Trust Governance Professional - Okehampton, United Kingdom - Dartmoor MAT

Dartmoor MAT
Dartmoor MAT
Verified Company
Okehampton, United Kingdom

1 week ago

Tom O´Connor

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Tom O´Connor

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Description

Trust Governance Professional & Stakeholder Champion Job Description

Job Title - Trust Governance Professional (Clerk) & Stakeholder Champion


Location - Home based unless attendance at meetings is required


Reporting to - Company Secretary


Grade - D £22,369 (Full-Time Equivalent)


Hours per week/52 weeks per year


The post holder will be accountable to the committees they are assigned to, working effectively with the Chair of the Trust, the CEO, Principals and other governors.


Governance Professional (Clerk)

  • To provide advice to the Trust board and its individual members on governance, constitutional and procedural matters, ensuring the board meets its statutory requirements. Legislation introduced by the Department for Education in 2013 requires boards to have regard to advice from the governance professional with regard to exercising their functions.
  • To provide administrative support to the Trust board, committees and individual trustees and governors to facilitate effective and efficient meetings and strategic governance. To make a key contribution to ensuring a strong evidence base is provided for Ofsted/Audit by through an accurate record of governing board challenge, actions and decisions via concise and accurate minutes.
  • To manage information effectively and in accordance with legal requirements, observing confidentiality where necessary.
  • To facilitate and coordinate the induction process for new Trustees and promote training, succession planning and recruitment based on the skills required to fulfil the Trust Board's three key roles.
  • To oversee the Trust's policy tracker and to trigger reviews as and when required, ensuring a draft version is ready to be presented to the relevant committee for approval with final ratification by the Trust board.
  • To manage the Stage 2 complaints process as they are received, to include panel attendance.
  • To follow the requirements set out in the Department for Education _Clerking Competency Framework_.

Stakeholder Champion

  • To seek assurance that schools engage positively with key stakeholders and their local community
  • To seek assurance that pupils are listened to, feel safe in school and are successful learners
  • To seek assurance that the Christian vision and values for our Church schools are at the heart of everything the school does
  • To seek assurance that the Principals are listened to, supported and challenged
  • Liaise with schools to attend events that are suitable for capturing stakeholder voice e.g. parent forums, open mornings, productions, assemblies, sports days, staff meetings, pupil councils, etc.
  • Analyse parent/carer feedback from various sources e.g. parent surveys, parent forum, informal feedback
  • Analyse staff feedback from staff questionnaires
  • Produce reports for local stakeholder board meetings so that governors can use to form their support and challenge to their schools and incorporate the findings into their action plans to seek to resolve issues where possible.
  • Reports to be shared at all Trust Board meetings to ensure trustees are kept aware of stakeholder voice. A summary should accompany the reports similar to that that is used for LSB minutes.
  • Capturing voice to be based on _'what is going well'_ and _'it would be better if'._
  • Provide the Chief Strategic Co-Ordinator with a monthly summary of areas of concern to enable proactivity with resolutions.

Goals for stakeholders

Community (parents and wider community)

  • Community feel that their voices are heard and they feel a valued part of the school community.
  • Stakeholders are engaged by the school to enhance their own and child/children's learning.
  • Communication is strong.
  • The school is part of the local community and a community hub
  • The school engages with the wider community.

Staff

  • Staff are confident to carry out their roles and receive appropriate training.
  • Staff feel that their voices are heard and they feel a valued part of the school community.
  • Staff have opportunities to attend decision making activities where collaboration takes place and they have the ability to contribute to the design of how the school operates.
  • Staff feel their wellbeing is important to the Trust.
  • Staff take part in surveys and provide feedback on their experience.
  • Staff have opportunities to learn from others across the Trust and from the wider community within the education sector.
  • Staff identify problems and generate solutions.
  • Staff know what the vision and values of the Trust are and can evidence that these are part of their 'lived experience'.
  • Staff are leaders of change.

Christian Distinctiveness (for Church schools)

  • The whole school community is supported and enabled to flourish and is treated with respect in an inclusive environment
  • The school lives out its Christian vision and can articulate this with passion, evidencing how the vision is rooted in biblical teachi
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