The Code of Conduct sets out the objectives and expectations for conduct of members of the St Ebbe’s Governing Body.

Legal Framework

The Governing Body is a corporate body. Governors have equal status and have no authority to act individually except where the Governing Body has delegated authority to do so; their central concern must be the welfare of the school, its pupils and staff.


The Governing Body is responsible for:

  1. Establishing the vision, ethos and strategic direction of the school
  2. Holding the school to account by
    1. Ensuring that operational practice is aligned to clear policy statements, which are consistent with the school’s vision
    2. Monitoring progress trends, and contributing to the school’s self-evaluation through visits and stakeholder engagement
    3. Managing the performance of the Headteacher
  3. Ensuring financial probity by setting the budget, monitoring spending, ensuring value for money is obtained and ensuring risks to the school are managed
  4. Ensuring that the school has identified what its Christian ethos means given its context and community, and that this is manifest in its culture, policies and practice

Code of Conduct

During their term of office, each member of the Governing Body agrees to follow the Seven Principles of Public life[1], and to:

  1. Participation

  • Accept a fair share of the responsibilities and duties, including service on working groups, committees, as ‘named governors’, performing monitoring visits to the school and getting to know the school by attending formal events (e.g. learning exhibitions, community engagement events).
  • Attend all three annual meetings of the full Governing Body in person, unless prevented by exceptional circumstances, and additional meetings of working groups in person / online as required.
  • Check once a week for activity on the school’s online collaboration platform, and ensure they are set up to receive electronic notifications related to activities and teams they are involved with.
  • Learn at a high level how the school works as a system, gain more detailed understanding for their particular areas of responsibility, and seek external sources of information for insights, ideas and validation.
  • Participate in individual training and development as required.
  1. Accountability

  • Information such as full names, date of appointment, terms of office, roles on the Governing Body, attendance records, relevant business and pecuniary interests, category of governor and the body responsible for appointing us being published on the school website and/or being collected by DfE.
  • Record in the register of business interests any pecuniary interest they might have in connection with the Governing Body’s business.
  • Declare an interest in any item of business and withdraw from the meeting while it is under discussion.
  1. Conduct

  • Confidentiality:
    1. Observe confidentiality as a matter of course, but particularly when explicitly asked to do so, for example regarding matters concerning staff, children or their parents / carers.
    2. Only use school-provided e-mail addresses for e-mail correspondence, and the school’s collaboration platform for file storage and online discussion.
  • When meeting virtually, ensure they are in a confidential environment where the meeting will not be overheard, and do not record meetings without prior agreement.
    1. Keep discussion about decisions confidential even when decisions themselves are made public through the minutes of meetings.
    2. Exercise prudence when invited to respond in discussions and informal talk outside Governing Body meetings, and instead of passing individual comment, encourage issues to be brought to the attention of the Head or Governing Body (depending on the nature of the issue) through the proper channels.
  • Teamwork:
    1. Build constructive working relationships with other members of the Governing Body to contribute to a cohesive team where relationships are based on trust.
    2. Express views openly at meetings but accept collective responsibility for all decisions made by the Governing Body or by any individual governor delegated to do so.
  • Remember that they represent the category of governor to which they were appointed / elected, e.g. they are a representative parent not a representative OF the parents.
  • Relationships with the school and wider community:
    1. Develop an open and honest relationship with the Head and all school staff, acting as a ‘critical friend’ to ensure a balance is struck between offering challenge and support.
    2. Always undertake visits according to the schedule and protocol agreed in advance with the Headteacher
  • Develop effective working relationships with other stakeholders as required.
    1. Consider carefully how their decisions and actions might affect others, both within the school and the wider community.
    2. Only speak or act on behalf of the Governing Body if specifically authorised to do so and respond to criticism or complaints about the school and / or its staff by referring the complainant to the school’s Complaints Procedure.
  • Reputation:
    1. Aim to discharge their duties in a manner that maintains and develops the positive Christian ethos of the school and its reputation in the local community and wider educational community.
    2. Not speak out against majority decisions in public or in private outside the Governing Body. If they have a concern they will speak to the Chair or Vice Chair of Governors.
  1. Breach of the Code of Conduct

  • If governors believe this code has been breached, they will raise the issue with the Chair, who will investigate; suspension or removal of a governor will only be used as a last resort
  • If the Chair is believed to have breached the code, the Vice-Chair, or another governor, will investigate


[1] Also known as the ‘Nolan Principles’:–2