A. A systematic approach to governor induction should ensure that most of the basic needs are identified. The steps identified below represent a good starting point:

· Introduce the new governor to the School, GB, and allocate a `buddy/mentor`.

· Provide a School Based Induction Pack for all new governors.

Ensure the new governor is booked onto a Governor Services induction course as soon as possible. When Governor Services receive notification of a new governor they will be automatically booked on the next available course but you may wish to check this has happened.

· Agree ongoing development needs with the individual, recognising their existing experience/skill, role within the GB and committee membership. A programme of development would normally include a mixture of formal Governor Services training, visits to the school to understand the work and ethos of the school, and observation of committees at work.

· Include new governors in any GB Self Evaluation Process.

Training Liaison Governors (TLGs) should be able to offer support and guidance, particularly if they have attended the Development for Training Liaison Governors Forum.

Q. Which courses are particularly recommended for new governors?

A. Each governor will have a different range of skills/experience and a standard approach to training new governors would not be appropriate. However, a useful outline training plan to consider is given below:

During First 2 years in Post - Courses About Your Role	During Your Term of Office - developing specific expertise for work you've been asked to do
	In committee
Induction for New Governors	e.g.:
(best in first 6 months)
	Personnel:
Understanding Personnel Level 1	Understanding Personnel Level 2
Understanding Finance in Schools	Selecting and Interviewing Staff
Understanding the Curriculum	or
Understanding Special Educational Needs
	Finance:
Role specific courses if appropriate:	Strategic Finance in Schools
Representing Parents as a Governor	Specific jobs
or Representing Staff as a Governor	e.g. Performance Management
Conference for New Governors	Developing Your Role:
	Governors' Strategic Role
	How to Support and Challenge
	Accountability

Although some governors may have received relevant training from other sources or have significant work experience in areas which are valuable to the GB, it is always useful to consider how this experience may differ from the education situation e.g. a governor may have personnel or accountancy experience but often the LEA frameworks and policies/procedures will be different. Attendance at relevant courses is therefore valuable in terms of developing an appreciation of LEA practices.

Q. Why is it helpful to allocate a 'buddy'/mentor to new governors?

A. Having questions or doubts about a new role is a natural reaction. Giving a new governor someone to approach who 'knows the ropes' and understands how they may be feeling will help new governors to establish relationships within the GB. It will also provide the right environment for them to ask questions, to clarify their role and to establish how the Governing Body operates. People are more likely to stay if they feel supported.

Q. What should a New Governor's Induction pack include?

A. A small induction pack for new governors will introduce them to the school, the Governing Body and its way of working. Contents may include details of GB Membership, School Prospectus, last Governors' Annual Report to Parents, the Committee structure, reference to school/GB policies, School Improvement Plans, a copy of the most recent GB/Committee minutes, a schedule of meeting dates, ground rules for meetings and management of paperwork etc. Most of these documents should exist within the school, and using a buddy/mentor to explain them can help new governors to appreciate some of the key issues facing the governing body and feel better able to contribute quickly to the work of the GB.

2. Our Governing Body has new officers, (CHAIRMAN/VICE-CHAIRMAN/TLG), this year, what can they do 'to get to grips with new roles' quickly?

Firstly, where ever possible ensure that the new officer meets with their predecessor to ensure that there is an effective handover of the role. (Explain responsibilities, filing systems, highlight relevant information, and items requiring action).

There are development courses for new chairmen (including vice chairmen and committee chairmen) and training liaison governors (TLG). These are usually in the Autumn or early Spring terms to coincide with new appointments following the election of officers.

The Area Governor Forums provide opportunities for Chairmen (and other governors) to expand their understanding of educational issues and the broader aspects of governance. There are also regular Chairing Matters events in each area which provide an opportunity for chairmen/vice chairmen to update their knowledge and share experience.

Each local office organises regular meetings for TLG's. These focus on new developments in governor training and consultation on future developments, and ensure effective communication between Governor Services and GBs on training matters.

Local Office staff are available to offer advice on individual issues. By visiting the Governor Services Web Site, {www3.hants.gov.uk/education/governors}, it is possible to record enquiries/questions 'on-line', book onto training courses and access information.

3. We have a new clerk. What support should we be providing to enable them to perform their role effectively and where else can they get help?

Supporting your clerk begins when you recruit them. Explain that there is a development course for new clerks which you expect them to attend. Make sure you give them a full job description (DfES and HCC examples are available on our website) which clearly outlines their role and responsibility in your school. Before the first meeting, find time for the chairman and clerk to meet to discuss the role in practical terms in order to remove uncertainty and develop an effective working relationship. It helps if clerks understand for example:

where and how papers are filed
how agendas are drawn up
how papers are distributed
the preferred format for minutes etc.

To keep your clerk up-to-date, there are regular Clerks' Support meetings in each local area. Clerks are also welcome at any governor training courses. The termly clerks' newsletter and the special clerking section on the Governor Services website {www3.hants.gov.uk/education/governors} are sources of additional information.

As they gain experience, they should be encouraged to participate in the clerks' accreditation scheme which will enhance their understanding of the role and recognise their skills and knowledge.

4. How can our governing body identify its training and development needs?

One of the best ways is to use the Governing Body Self-Evaluation package developed by governors with Governor Services. Many Governing Bodies have found this process beneficial in terms of identifying strengths and development areas and sharing their perceptions of the way the GB operates. This process supports the philosophy of schools and governing bodies being self-managing and self-improving and it also helps to develop team work - an added bonus! Governors first complete an individual questionnaire to assess the efficiency, effectiveness and knowledge of the GB. All governors then share their assessments, identify potential areas for development and then draw up a 'GB development plan'. The TLG will have an important role to play in this process.

Self-evaluation is not a one-off exercise. To achieve long-term benefits from the time invested in the process, it needs to be repeated periodically to evaluate the effectiveness of work completed and to shape a new development plan. Section 3 - linked to Ofsted's assessment framework for governance - is designed to act as an annual "health check".

If you forward a copy of your governor development plans to Governor Services we can take account of your needs in developing future programmes.

The self-evaluation pack is available on our website or you can ask us for a paper copy.

5. How can we make sure that the training governors undertake benefits the work of the governing body?

Put training on the agenda of GB meetings but make sure that it is not the last item! Ask governors who have attended training to provide a brief report to governors on the usefulness of the event, relevance of the event to other governors, and recommend 2 or 3 things which the GB could do differently as a result of what has been learnt. (Some GBs ask for this in written form - see appendix (1) for a sample form).

Discussions can then focus on what action needs to be taken to apply recommendations and review progress. If there are specific issues relating to the quality and relevance of training please contact your local office.

6. What are Ofsted's Expectations of Governing Bodies and how can the training programme support them in meeting the necessary standards?

The Ofsted Framework examines the extent to which governing bodies:

· Help shape the vision and direction of the school

· Ensure the school fulfils its statutory duties

· Understand the strengths and weaknesses of the school

· Support and challenge the senior management team

There are seven gradings from excellent to poor and governing bodies should aim to be at least good. The Hampshire Governor training programme aims to support governing bodies in reaching this goal and beyond. To help governing bodies focus their training and development the table at Appendix (2) outlines the courses that will aid them to address the criteria against which they will be judged by Ofsted. The courses include relevant events from both the Centre Based and Whole Governing Body Training Programmes. It is also possible to have a sesson on other topics where appropriate to meet the requirements of the governing body.

The governing body's development plan should be linked directly to the School Improvement Plan and also ensure that the needs of individual governors are addressed.

7. How can we gain commitment of our governors to attend training?

Involve governors in identifying their development needs, (the GB Self-Evaluation tool is an excellent way of doing this). Explore reasons for governors not attending and look for ways of addressing these (e.g. Remember that some development can be delivered without the need for formal training). Support can be offered to TLGs with specific issues. Linking with other schools (Cluster training) can reduce the distance which governors need to travel to events and provide a greater opportunity to target course content on local governor issues.

Specific actions which a GB might take include:

· Gain the commitment of new governors to attend Induction training, (you might include this in a governor training policy which prospective governors see prior to being appointed).

· Discuss and agree what is a reasonable level of investment in training for your governors.

· Agree a target that each governor will plan to attend at least one training session per year as part of their commitment to keep their knowledge and skills updated. (An easy target to achieve for Full access schools who are entitled to a Whole GB training session every year).

· Seek governors' agreement to attend training which supports their committee roles, (the table included in the response to Q I is helpful in this context).

· Ensure that the governing body keeps abreast of changes and developments by attending new courses and briefings appropriate to the work of the GB. This ensures that, even where the membership of the GB is stable, governors stay in touch with the current focus on governance -'change is the only constant' in today's society!

8. Where can governors go if they want more information about a course?

The Training Directory or Termly programmes provide an outline of course content. This information is also available via the Governor Services Web Site, {www.hants3.gov.uk/education/governors}, and governors can make bookings on-line.

Each GB is encouraged to appoint a Training Liaison Governor (TLG) to provide support for the development of the GB and act as an interface between the GB and Governor Services on training issues.

Tell us if there is insufficient information about a course to enable you to make your choice and we will try to make it clearer.

9. Can governors only attend courses programmed in their area?

No - definitely not! Governors can attend any Hampshire Governor Services course wherever it is scheduled within the County.

10. What are the benefits for my GB in opting for the Full Access Training Option?

The Full Access option provides:

· access on a first come, first served basis to all Hampshire County Council designed and delivered Governor Training at any venue across the county

· freedom for individual governors to book directly because there is no risk of exceeding the budget

· a 2 hour Whole Governing Body Training session each year on a subject of your governors' choice delivered at YOUR school

· the best value for money if used fully.

11. How can we identify the most appropriate topic for Whole Governing Body training?

Governing Body Self-Evaluation will help to identify priority areas for development which would have most impact on the effectiveness of most governors.

You can also consider what governor training is necessary:

· to respond to issues identified in the school improvement plan

· to help governors with areas they feel least confident about undertaking (e.g. How to Support and Challenge)

· to prepare the GB for forthcoming changes or events such as Ofsted inspection or selection of a new head.

It is important to consider what governors want to achieve from the session by asking 'What do we want to do DIFFERENTLY in our GB as a result of this training?'. Sharing this information with Governor Services when making the request for the session will ensure that the content is relevant and that the most suitable tutor is selected for the session.

12. Where can the TLG /Chairman gain support for GB development?

Always contact your Local Governor Services Co-ordinators - their contact numbers are shown at the end of the annual training directory, in your termly programme or on the Governor Services Website.

Jan 05

Appendix 1 Training Feedback Report

Appendix 2

Ofsted criteria for achieving a grading of Good (3)	Courses (Italics indicate Whole Governing Body Training Sessions)
The governing body influences the work of the school and its policies through challenge and support.	· Governors' Strategic Role · How to Support and Challenge · Committee Effectiveness
It has a good grasp of the school's strengths and weaknesses.	· Governors' Strategic Role · Accountability · Monitoring, Evaluating and Improving SEN Provision · School Self Evaluation and Ofsted · Judging School Performance · Monitoring & Evaluation · Committee Effectiveness
It has a significant, strategic influence in leading the school's development, with a clear focus on raising standards and improving the quality of provision.	· Governors' Strategic Role · Accountability · Strategic Finance in Schools · Workforce Remodelling
The governing body is prepared to take difficult decisions where necessary.	· Governors' Strategic Role · How to Support and Challenge · Handling Complaints · Exclusion Practice and Procedures · Understanding Personnel - Level 2
It is well organised and it improves its own performance through appropriate development opportunities or training	· Training Liaison Governors' Forum · Governing Body Self-Evaluation · Timetabling the Work of the Governing Body · Committee Effectiveness
Ofsted criteria for achieving a grading of Satisfactory (4)	Courses
The governing body ensures that the school meets its statutory responsibilities, and has clear aims and policies.	· Accountability · Issues of Health & Safety in School Educational Visits · Effective Governance · Policy Making
Its performance management policy operates effectively.	· Governors' Strategic Role · Performance Management Training
Corporately, it sets an overall direction for the school and formulates policies that reflect the individual character of the school.	· Governors' Strategic Role · Strategic Finance in Schools · Reviewing and Evaluating Policies · Policy Making
It reviews performance data to monitor the school's work, and its recommendations for action are followed up.	· Governors' Strategic Role · How to Support and Challenge · Effective Governance · Accountability · Monitoring & Evaluation · Judging School Performance · Judging Best Value for Money · Committee Effectiveness

All governors understand their role and any specific responsibilities.	Induction programme: · Induction Course for New Governors · Understanding Finance in Schools · Understanding Personnel - Level 1 · Understanding the Curriculum · Understanding Special Educational Needs Individual roles: · Development for Chairmen and Chairing Matters · Development for Clerks · Training Liaison Governors' Forum and Meetings · Representing Parents as a Governor · Representing Staff as a Governor Committees: · Understanding Personnel - Level 2 · Strategic Finance in Schools · School Buildings - Ensuring an Effective Educational Environment · Selecting & Interviewing Staff · Performance Management Training General: · Roles, Responsibilities & Relationships · Governors' Visits to Schools
There is a businesslike relationship between governors and senior staff in leading the school	· How to Support and Challenge · Development for Chairmen · Development for Clerks

All governors understand their role and any specific responsibilities.

Induction programme:

· Induction Course for New Governors

· Understanding Finance in Schools

· Understanding Personnel - Level 1

· Understanding the Curriculum

· Understanding Special Educational Needs

Individual roles:

· Development for Chairmen and Chairing Matters

· Development for Clerks

· Training Liaison Governors' Forum and Meetings

· Representing Parents as a Governor

· Representing Staff as a Governor

Committees:

· Understanding Personnel - Level 2

· Strategic Finance in Schools

· School Buildings - Ensuring an Effective Educational Environment

· Selecting & Interviewing Staff

· Performance Management Training

General:

· Roles, Responsibilities & Relationships

· Governors' Visits to Schools

There is a businesslike relationship between governors and senior staff in leading the school

· How to Support and Challenge

· Development for Chairmen

· Development for Clerks