Code of Conduct

GOVERNING BOARD CODE OF CONDUCT

1. Purpose and our commitment

This Code sets out the standards of behaviour, commitment and professional conduct expected of all governors and associate members. It supports effective governance, positive relationships and a shared commitment to the best interests of children.

We put children and the long-term success of the school at the heart of our decisions.
We act collectively as a Governing Board and respect the authority of the Board when decisions have been made.
We understand the distinction between governance and management: the Board provides strategic direction, oversight and challenge; the Headteacher is responsible for day-to-day operational leadership and management.
We act with integrity, professionalism, fairness and respect, and recognise that governors are volunteers who undertake their responsibilities seriously and professionally.

2. Strategic role and accountability

Set the vision, values, objectives and school improvement strategy, including priorities and targets, and ensure statutory duties are met.
Monitor progress, outcomes and school self-evaluation; engage appropriately with stakeholders.
Appoint and performance-manage the Headteacher and provide support and constructive challenge.
Set and monitor the budget, ensure value for money and manage financial and organisational risks.
Understand our collective responsibility and any delegated authority. Individual governors do not speak or act for the Board unless formally authorised.
Consider carefully how decisions affect the school, its community and other schools.
Act fairly and without prejudice and, where relevant, fulfil our responsibilities as a good employer.

3. Standards of public life

We uphold the Seven Principles of Public Life: Selflessness, Integrity, Objectivity, Accountability, Openness, Honesty and Leadership. In practice, we act solely in the public interest, make evidence-based decisions, declare interests, accept appropriate scrutiny, respect lawful confidentiality and model the standards we expect.

4. Working as one Governing Board

We support and constructively challenge leaders using evidence and appropriate questions rather than assumptions. Challenge is directed at decisions, evidence, impact and outcomes—not individuals.
Once the Board has made a lawful decision, we support its implementation even where our individual view differed.
We work as a team, communicate courteously and respectfully, and support the Chair in maintaining appropriate standards of conduct.
We do not direct staff, investigate individual matters or make operational decisions unless specifically authorised through a delegated or statutory role.
Governors with delegated responsibilities answer reasonable questions about their work and take account of concerns expressed.
Concerns are raised through the appropriate governance route, not through informal approaches to staff or families.

5. Relationships, families and inclusion

We maintain professional, respectful and trusting relationships with the Headteacher, staff, governors, pupils, parents, carers, the local authority, relevant agencies and the community.
We do not use governor status to seek preferential treatment for ourselves, our children, relatives or friends.
We listen to concerns without promising outcomes and direct complaints, safeguarding concerns and individual matters to the appropriate school process.
We promote equality, respect diversity and do not tolerate discriminatory, harassing, bullying or otherwise unacceptable behaviour.
Our conduct within and beyond school should maintain and develop the ethos and reputation of Longton.

6. Confidentiality, information and online behaviour

We respect confidential information about pupils, families, staff and school business, including after leaving office.
We handle governor papers, emails and electronic information securely and in accordance with school requirements and data protection law.
We do not discuss confidential matters in public or informal settings, share them on social media, or disclose how individual governors voted.
We do not use social media to criticise or undermine individual pupils, families, staff or governors, or present personal views as the official view of the school or Board.
We do not post photographs, screenshots, documents or information obtained through our governor role without appropriate permission.

7. Conflicts of interest

We declare relevant financial, personal or other interests and keep declarations up to date, including relevant family, friendship or other personal connections where a conflict or perceived conflict could arise.
We do not use our position for personal, professional or financial advantage.
Where a conflict arises, we follow the Chair's direction about participation, discussion and voting and withdraw where required.
We act in the best interests of the school as a whole, not as representatives of a particular group.

8. Commitment, meetings and school visits

We recognise that being a governor involves significant time and energy and accept our fair share of responsibilities, including committees, working groups and areas of responsibility.
We make every reasonable effort to attend meetings. If unable to attend, we inform the Headteacher and Clerk/Governance Professional as soon as possible. An apology does not automatically mean the absence is accepted; the Board decides whether it is authorised.
Regular attendance is essential. Missing three consecutive Board meetings or five meetings in a school year will normally trigger a discussion with the Chair, taking account of exceptional circumstances. Statutory disqualification provisions apply where relevant.
We read papers and materials on GovernorHub before meetings, arrive on time and remain engaged.
Each governor is expected to attend school during the school day on at least three occasions each academic year, normally linked to an agreed area of responsibility or monitoring programme.
Visits are agreed in advance, have a clear purpose, follow safeguarding and confidentiality arrangements, and are not inspections of individual staff or pupils. Governors wear their Longton governor identification badge when attending in their governor capacity.

9. Safeguarding, training and suitability

Safeguarding is everyone's responsibility. We report concerns through the correct safeguarding route and do not investigate concerns ourselves unless specifically authorised.
Every governor must read the current Keeping Children Safe in Education (KCSIE) each year and confirm this.
All governors complete safeguarding training every year, including the school's required update and any additional training identified by the Board.
Every governor completes the annual Governing Board skills audit and any training identified through it, induction, safeguarding requirements or Board priorities.
Every governor completes an annual declaration confirming relevant interests, safeguarding and confidentiality commitments and compliance with this Code.
Governors must have the DBS and suitability checks required for their role and promptly notify the Chair and Headteacher of any matter affecting suitability.
Governors read relevant safeguarding information and other required materials provided by the school.

10. Axia Learning Alliance

Longton Primary and Nursery School is formally connected with the Axia Learning Alliance, a group of schools working together for the benefit of children, staff and their communities.

The Chair and Vice-Chair are expected to serve on the Board of Trustees for the Axia Learning Alliance and fulfil the responsibilities associated with those roles.
The Chair, Vice-Chair and other governors where appropriate are willing to attend joint meetings, partnership events and collaborative activities when reasonably requested.
We contribute positively to the wider Alliance by sharing appropriate good practice, expertise and resources and supporting its development.
Examples include joint governance meetings; shared governor training; collaborative school improvement; sharing approaches to safeguarding, attendance, inclusion, curriculum or finance; leadership or recruitment work; and joint projects or events.
Where another Alliance school needs reasonable and appropriate support, governors may contribute experience, time or expertise, such as attending a meeting, supporting a governing board or sharing good practice.
We balance responsibilities to Longton and the Alliance, maintain confidentiality, declare conflicts and are clear whether we are speaking for Longton, the Alliance or ourselves. We do not make commitments for either organisation without appropriate authority.

11. Breaches of this Code

Concerns about a governor's conduct will be addressed fairly, proportionately and through the appropriate governance and statutory arrangements. Depending on the circumstances, this may involve informal discussion, support or training, a formal review, a request to change behaviour, or further action. Serious or persistent breaches may have consequences under applicable statutory arrangements, including suspension or removal where legal requirements are met.

Conduct that may constitute a breach includes:

Failure to complete required annual KCSIE, safeguarding training, skills audit or declaration requirements.
Persistent failure to attend meetings or agreed monitoring visits without sufficient explanation.
Failure to read and prepare from required GovernorHub papers.
Failure to comply with safeguarding, DBS or suitability requirements.
Serious or repeated disrespectful, intimidating, discriminatory or abusive behaviour.
Breach of confidentiality, misuse of information or failure to declare a relevant conflict.
Using governor status for personal advantage or preferential treatment.
Knowingly misrepresenting the school's position or publicly undermining a lawful Board decision.
Interfering in operational matters outside the governor's delegated role.
Online or offline conduct that brings the Governing Board or school into serious disrepute.

Where a concern relates to the Chair, the Vice-Chair will take the lead in addressing the concern through the appropriate process.

12. Longton: CARE • GROW • SHINE

CARE — We treat others with respect, listen carefully and act in the best interests of children and the whole school community.
GROW — We develop our knowledge, ask questions, learn from evidence and contribute positively to ongoing school improvement.
SHINE — We act with integrity, professionalism and courage, modelling the standards we expect across our school community.

13. Annual Governor Declaration

This declaration is completed annually and reviewed whenever there is a relevant change in circumstances.

I confirm that I have read and understood the current KCSIE.
I confirm that I have completed the annual governor skills audit.
I confirm that my declaration of interests is accurate and up to date and I have declared new relevant interests.
I confirm that I understand and will comply with this Governing Board Code of Conduct.
I confirm that I will maintain confidentiality and comply with safeguarding and data protection requirements.
I confirm that my DBS/safeguarding checks and relevant suitability information are up to date, or I will promptly notify the school of any change or requirement.

Reference documents

This Code should be read alongside the school's Instrument of Government, relevant statutory requirements and school policies. It has been developed with reference to current Department for Education guidance for maintained schools, the National Governance Association model Code of Conduct, Keeping Children Safe in Education and relevant local authority governance requirements. It should be reviewed annually and updated when relevant national guidance or statutory requirements change.