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What is our role?

Governors do not manage the academy. That is the role of the Headteacher and the senior leadership team and as Governors we aim to support them in doing this. Governors are responsible for the strategic vision of the academy and for supporting the Headteacher and his staff in achieving that vision.

Governors have responsibility for appointing the Headteacher, managing the school's budget, setting annual targets and monitoring performance against those targets, all in the interest of raising standards of achievement.

In addition to these statutory responsibilities, Governors do a wide variety of other things, either through formal committee activity or through personal involvement with the day-to-day life of the academy.

Composition of the Governing Body

As you will be aware, the school successfully converted from a Local Authority maintained school to Academy status on 1 September 2016 when it became part of the Sir John Lawes Trust.

Whilst there have been no major changes to the Governing Body at the Robert Barclay Academy, the established body of the Trust now has an over-arching Board comprised of Headteachers, Chairs of Governors, representative Parent Directors from each school and a Sponsor Director. 

Capacity and skills of the Governing Body at RBA will continue to be regularly renewed to ensure we are doing the best for the academy.

The Governors of The Robert Barclay Academy are committed to ensuring, through the Headteacher, that we provide a safe, positive and challenging learning experience.

At RBA we believe that every child matters and, by offering a broad and balanced curriculum, they can be inspired to attain and achieve their full potential.  This will prepare them later for the opportunities, responsibilities and experience of life in modern Britain.

The Governing Body of The Robert Barclay Academy is currently made up of 11 Governors. Governors are appointed from a variety of backgrounds and skills to ensure that all stakeholders in the academy have a say in the way in which it is strategically managed.

The categories of Governors are:


Appointed by the Governors from members of the local community who are interested in adding value to the academy.


Associate Members appointed by the Governors


Elected by the parents from people with a child on the academy roll.


Elected from the staff to represent the academies strategic views to the Governing Body.

How we work

We aim for as few formal meetings as possible, preferring to support the school through active involvement rather than through sitting in committee rooms.

The full Governing Body meets five times a year - generally for no more than two hours. Certain key tasks provide the focus for our discussions and as a minimum each meeting focuses on a core topic as follows:-

  • Analysis of results in external examinations
  • Setting targets for the year
  • Approving the Academy Development Plan
  • Approving the Annual Budget
  • Reviewing strategic planning for effectiveness and impact.

A wide variety of other subjects are considered at each meeting, including the Headteacher’s report, reports from sub-committees and, very importantly, the approval of all major policies which underpin the running of the academy.

The main Governing Body is supported by three sub-committees which meet once each term as follows:-

  1. Resources Committee - concerned with finance, premises and HR.
  2. Learning & Teaching Committe - concerned with the academy curriculum and with standards of performance.
  3. Strategic, Planning & Development Committee.

Most Governors, in addition to sitting on the main Governing Body, attend the meetings of at least one of the committees so that each Governor attends a meeting between seven and ten times a year, together with visits to the academy for other reasons. We also try to attend public events such as secondary open evening, academy play performances, music concerts, the annual awards ceremony and sports events.

In addition, individual Governors take a special interest in specific areas of the academy such as Child Protection, SEN, the More Able Student programme and Careers and Guidance.

Most queries about the management of RBA and the progress of any individual child should be directed in the first instance to the school itself but I or other governors will be happy to answer any more general questions, particularly in relation to the role of the governing body as we would welcome any new members.

Letters directed to us should be sent to the academy for our attention.