COMMUNITY THE GOVERNOR


Laura lives in Wimbledon and is a mum to two children – a nine year old and five year old. She is a freelance writer and school governor as well as a mother.


What did you do to get


involved in your school? Shortly after my eldest son started in reception, a vacancy arose for a parent governor. I managed to get myself elected (and re-elected four years later). I have effectively become a non-executive director for the school.


What was the role and


why did it appeal to you? The role is incredibly varied, from attending meetings, interviewing prospective staff members, writing or reviewing policies or letters, scrutinising statistics, budgets and results, listening to complaints, helping create action plans based on survey results, attending functions, you name it. It appealed because my kids are four school years apart which meantwe’d have a long relationship with the school so I wanted a say in what it would be like. And it’s given me transferable skills and experience, for example, I hadn’t conducted senior level performance reviews before but I’ve now done the heads’ annual reviews for several years.


I have a better understanding of what’s going on at school. Being a governor gives me confidence in where my kids spend six hours a day.


THE READING VOLUNTEER


Nadia lives in Merton Park with her husband and two children. She is a qualified teacher but is currently a full-time mother. Until recently she was a governor of a local school and she is a regular volunteer at her children’s primary school.


What did you do to get involved in your school? I know from experience as a teacher that schools have become increasingly reliant on parents for help. Class sizes are bigger and funding stretched, so volunteers


help to fill the gap. A volunteer was required to help with weekly reading at my children’s school.


What was the role and


why did it appeal to you? As a reading volunteer, I go in once a week to do reading sessions with different children. I work with a regular group of children and I see each one individually. They have their reading books and I just have to listen to them. I try to let them work out words on their own but if they need help, I am there to give a little encouragement or gently direct.


What experience or skill


did you bring to the role? As a teacher I have experience working with children and I really enjoyed the hands-on element of the reading group.


What experience or skill


did you bring to the role? Previously I was a senior manager working in communications. My communication skills are regularly called upon, but I didn’t know much about the modern education system. Every governor brings something different.


How much time did it take? More than I expected! There are meetings (and papers to read) every half term, plus each governor sits on other committees which also meet regularly. There are regular committee meetings and I also step in where required during the school day.


What did you get out of it? It’s intellectually challenging and I still get some of the experience I would get if I was in senior management. I have a better understanding of what’s going on at school. Being a governor gives me confidence in where my kids spend six hours a day.


How much time did it take? During term time it is one morning a week for reading sessions. As I am there for drop off, I just go straight in to class and I am home by late morning. I also do ad hoc school trips and that is dependent upon the schedule.


What did you get out of it? One of the things I loved about being a teacher was the interaction with children and seeing them develop. This has been a great way to maintain that without the admin of being a teacher.


Some parents they think it will take up too much time or they won’t do it well enough. In reality, any help is gratefully recieved.


29


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32