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Becoming a governor is a win/win — schools are in need of business skills, while professionals can benefit from the board-level experience, writes Ruth Purbrook is an e-governor — providing support and advice at meetings via Skype calls. It’s an ideal solution to the geographical (and time) issues she faces: the school she is a governor of is in West Yorkshire.
Her day job is as a business manager in the capital market department of Lloyds Banking Group. Although she had no knowledge or experience of what was required to become a governor, she thought the bank’s e-governors scheme looked like an interesting opportunity to develop new skills.
“I always thought that as I wasn’t a parent and had little experience as an adult with schools there was nothing I could possibly offer — but I was wrong,” she says. “I was extremely nervous to begin with, but you just have to be confident in your skill-set and know that you are providing muchneeded help. I have found it
challenging, but I have also found being involved extremely rewarding.”
You do not have to be a parent to be a school governor. However, many, like Mark Swyny, first become interested in the role when they have children.
Swyny, who is practice management director of group operations at Lloyds Banking Group, wanted to become more involved in his children’s education environment when they started school. He now has 14 years’ experience as a governor, and has also been trustee of the Howard Partnership Tr u s t , a multi-ac ademy trust of five schools, since 2013.
He says his knowledge of challenging strategy, understanding budgets and developing plans enables him to have a positive impact on the school.
“I want to make a difference, and this i s what made me dec ide to ge t involved,” he says. “There is nothing better than seeing the children progress. It is all about bringing out the best in every young person.”