Welcome to our Governors' section. 

This part of the website is dedicated to some of our key volunteers - the men and women from our local community who generously give up their time and energy to help run our school. 

The Governing Body is made up of a number of different types of representative from the Dallas Community.  Each Governor is appointed for an initial four year term of office. It is the role of the Governors to be a "critical friend" to the senior management team of the school, making use of the skills and expertise they have gained in the wider world to offer advice and guidance in a strategic way.

Day to day management decisions about the school remain the responsibility of the Head Teacher and the senior management team. 

The full Governing Body usually meets once a term.  It also has working committees that meet in-between times to provide guidance in the areas of Finance, Staffing & Planning, Teaching & Learning, Buildings and Health & Safety.  It also has responsibility for Staff and Pupil Discipline, Attendance and Dismissal, and is the point of appeal for matters unresolved by the School. 

If you would like to know more about being a Governor, or would be interested in offering the benefit of your skills and experience by standing for a current vacancy, please contact the School Office. 

What does a governor do?

Role of a school governor: To contribute to the work of the governing body in ensuring high standards of achievement for all

children and young people in the school by:

• Setting the school’s vision, ethos and strategic direction;

• Holding the headteacher to account for the educational performance of the school and its pupils; and

• Overseeing the financial performance of the school and making sure its money is well spent.

Activities: 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, making relevant enquiries of the relevant staff, 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 necessary, effective appraisal and CPD (Continuing Professional

Development), and suitable premises, and that the way in which those resources are used has impact.

4. When required, serve on panels of governors to:

• appoint the headteacher and other senior leaders;

• appraise the headteacher;

• set the headteacher’s pay and agree the pay recommendations for other staff;

• hear the second stage of staff grievances and disciplinary matters;

• hear appeals about pupil exclusions.