Becoming a Governor
What is an LDBS Foundation Governor?
All schools construct their own governing bodies using individuals from different parts of school life such as parents, staff, members of the community, church or local authority. Schools that are members of the LDBS will have at least two governors that are appointed by the LDBS.
Governors who are appointed by the LDBS, in addition to a shared responsibility to oversee the long term development of the school, have a specific focus, which is to promote education which is consistent with the faith and practice of the Church of England and to ensure that the school’s religious ethos is preserved and developed.
If you are interested to become a LDBS foundation governor, please download and fill in the Governor Appointments Application Form and return it to firstname.lastname@example.org
About our schools
The LDBS works with 163 schools including primary, secondary, sixth form, academies and free schools, spread across 18 London Boroughs within the Diocese of London.
To find a school near you visit our map
What kind of people make good governors?
The LDBS are looking for people who:
- Are not parents at the school.
- Are not members of staff at the school.
- Are not parishioners of the local church.
If candidates do not meet all of these criteria the school will need to form a case for a particular candidate based on their skills, experience and knowledge; the Appointments Panel will consider special cases in extenuating circumstances.
The LDBS are looking for school governors who:
- Support the faith and traditions of Christianity and can promote and develop the Christian ethos of Church of England schools.
- Have a strong commitment to improving children’s educational achievement and life-chances.
- Have a strong commitment to the role with time to attend meetings and training and occasionally visit the school during school hours.
- Have good interpersonal skills with an ability to question and analyse.
- Contribute constructively to board and committee meetings and accept collective responsibility for decisions.
- Have competent levels of literacy in English and Numeracy.
- Have the skills required to contribute to the effective governance and success of their particular school. Skills will vary but may include expertise and experience in: analysing performance data; budgeting and driving financial efficiency; performance management, and; employment issues, including grievances.
- Be able to supply two positive references.
- Have signed our declaration.
What is the Time Commitment?
As an LDBS Foundation Governor you are likely to be appointed to serve a four year term but this can vary from school to school. You can resign at any time if your circumstances change.
You will be expected to attend training during your four year term. Training is free and we encourage all of our governors to attend an LDBS Governor Training Course.
All governors are expected to attend governing body meetings and carry out background reading and school visits. These meetings vary in frequency and length but are typically held in the early evening, are about two hours long and held at least twice per term.
Most schools expect governors to do more than the bare minimum and to fully engage by visiting the school regularly to meet with staff and pupils. You may be expected to join a committee or working party focussing on finance, staffing or standards, which would mean additional meetings and preparation.
The responsibility of LDBS Foundation Governors is twofold; a duty to the school and a duty to the LDBS.
The duty to the LDBS is
- to promote education which is consistent with the faith and practice of the Church of England and to ensure that the school’s religious ethos is preserved and developed.
The duty to the school covers all aspects of school life including:
- Overarching shared responsibility to ensure that every child receives the best possible education
- Collective responsibility to work at a strategic level by:
- Setting the vision and strategic direction of the school
- Holding the headteacher to account for the school’s educational performance
- Ensuring that financial resources are well spent: See School Governance Regulations
- Developing a good working relationship with the head and the staff, contributing skills and experience to support the school in achieving its aims
- Building an understanding of the school, community, church and local community, pupils, staff and parents
- Preparing for meetings by reading and designing pertinent questions which constructively challenge
- Making a positive contribution to board and committee meetings; preparing for meetings by reading papers and asking pertinent and constructive questions.