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Governor Services

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Governor Support Services
Providing comprehensive support for Clerking, Training and Development for governing bodies of schools and academies
The Governor Services Team assists governors and leaders to fulfil their legal responsibilities, to effectively lead and manage their schools/academies and develop their skills and knowledge to suppor...

Latest News

Spring term Governor Training programme and governing body agenda papers
14 Jan
The spring term training programme is now available. To book places on any of the sessions please visit my school services. Also attached are the Local Authority agenda papers and Director's Report for discussion at the spring term governing body meeting.
Governor - Dates for the diary
01 Jan
Governors' Forum Thursday 26 March 2020, 6.30pm - Thelwall Junior School Thursday 25 June 2020, 6.30pm - Thelwall Junior School
Updated Complaints Procedure 2019
08 Jul
All maintained schools are required to have regard to the ‘best practice complaints guidance’ published by the Department for Education in March 2019. The key features of the new guidance are: a new model policy for addressing serial and unreasonable complaints; a reduction in the number of formal stages in a complaints procedure to two: an investigation by the headteacher (or by the chair of governors where the complaint is about the headteacher), and then a hearing by the governors’ complaints panel; explicit advice that complainants should not be accompanied at hearings by solicitors, and that governors do not need to give permission for proceedings to be recorded; explicit advice that, where governors from a school have too much knowledge of a complaint to give it a fair hearing, ‘suitably skilled and/or experienced’ governors from another school can be appointed to the complaints panel. The local authority’s model complaints procedure has been updated to reflect the changes and this is recommended for adoption by all maintained schools. It is a statutory requirement that the procedure is then made available on-line, on the school’s own website if it has one. Schools should make the procedure as easily accessible as possible and must publicise the fact that it has been updated. It is essential that each school adds its own name and logo, along with the date of adoption by the governing body, to the procedure prior to uploading it to the website. Academies may wish to use the new model procedure and / or the DfE guidance to review their own procedures. They are reminded of the additional statutory requirement for academies that where there is a panel hearing in relation to a complaint one panel member must be independent of the management and running of the academy. Sources of Further Information https://www.gov.uk/government/publications/school-complaints-procedures/best-practice-advice-for-school-complaints-procedures-2019
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Training & Events

04 Feb
An introduction to Attachment (Pilot Session) Level 1
• To provide a basic understanding of Attachment • To consider how poor attachment can impact upon a child’s resilience, and responses • To consider how professionals can adapt their responses to better support children with attachment difficulties
04 Feb
New Governor Induction (Part 1)
The session covers the following key issues: - What is the role of the board? - What is 'effective governance'? - What does Ofsted hold boards accountable for? - Effective meetings
05 Feb
Licensed GCP2 (Graded Care Profile) Training for Practitioners
By the end of the course participants will have:- • Become licensed to use the GCP2 • Consolidate knowledge in relation to neglect • Understand how GCP2 fits in with local practice
11 Feb
New Governor Induction (Part 2)
The session covers the following key issues: - Visits to school - Being Strategic: What does it mean in practice? - Monitoring and evaluation: how can the board hold its school(s) to account? - Accountability: how should governors/trustees fulfil their accountabilities to stakeholders?
26 Feb
Working Together to Safeguard Children
By the end of the course participants will have:- • explored what constitutes significant harm and the process of abuse and be able to recognise signs and symptoms. • Developed and understanding of the current context of working Together to Safeguard Children 2018. • considered their own role and that of different agencies in the safeguarding process and the importance of working together. • Recognised how personal and professional values impact upon practice and families. • Enhanced their understanding of their role in professional challenge – “High Support, High Challenge”.