Hunter’s Bar Infant School

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Governing Body News

Why do we have a governing body?

The governing body has an important role to play in seeing that Hunters Bar Infants School is run effectively and provides the best possible education for all  our pupils. Governors themselves have a variety of views, skills and experience to contribute to the effectiveness of the school and are committed to constantly learning more and developing this contribution.

The Full Board meets termly, supported by two committees 'Resources' and 'Community, Learning and Achievement - CLA'.  Terms of reference for the committees and lists of their members can be downloaded at the bottom of this page, along with details of members' attendance.  

Governors help to determine the vision and strategic direction of the school, ensuring pupils and staff are safe while both challenging and supporting the school in tackling weaknesses and bringing about necessary improvements. This is done within the framework set by national legislation and the policies of Sheffield City Council. Governors don’t take detailed operational decisions about the day-to-day management of the school - that is the job of the Head and Senior Leadership Team, who discus all the main aspects of school life with the governing body.

The Governing Body focuses on:

1. Ensuring clarity of vision, ethos and strategic direction
2. Holding the Headteacher or Principal to account for the educational performance of the school and its pupils and the performance management of staff
3. Overseeing the financial performance of the school, making sure money is well spent.

For further information about the work of school governors:

“Governors are highly reflective and committed to school improvement. They hold the leadership to account with rigour.” Outstanding Leadership and Management

OFSTED Feb 2013

Who sits on the governing body?

School governors are drawn from different parts of the community and can be parents and staff or from the local authority, the community and other groups. This helps ensure the governing body has sufficient diversity of views and experience but does not mean governors of a particular category represent that group on the governing body. For example, parent governors do not represent the interests or views of parents at the school and do not report back to them.

Parent Governors - parents, including carers, of pupils are eligible to stand for election as parent governors and are elected by other parents and carers of children at the school.

Staff Governors - the head teacher is a staff governor by virtue of his or her job. Other paid staff, both teaching and support, may become governors. Staff governors are elected through a ballot by the school's teaching and support staff.

Local Authority Governors - local authorities are encouraged to appoint governors nominated by the main political parties, Trade unions, voluntary organisations and community groups. They may include council representatives. Local authorities will also consider other people who put their name forward.

Co-opted Governors - are appointed by the governing body and have the skills required to contribute to the effective governance and success of the school. They could be drawn from staff, parents or individuals who live or work in the community served by the school.

Associate Members - are appointed by the governing body to attend committee meetings and/or full governing body meetings due to their particular skills or experience. Associates are not governors and do not have a vote in governing body decisions.

How to Become a School Governor

You can become a school governor by:

  • being elected by parents as a parent governor, if your child attends the school
  • being elected by the teaching or non-teaching staff, if you are a member of the teaching or non-teaching staff
  • being appointed by the Local Authority
  • being co-opted (that is, appointed) by the other governors
To become a governor, you will need to ensure those who have a vote, or who appoint people, know about your interests and skills. ​Our school organises elections when positions become vacant and tells parents and staff about them, but you can always ask ​whether there are vacancies now that need to be filled. You can approach a current governor to see whether they might co-opt you if you feel that you can offer a particular skill.

What do the governors at our school do?

As part of the governing body team, a governor is expected to:
1.Contribute to the strategic discussions at governing body meetings which determine:

  • the vision and ethos of the school;
  • clear and ambitious strategic priorities and targets for the school;
  • that all children, including those with special educational needs, have access to a broad and balanced curriculum;
  • the school’s budget, including the expenditure of the pupil premium allocation;
  • the school’s staffing structure and key staffing policies;
  • the principles to be used by school leaders to set other school policies.
2.Hold the senior leaders to account by monitoring the school’s performance; this includes:
  • agreeing the outcomes from the school’s self-evaluation and ensuring they are used to inform the priorities in the school development plan; 
  • considering all relevant data and feedback provided on request by school leaders and external sources on all aspects of school performance; 
  • asking challenging questions of school leaders; 
  • ensuring senior leaders have arranged for the required audits to be carried out and receiving the results of those audits; 
  • ensuring senior leaders have developed the required policies and procedures and the school is operating effectively according to those policies; 
  • acting as a link governor on a specific issue, and reporting to the governing body on the progress on the relevant school priority; and 
  • listening to and reporting to the school’s stakeholders : pupils, parents, staff, and the wider community, including local employers. 
3.Ensure the school staff have the resources and support they require to do their jobs well, including the necessary expertise on business management, external advice where required.

How do I get in contact with the governors?

If you would like to contact our governors, you can do this by:

  • leaving a message and your contact details at the school office who will then pass these on to a governor
  • making direct contact with governors when they are in school. Governors’ photos are outside the school office to make them easier to spot!

Who are the governors at our school?

Jo Allen

Parent Governor

 Vice Chair, Resources Committee, Pay Matters & Finance sub committees

Michael Barnes (October 2013 - July 2017)

Co-opted Governor

Community, Learning and Achievement (CLA) Committee

Mrs Catherine Carr

Head teacher

Head teacher, Community, Learning and Achievement (CLA) Committee, Resources Committee

Anne Cockburn

Co-opted Governor

Chair of Community, Learning and Achievement (CLA)  Committee, Safeguarding Governor, Pay Matters

Louise Cunliffe

Staff Governor

Resources Committee

Sandra Doyle


Deputy Head teacher, Community, Learning and Achievement (CLA) Committee, Resources Committee

Jake Phillips

Parent Governor


Laura Fitzgerald

Parent Governor

Chair of Governors (November 2016 - ), Community, Learning and Achievement (CLA), Resources,  Finance and Performance Management Committees

Gill Pollard

Co-opted Governor

Resources Committee, Community, Learning and Achievement (CLA),

Paul Roberts (January 2013 - January 2017)

Parent Governor

Chair of Governors (Sept 2015 - November 2016), Resources Committee, Performance Management, Pay Matters

Debbie Squire

Parent Governor

Leona Wilson-Okrasa

Staff Governor

Community, Learning and Achievement (CLA) Committee, Safeguarding Governor

Brenda Zinober

Co-opted Governor

Chair of Resources Committee, Pay Matters

Anna Russell

Parent Governor

Rowan Hall

Parent Governor


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