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Fern Hill Primary School

Fern Hill Primary School

Meet the Governor

 

Name:  Neel Arya

How long have you been a Governor?

I was elected a Parent Governor in autumn 2012

Why did you decide to become a Governor?

I had two children at the school and felt it was important to use my skills for the benefit of the community and next generation.

What do Governors do?

Governors set the strategic direction for the school, performance manage the Head Teacher and ensure that the finances of the school are well managed.  We work closely with Mr Scott and his Senior Leadership Team (SLT) and spend time in school observing how things are working in practice.  We don’t get into the day to day operations of the school – that’s the responsibility of Mr Scott and his team.

Do you need to have a background in education to be a Governor?

No, training is provided so new Governors can learn about what is expected of them and how to be most effective. 

Governance has matured considerably over my tenure and financial, commercial and legal skills are very much needed on our Governing Body going forward

How much time do you give to being a Governor?

I would say that this averages to 2-3 hours a week over the course of a term.  There’s the Full Governing Body meeting each term plus committees, working groups and time spent in school.

What skills did you bring to the Governing Body

I am a Management Consultant, a qualified accountant and Executive Coach so I bring knowledge of strategy, leadership and finance. 

What is your proudest moment as a Governor?

Working with all Governors and Staff to facilitate the creation and embedding of the strategic vision for the school.

How have you found being a Governor?

Overall, it has been both enjoyable and highly stimulating .  I have learnt a lot about education and how to influence in a board context.  I have also really enjoyed belonging to a team of motivated fellow Governors.  The Governing Body is really able to shape school policy and provide support to the Senior Leadership.

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