The Chairman (and Vice Chairman) must be elected annually in accordance with the Education (School Government) (England) Regulations 1999 (SGR 29). As the title suggests, the Chairman has an important role at meetings of the governing body. The offer to serve as chairman should be made in the spirit of service to the school and its governing body. Understandably not all governors have the necessary time and vision for this role and to be elected as chairman is a sign of the governors' confidence in their colleague's leadership, should this cease to be the case the chairman would have to stand down. Effective governing bodies are models of good team spirit and sound leadership. The Chairman has a vital role in ensuring that the governors share with the staff and parents the school's aims and objectives and that these are at the forefront of all they undertake. The importance of the Chairman being a Catholic cannot be over-estimated if due regard is to be given to promoting the Catholic ethos in all aspects of school life. It is to be hoped therefore that foundation governors especially will prepare themselves to stand for election as Chairman.

The Chairman's relationship with the Headteacher is fundamental to the school's success. Regular meetings and ready access of each to the other is essential. The Chairman must be supportive of the Headteacher, whose post can be a lonely one, and may learn much that is of a sensitive and confidential nature, which cannot always be shared with other governors. The Chairman will also build relationships with individual staff and parents and may need to be cautious at times about being drawn into discussions on matters which should correctly have first been referred to the Headteacher. Skill is required in such areas to ensure that the Chairman's involvement enhances rather than as can happen, undermines established relationships within the school. In turn, the Headteacher must support the Chairman by encouraging his/her open access to the school and facilitating governors' involvement in the decision making for which they are legally responsible. The governing body's relationship with the Headteacher is clearly set out in "School Governors: A Guide to the Law" which includes a summary of governors' responsibilities on the folded chart found inside the back cover.

Apart from knowledge of the school and how it works, the Chairman must be familiar with the local community within which the school is set and keep abreast of relevant policies of local and central government, together with information from the Diocesan Education Service. The stream of information and diversity of governors' responsibilities often requires the setting up of working parties or committees. Such delegation of functions is described in Regulation 41 and prescribed by Regulation 42 of the SGR1999.

Sometimes those new to the role of governor can feel overwhelmed by the task and there is a real need for the Chairman to see that help is available for those on a "learning curve" and for him/her to encourage and support all who give their time as governors so that they feel of value to the school. The ideal is for all governors to develop skills and grow in confidence so that no one is required to hold the office of Chairman for extended periods.

All governors must recognise that their power lies in corporate action and the Chairman may need to remind fellow governors that only he/she may speak officially for the governors or undertake Chairman's action on their behalf. The circumstances justifying the Chairman's (or Vice Chairman’s) action are strictly limited and are set out in Regulation 43 of the SGR 1999. The Chairman must always report fully to the meeting immediately following the taking of action, on Chairman's action undertaken since the previous governors meeting.

It is mainly at the governors' meeting that concern for the school is translated into action. Sound communication between Chairman and Clerk ensures that agenda and relevant documents are circulated at least seven days before the meeting. Effective meetings rely on the Chairman's concern for a prompt start with suitable opening prayers, a purposeful focussing on issues, not personalities, and a structured discussion in which facts are established before decisions are made. It is good practice for the Chairman to remind fellow governors at the start of each meeting, that the ensuing discussions are restricted to those present and that it is through the published minutes that the proceedings of the meeting are made public. The Chairman must have a knowledge of correct committee procedure and, with the clerk, ensure that draft minutes are agreed and circulated as soon as possible after the meeting. The SGR 1999 – Part V Regulations 28-44 give clear guidance on the conduct of meetings.

Particular care should be taken in some cases of discipline, complaint and grievance where procedures provide for a particular role for both Headteacher and Chairman (or for deputising colleagues). Such matters must not be raised except with those persons and in accordance with the step by step guide indicated in the Diocesan documents, which are available in every school. This ensures that, in the interests of fairness and good practice, governors will ultimately be able to offer opinions and give decisions from an objective and unprejudiced position i.e. without involvement prior to the hearing. Governors must therefore respect the position of the Chair and Head or others of their number charged with the task of carrying out an investigation on confidential basis at a stage before governors themselves are called upon as a body or committee to hear the matter.

With the Headteacher, the governors have an important role in the appointment of School Staff. The Chairman must ensure that those involved understand the school's mission. ("The Catholic School" is a vital document here) and the role of the teacher in a Catholic School (see "Teaching in a Catholic School"). The Chairman must ensure that at every stage of the appointment, employment legislation and natural justice are given due regard. He/she must also foster positive relations with the Local Education Authority while remaining alert to those areas where their policies and practices are inappropriate for adoption in Catholic Schools.

SEPTEMBER 1999