right.

1. Set the long-term direction of the school

Governors help decide where the school should be heading over the next five, ten or even twenty years.

They may consider whether the school should grow, open a sixth form, expand its boarding provision, change its curriculum or invest in new facilities.

Good governors do not spend all their time reacting to the latest issue. They keep bringing discussions back to the school’s purpose, values and future.

2. Protect the school’s ethos

Independent schools often have a distinct identity.

This might come from a religious foundation, a particular educational philosophy, a strong pastoral tradition or a commitment to certain subjects and activities.

Governors help ensure that the school’s ethos can be seen in its everyday decisions. It should influence the curriculum, behaviour, admissions, staffing and treatment of pupils—not simply appear in a paragraph on the website.

They must also make sure that the school’s traditions remain consistent with the law and modern safeguarding expectations.

3. Appoint the head

Choosing a head is one of the most important decisions governors will ever make.

They may agree the job description, appoint recruitment advisers, shortlist candidates, attend interviews and make the final appointment.

They are not simply choosing the person who gives the most polished presentation. They need someone who can lead teaching, safeguarding, finance, staff and the wider life of the school.

A strong appointment can shape a school positively for many years. A poor one can do the opposite.

4. Support the head

Headship can be an isolating role.

Governors should give the head encouragement, advice and a confidential space in which to discuss difficult decisions.

They may help the head think through a staffing problem, a financial challenge or a major change in the school’s direction.

Support does not mean agreeing with everything. It means helping the head lead well while recognising the pressure and responsibility that come with the job.

5. Challenge the head when necessary

Governors must also be prepared to ask difficult questions.

They might ask why examination results have fallen, why staff turnover has increased or why a major project has gone over budget.

They may want to know how leaders are responding to concerns about behaviour, pupil wellbeing or the quality of teaching.

A board that only praises the head is not doing its job. A board that constantly interferes is not doing its job either. Strong governance requires both support and challenge.

6. Keep safeguarding at the centre

Safeguarding is one of the governing body’s most important responsibilities.

Governors need to be confident that pupils are safe, staff are properly trained and concerns are dealt with quickly and appropriately.

They may review safeguarding reports, meet the designated safeguarding lead and look at whether patterns of concern are being recognised.

They should ask how the school knows children feel safe—not simply whether the correct policy appears on the website.

7. Make sure the school meets its legal responsibilities

Independent schools have considerable freedom, but they must still meet a wide range of legal and regulatory requirements.

Governors need assurance that the school is meeting the Independent School Standards, safeguarding duties, health and safety requirements and employment responsibilities.

They are not expected to become experts in every area. They should, however, make sure that the right systems, people and checks are in place.

Policies must also be followed in practice. A perfectly written document is of little value if everyday behaviour tells a different story.

8. Monitor the quality of education

Governors should understand how well pupils are being taught.

They may examine examination results, pupil progress, subject reviews, curriculum plans and destinations after pupils leave.

They should ask whether the curriculum is broad and ambitious, whether pupils with SEND are being supported and whether weaker areas are improving.

Governors should not tell teachers how to teach individual lessons. Their role is to make sure leaders know the strengths and weaknesses of the school and are acting on them.

9. Look beyond examination results

A school can achieve excellent results while some pupils are unhappy, anxious or struggling to belong.

Governors should therefore look at the wider experience of pupils.

They may review attendance, behaviour, bullying, mental health support, pastoral systems and the pressure placed on pupils.

They should also consider whether pupils have enough opportunities in sport, music, drama, clubs, trips and service.

Good governance asks not only, “How well are pupils performing?” but also, “What is it like to be a pupil here?”

10. Listen to pupils

Governors should hear directly from pupils rather than relying entirely on reports written by adults.

They may meet the school council, visit lessons, attend activities or look at pupil surveys.

This does not mean questioning pupils about confidential cases or trying to investigate complaints themselves.

The purpose is to understand the school from a pupil’s point of view. Governors may notice concerns or strengths that are not obvious in formal reports.

Pupil voice should influence decisions, even though pupils cannot make every decision.

11. Oversee the school’s finances

Independent schools depend heavily on fee income and can be affected quickly by falling pupil numbers, rising salaries, energy costs and tax changes.

Governors scrutinise budgets, forecasts, reserves, borrowing and major spending decisions.

They may be involved in decisions about fees, bursaries, staff pay and large building projects.

Financial oversight is not only the responsibility of the governor with an accountancy background. Every governor should understand the school’s financial position well enough to ask sensible questions.

12. Protect the school’s future

Governors are temporary custodians of a school that should continue long after their own term of office ends.

They must think about buildings, land, equipment, investments, reputation and long-term financial stability.

A decision that solves a short-term problem but creates decades of debt may not be responsible.

Equally, keeping large reserves while facilities deteriorate and pupils miss out on necessary investment may not be sensible either.

Governors must balance the needs of current pupils with the school’s future security.

13. Fulfil charity responsibilities

Many independent schools are registered charities.

In these schools, governors may also be trustees. They must make sure the school follows its charitable purpose, manages money responsibly and provides public benefit.

This may include means-tested bursaries, partnerships with local state schools, community use of facilities and educational outreach.

These activities should be meaningful and connected to the school’s purpose. They should not be treated as a list assembled shortly before the annual report is published.

14. Oversee staffing and leadership succession

Governors do not normally decide which teacher should teach a particular Year 9 class.

They should, however, understand the school’s overall staffing position.

They may consider recruitment, pay, staff wellbeing, retention, professional development and succession planning.

They should ask whether the school relies too heavily on a small number of key people and what would happen if one of them left unexpectedly.

A school needs strong leadership now, but it also needs people ready to lead in the future.

15. Make sure recruitment is safe

Governors need assurance that adults working with pupils have been recruited safely.

This includes the correct checks on identity, qualifications, employment history, criminal records and the right to work.

Governors are not expected to inspect every document personally. They should make sure that reliable systems exist and that any gaps are addressed quickly.

Checks should be meaningful, not a ceremonial glance at a spreadsheet shortly before an inspection.

16. Oversee buildings, safety and major projects

Governors need to know that the school’s buildings, grounds and activities are safe.

This may include fire safety, security, laboratories, sports facilities, trips, minibuses, food hygiene and maintenance.

They may also oversee major projects such as a new science block, sports centre or boarding house.

Governors should focus on significant risks, value for money and long-term impact. They should not attempt to become the school’s maintenance department.

17. Handle complaints and serious concerns properly

Even very successful schools receive complaints.

Governors need to make sure that parents can raise concerns and that the school follows a fair and clearly explained process.

Some governors may sit on complaint panels or appeals. They must remain impartial and avoid becoming involved too early if they may later need to hear the case.

They should also look for patterns. Several separate complaints about communication, bullying or learning support may point to a wider problem.

The best governors are interested, informed and prepared to ask difficult questions.

They support the head without becoming uncritical. They understand the school’s strengths but are not afraid to notice its weaknesses.

Most importantly, they remember that the school exists for its pupils.

Governors should not attempt to run the school themselves. Their job is to make sure that the right people are running it well—and to act when they are not.