Role of Governors

Every school has a governing body, whose role is similar to that of the board of a company or the board of trustees for a charity.  Governors are the strategic leaders of schools and have a vital role to play in ensuring every child gets the best possible education.  Governing bodies have a statutory role and responsibility to raise academic achievement and promote pupil welfare.  

Governors support, encourage and challenge the head teacher and staff.  Our core strategic functions are:

  • ensuring clarity of vision, ethos and strategic direction of the school
  • holding the head teacher to account for the educational performance of the school and its pupils, and the performance management of staff and
  • overseeing the financial performance of the school and making sure its money is well spent.

Milton Road’s governing body sets the remit and focus for the Committees. It meets regularly to review the work of its Committees and evaluate the school’s overall effectiveness. The Headteacher presents a report at each meeting, commenting on the life of the school in general and on progress in relation to the targets in the school’s development plan.

Committees meet once or twice a term to discuss issues in greater detail. This recognises that there are some issues, such as monitoring the school’s budget and finances, which will require greater time and scrutiny than can be given at the meetings of the full governing body.  The current Committees are:

  • Teaching and Learning Committee
  • Resources Committee
  • Head Teacher Performance Management Committee
  • Pay Committee

You can find out more about the work of our governing body in the governor section of our school’s monthly newsletter and by reading the minutes of our Full Governing Body meetings.  You can contact the Governing Body through the School Office or by emailing the governors at

Our Ambition

In November 2014, governors met to discuss our ambition for the school.  Milton Road’s vision was developed in 2011 through extensive consultation with pupils, staff and governors and reaffirmed by staff in September 2014: to achieve educational excellence through having fun, going on learning adventures, exploring near and far, making friends, caring for our world and living healthy lifestyles. 

Governors considered the school’s current strengths and weaknesses and discussed our collective, overall ambition for the school; what it will ‘look and feel like’ in 3 years’ time.  This was shared with the school’s leadership team and affirmed in our full governing body meeting on 8th December.  We agreed:

Our Ambition within the next 3 year timeframe is for Milton Road to be a school in which all children fulfil their potential.  The children’s learning, together with their welfare, will be demonstrably at the heart of the school.  This will be an outstanding school, with highly effective governance, strong leadership and leading in teaching.  Children, staff and parents will feel valued and listened to.  There will be a tangible sense of enthusiasm, happiness and pride in the school, reflected in the children’s approach to learning and their work.  There will be a culture of mutually high expectations (governors, teachers, children); achievement will be celebrated, both in terms of teaching and its impact (academic, sporting, musical, artistic, performance, extra-curricular).  There will be a strong community ethos and collective responsibility for outcomes.  In concrete terms:

  • All children will be supported and challenged to fulfil their personal potential, no matter what their ability.  This will be evidenced by their good or excellent progress through the school
  • All teaching will be good or outstanding
  • Attainment and achievement will rise, with Milton Road in the top 20% of schools nationally.

We identified priorities for school improvement in the short term, which will move the school closer to realising our ambition.  In order to bring about rapid progress, particular focus will need to be given to: 

  • Strengthening Leadership 
  • Building on the quality of teaching so that all teaching is consistently good or better
  • Improving pupil progress. 

These strands were fed into the school’s improvement plan and in due course in the post-Ofsted school improvement plan.  We set out how in tangible terms governors will monitor developments, through increased partnership with the school and seeing the school in action.  

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