Lewes Co-operative Learning Partnership

Transcription

1 Lewes Co-operative Learning Partnership (a mutual schools co-operative membership trust ) Public Consultation: Booklet 1 Changing from Community School to Foundation School Category The Reason for the Consultation Acquiring a Charitable Trust The Governing Bodies of are jointly proposing to change their legal school category from community to foundation, at the same time acquire charitable status as a shared co-operative Trust; to be known as The Lewes Co-operative Learning Partnership In addition wish to participate in the Trust as founding partner schools, but will not change their existing foundation status What we would like you to do We would like to know what you think of our proposals, so we invite you to take part in our public consultation. You can do this by: a) Reading this booklet (you may also wish to read Booklet 2, which provides answers to a number of commonly asked questions. Copies of this will be available at each school as well as electronically). b) Completing the Questionnaire Response Form you have been sent returning it to your school. c) Attending one of the consultation meetings these will be held at Western Road School. 1

2 Contents of this Booklet Section 1 Introduction: Why are we considering this development?... 2 Section 2 The Vision Values of the Trust... 5 Section 3 What will the Trust do?... 6 Section 4 How will the Trust work? Section 5 What does Foundation Category mean for a school? Section 6 Trust organisation Section 7 The Consultation Process Appendix A List of Consultees Appendix B Co-operative Values Principles Appendix C Proposed Trust Structure Appendix D Proposed Reconstituted Governing Body Structures Section 1 Introduction: Why are we considering this development? We recognise that the education system is under increasing pressure to deliver improved outcomes with decreasing budgets, that the floor achievement targets, attainment of vulnerable groups progress expected for all students are becoming increasingly challenging. Schools are faced with a revised inspection framework, which places greater dems on the leadership, Governing Bodies all staff. To achieve excellence the need for enhanced school-to-school support has become more prevalent as a result of the Education Act It is our desire to achieve excellence within our family of schools by working as part of a formal collaborative group. This will enable each school to maintain its own character, ethos expertise while working in partnership to support one another. The intention is to bring about improved outcomes for all our pupils, enhance the effectiveness of our professionals to deliver a broader range of opportunities for pupils, staff, parents other stakeholders to contribute to successful local education services. The proposed Trust will work in a way that ensures accountability to our local community offers opportunities to contribute to the development of our vision, mission values. It is our aspiration to work together to ensure high quality learning experiences for all of our young people. We want to work closely with our communities to raise aspirations, create opportunities contribute fully to the life of the community. We believe that the development of the Lewes Co-operative Learning Partnership will provide a strong well-tested legal entity through which to collaborate with our partners for the benefit of all our pupils. What is a Trust School? 2

3 This is a type of school that, whilst still being part of the local authority family of schools remains classed as a local authority maintained school, as at present, has the opportunity to be supported by a Charitable Trust set up to help the drive for improved stards in our schools. In particular this will involve the participating schools in working more closely with one another at a strategic level, to share skills resources, to increase opportunities improve support for all pupils, to help ensure a smooth transition from primary to secondary education. The Trust will act as the legal foundation for the two consulting schools (Priory Western Road Community Primary School) if one or both decide to become foundation schools. The Trust will not act as the legal foundation for the Partner schools: Iford & Kingston C of E (VC), Pells C of E (VC), Rodmell C of E (VA), South Malling C of E (VC), s, as their Church Trusts already act as their legal foundation. What is a Co-operative Trust? The Co-operative School Trust model enables schools to set themselves up as co-operatives, following cooperative values principles (described in more detail in section 9). This model enables those who are directly involved in the schools; parents, carers, pupils staff; to become engaged in its long-term strategic direction through membership of the Trust. The Process how does this all happen? 1. The Governing Bodies of the named consulting schools are jointly proposing to change their school category from community to foundation at the same time to acquire (establish) together a charitable trust, to be called The Lewes Co-operative Learning Partnership The consulting schools are: 1.2. The proposed date of implementation ( i.e. the date on which any legal change of category would take place the Trust would be created on), is 1 st May would establish the Trust as founding schools the proposed Trust would be their legal foundation Together with other schools, the Trust partnership will work together to further improve stards, outcomes services for children, young people their families within our local school communities. 3

4 1.5. The Head Teachers of all the schools in this partnership believe strongly that by working together they can achieve significantly more for their schools than they can by working alone As members of a shared Trust, the schools will continue to be part of the Local Authority family of schools, but the change of category will allow us to be supported additionally by a charitable trust In addition to the named schools partners, it is possible that other schools other partners may consider becoming involved in the Trust in future Copies of all the consultation documents are available from both of the consulting schools websites (see contact details, p14.). The powers responsibilities of the Governing Body at Foundation schools 1.9. As a result of the change, the Governing Body of each of the consulting schools will gain new powers responsibilities. The Governing Body will become the legal employer of all staff at the school, although existing pay conditions will not be affected by this legal change, as the school will remain in the maintained sector continue to be subject to national local pay conditions arrangements Each Governing Body will also become responsible for pupil admissions at their school, but will work jointly with the Local Authority to administer the provision of pupil places within the requirements of the National Schools Admissions Code The Trust will also hold the l capital assets in trust for both of the consulting schools, although the Governing Body of each school will retain day-to-day responsibility for managing these assets in the same way as it does now You will have the opportunity to comment on these proposals through this initial consultation process which runs from noon Friday September 27 th 2013 to noon Friday 25 th October We would emphasise that no decision has been made as yet we would welcome suggestions that might help us to improve our proposals, as well as challenging them When the consultation period is over, each Governing Body will then consider the outcome independently decide on whether it goes ahead to the next stage: i.e. to publish Statutory Proposals on changing category acquiring a charitable trust - or remain as a community school. 4

5 1.14. After considering the outcome of the consultation, a school may decide not to proceed to Statutory Proposals. However this does not prevent the other school from continuing on to publish Statutory Proposals if its Governing Body wishes to proceed In order to make the change, both Governing Bodies are therefore legally proposing to change category from a Community School to a Foundation School at the same time formally to acquire a co-operative Trust to be called The Lewes Co-operative Learning Partnership. Section 2 The Vision Values of the Trust We believe that working in partnership will give increased strength to every school within the Trust offer many new opportunities for the children young people of Lewes. By forming a legal partnership through a shared Trust, we believe this will help us all to develop our shared vision aims, continue to raise expectations stards across the partnership, make our existing collaboration associated school improvement strategies more sustainable. We believe that to meet the needs of our communities we need to work together as a community. We know that we can achieve more by working together than we can by working alone. A shared Trust would help to make that belief a reality. 2. Through the Trust s partnership we intend to work together in order to: Improve opportunities for success for all pupils irrespective of personal circumstances, social background, race, gender, ability or beliefs Provide high quality pastoral care for our pupils Deliver responsive, relevant engaging curricula Create learning communities where all citizens are equally valued respected Learn from, with, each other to improve on our previous best Provide more varied opportunities for pupils, staff stakeholders Increase the effectiveness of parent community involvement Develop mutually supportive networks reduce isolation duplication Enhance dialogue understing between different phases of education so improve progression continuity for pupils Prepare pupils for their lives as healthy, creative, skilled aspirational citizens Encourage pupils adults to be outward looking forward looking, embracing innovation, initiatives new approaches 5

6 2.1. As a Co-operative Trust, the Trust will adopt the values principles of the co-operative movement (see Appendix B) Co-operatives are based on the values of self-help, self-responsibility, democracy, equality, equity solidarity. In the tradition of their founders, co-operative members believe in the values of honesty, openness, social responsibility caring for others We have chosen to consider becoming a Co-operative Trust because these are the values principles which we feel should underpin our work: with each other with our young people. Section 3 What will the Trust do? 3. What will be the partnership s particular priorities? 3.1. Our priorities would change over time but at the inception of the Lewes Cooperative Learning Partnership our main priorities are expected to be: 1. Closing the Gap improving outcomes rates of progress for disadvantaged or vulnerable groups at a rate greater than non-vulnerable groups 2. Providing greater opportunities for students identified as Gifted Talented 3. Delivery of a Local Offer for students identified as having special educational needs 4. Supporting leadership which secures improved outcomes for all students We will do this by: Sharing good practice developing opportunities for leadership at all levels Targeting interventions for specified groups Through regularly communicating exchanging ideas in an open way Developing networks that meet the priorities needs of individual members Providing support to one another to address areas of concern Ensuring agreed Continuing Professional Development (CPD) for practitioners Seeking opportunities to make best value collective purchasing decisions An annual Partnership Action Plan will be produced setting out how the above is to be achieved. 6

7 What difference would it make to be co-operative schools? What benefits would it bring? 3.2. As individual schools, we currently face a number of barriers to raising achievement attainment. Some of these common issues include: Under-performance of vulnerable groups when compared to all other pupils Measuring the impact of learning interventions many measures are short term as a partnership we will be able to better gauge long-term impact Addressing disadvantage, for example the effect on achievement of varying opportunities for home study at all stages of learning Attendance issues challenging changing attitudes to see schooling as a positive opportunity Training our staff middle management to ensure more relevant appropriate effectiveness 3.3. The development of a cooperative Trust would help by: Highlighting our commitment to our shared values those of the Co-operative movement Developing a strong formal, mutually accountable collaboration at a time when partnership school-to-school support is essential Establishing an agreed Partnership Action Plan which will detail the actions, resources success criteria to enable close monitoring Establishing an accountable body, The Trust, which will provide support challenge in regard to our shared strategic planning Enabling the Trust to employ staff who can work across all partners under the direction of the Trust, ensuring pupils would benefit as a result of staff having opportunities to work together more frequently Enhancing Parental community involvement through our stakeholder forum membership. Joining a fast growing network of like-minded schools across the county country which will enhance our access to school improvement opportunities 7

8 How would we benefit from Trust Partners? The character values of our schools would be reinforced through partnerships association with the Co-operative College as well as becoming a member of the national Schools Co-operative Society (SCS) Pupils will experience improved transition stage to stage from phase to phase from primary to secondary school from secondary to further study or into employment Partners will share their experience expertise schools will learn from each other thus enhancing the effectiveness of teachers other professionals Partners will bring their local, national international network contacts for the benefit of pupils staff within our schools The Trust will develop to encompass a wider range of partners who will contribute to enhancing educational provision What will each Partner bring to the trust? The following are the likely initial Trust partners who would be invited to join, together with the schools in the Trust partnership: 3.4. The Co-operative Movement has extensive experience in supporting educational establishments to develop embed a cooperative values driven ethos across the College across the curriculum. It will also help bring a global dimension to school community perceptions, through national international links with other co-operative educational institutions organisations. Initially, the movement will be represented by The Co-operative College, which is working with us on this project will support the initial development of the Trust. Being a co-operative trust school will allow us to become a member of the Schools Co-operative Society (SCS). SCS is the fastest growing network of schools in Engl is itself a co-operative of cooperative schools. Being part of a national co-operative schools organisation will be of great assistance as we face the rapidly changing educational lscape facing all mainstream schools. We will also be able to participate in a strong international network of co-operative schools colleges East Sussex County Council will be an important trust member as the schools remain within the local family of maintained schools also benefit from the local authority s school improvement support services. The governing body of each consulting school will also be represented on the Trust with two nominated trustees, usually the Head teacher Chair of Governors (or nominee). 8

9 Our partner schools partner organisations will also appoint trustees. Other Partners 3.6. The proposed Trust will be keen to explore links with other partners from the public, voluntary commercial sectors that can help to further its aims. Charitable status existing partnerships will help significantly in identifying suitable partners. How will the Trust make a difference? 3.7. By focussing collective attention resources on enjoyment achievement. The formation of the Trust will focus the minds energies of all partners on the task of raising attainment increasing opportunities for enjoyment achievement across our learning community By bringing coherence continuity to lifelong learning at a time when Local Authority services will be diminishing schools will increasingly find themselves working alone, the Trust provides the means of bringing local schools together to serve a common purpose to provide continuous pathways to enjoyment, learning achievement from early years to adulthood beyond By making efficient effective use of resources, the Trust will provide schools with significant collective bargaining power in their negotiations with suppliers of goods services. This will enable them to secure best value prioritise funding for teaching learning. The Trust will also encourage schools to pool expertise resources to enable them to maximise the benefits for staff learners By providing the motivation of membership, a number of partnerships have demonstrated the value of treating stakeholders as members. The Trust will extend the offer of membership to parents, learners, employees local community groups individuals. This will have the value not only of identifying specific benefits for each of these groups, but also enlisting their support in achieving the aims of the Trust. 9

10 Section 4 How will the Trust work? 4.1 The Trust will be a charitable, not for profit organisation, meeting the legal other requirements of the Department for Education (DfE). It will carry out its duties in relation to schools as set out by the DfE, specifically by appointing a minority (probably two) governors to the Governing Body of any supported school by holding the l assets in trust for the school community. 4.2 The Trust will be legally established regulated (as with all charities) by the Charities Commission registered as a company limited by guarantee with Companies House. 4.3 Trustees will not be able to derive an income from the Trust, but the Trust may become an employer as it develops its work. Any income generated by the Trust must only be used to support its charitable aims. The Trust will not seek to alter the individual characteristics of the partner schools it will not seek to change the character (religious or otherwise) of a partner school. 4.4 The Trustees will meet a minimum of 3 times a year (co-ordinated with existing school governance arrangements as required). 4.5 The Trust will work with other people organisations, as appropriate, to carry out its work. As the Trust develops, it may be appropriate to consider additional partners. There will be a clear process involving existing Trustees to ensure that any future partner will comply fully with the vision, values aims of the Trust. 4.6 The Trust will be made up of representatives from schools, partner institutions the membership via a representative Forum that will be established, generally known as the Stakeholder Forum. For details of the proposed structure of the Trust see Appendix C. 4.7 The Trust will have an ethos of co-operation democracy consistent with co-operative values. It will seek to empower learners their community. The Trust will help young people prepare for the challenges facing them as global citizens. 10

11 Section 5 What does Foundation Category mean for a school? 5. To facilitate the organisation of the Trust, community schools are required to alter their category to become Foundation schools. 5.1 In acquiring foundation category, the Governing Body - not the Trust- will take on new responsibilities including responsibility for the employment of staff the admission of pupils students to the school. In addition, the Trust will hold the l assets in trust for the school. Each Governing Body will retain day-to-day responsibility for managing these assets, as is presently the case. 5.2 The School Organisation (Prescribed Alterations to Maintained Schools) (Engl) Regulations 2007 provide for all the rights, powers, duties liabilities to transfer existing staff from the Local Authority to the Governing Body. 5.3 new staff will continue to work under the terms of the School Teachers Pay Conditions Document (STPCD). Each school s Governing Body will set out the terms conditions for new support staff which will be no less favourable than those enjoyed by existing staff. All staff will therefore enjoy as a minimum the same terms conditions of employment as in any maintained school. 5.4 Schools will continue to teach the National Curriculum be inspected by Ofsted at appropriate times. 5.5 Each Governing Body will continue to have day-to-day control of the School s l assets (which the Trust will hold on trust for the school) as is presently the case. 5.6 The Trust will work in collaboration with the Local Authority in ensuring strict adherence to the Schools Admissions Code while reserving the legal right to review admission arrangements if deemed appropriate. 11

12 Section 6 Trust organisation what will change what will not change at Western Road s? - what will Trust Foundation Category will mean for. Admissions Parents Carers; Learners; Employees; The Wider Community Western Road Commmunity School will remain part of the Local Authority s family of maintained schools. We will continue to have a fair admissions policy not introduce selection by ability or according to which particular school a child attends Parents will apply for places at the schools as part of the Local Authority process, both schools will continue to work with the Local Authority to ensure that pupil places are given fairly in line with the published admissions criteria. However all Trust school Governing Bodies reserve the right to review admissions arrangements as deemed appropriate. Composition of Governing Bodies 6.3. From September 1st 2012 the Government has changed somewhat the arrangements for appointing Parent, Community, Local Authority Staff Governors. Community governors now become known as co-opted governors. We are proposing (see Appendix B), that changes should be as minimal as possible when compared with the current composition of each governing body. However each consulting governing body will have a minority of governors (probably the legal minimum of two), appointed by the Trust. This will help to ensure that there is a strong link between the Trust both school Governing Bodies. Membership of the Trust 6.4. All parents/carers learners attending a Trust school are eligible to become members of the Trust. This is also true of all members of staff employed by Trust schools members of a range of community organisations supporting the work of the Trust as well as individuals living or working locally who identify with what the trust is seeking to achieve We are planning to establish a Trust Forum whose members, including parents, staff, learners representatives of community both organisations individuals, are elected from the respective membership constituency. The purpose of the Trust Forum will be to hold the Trust to account, to help shape policies to appoint a minority of trustees. (normally two or three.) 12

13 6.6. In keeping with the co-operative tradition, we will be looking to identify a range of benefits to members which would be consistent with the aims of the Trust Employee Terms Conditions 6.7. The School Organisation (Prescribed Alterations to Maintained Schools) (Engl) Regulations 2007 provide for all rights, powers, duties liabilities to transfer existing staff from the Local Authority to the Governing Body of each school. Employees will be employed by their school s Governing Body instead of the Local Authority Co-operative Trust schools will continue to recognise the same unions staff associations. The existing rights of teachers will be fully protected if schools acquire a Trust. The schools will continue to be bound by the School Teachers Pay Conditions Document Each governing body will set terms conditions for its own support staff. However, these will be safeguarded as per the prescribed regulations the same employment rights they currently have as Local Authority employees, will be maintained Employees will still be represented on all the governing Bodies, but in two categories going forward. Some will continue to be elected by their colleagues, others can also be co-opted onto a governing body. There will still be representatives from parents, the community the Local Authority as is currently the case, together with the additional 2 or perhaps 3 - foundation governors nominated by the Trust Under the terms of the 2007 regulations referred to above, all staff will continue to enjoy as a minimum entitlement the same terms conditions of employment as staff in any maintained school. 13

14 Section 7 The Consultation Process 7. We would like to know what you think about the proposals contained in this booklet You can take part in the consultation by: a) Attending a consultation meeting at your school b) Attending a public meeting within the community c) Completing a Response Form returning it to your school. It is also available electronically on each consulting school s website see details in Section 8 below. Responses can also be made online as well as in hard copy The full consultation meetings programme is as follows Audience Date Time Venue Parents Meeting Western Road School Council Western Road 7 th October :20 am Western Road Community Primary School 7 th October :00 am Western Road Community Primary School Meeting with Unions 7 th October pm School Council 7 th October :00 pm School Staff 7 th October pm Public Meeting 7 th October pm Parents Meeting 7 th October :00 pm Learners will be consulted via their student councils, assemblies a range of other internal school mechanisms Comments can be made on the proposals at any time from noon Friday September 27 th 2013 to noon Friday 25 th October After the consultation is closed, all comments will be considered a report will be prepared for each Governing Body. These reports will be made available on the school websites. Individual 14

15 reports will not be published but will be made available to the Governing Body will be available for inspection by the public on request. The Governing Body will then hold a meeting to review the report all the comments made before reaching an informed decision Either of the individual Governing Bodies may decide to: Issue Statutory Proposals about a change from Community to Foundation Status the adoption of a Trust. Modify the proposal in the light of suggestions made during the consultation if the changes are significant, consult again on the changes. Decide not to proceed to remain as a Community School. Pause the process If one Governing Body decides not to proceed, it does not prevent the other from proceeding. The outcome of consultation for each school is mutually exclusive If a Governing Body decides to proceed issues Statutory Proposals, there will be another chance to comment on these made before any final decision is made The proposed implementation date for the Trust is 1 st May Copies of all of the consultation documents can be obtained from the individual consulting schools as well as downloaded from the appropriate school website If you have any queries about anything you have read here, please contact your local school. (Full details below). 15

16 Section 8 Contact Details Schools consulting on change to Foundation Status School Name Address Mountfield Road Lewes East Sussex BN7 2XN Southover High Street, Lewes, East Sussex BN7 1JB Section 9 Appendices Appendix A List of Consultees Telephone Number Head teacher Tony Smith Garry Thompson 9.1 We are keen to consult widely about this proposed change to ensure that all interested parties have their say. 9.2 As part of this consultation, we are therefore seeking views from the following: a) Learners currently at each school consulting on a change of status establishing a cooperative trust as their legal foundation. b) Parents carers of those learners. c) Teachers support staff currently employed at these schools. d) Other neighbouring schools which might be affected by the proposals; as well as other local East Sussex schools. e) Staff users of local Children s Centres. f) Local teacher associations trades unions trades unions representing support staff in the two consulting schools. g) East Sussex County Council Local Authority Lewes District Council. h) Serving local MPs local councillors. i) Local community voluntary groups, including nurseries, childcare providers, sports leisure providers. j) Local neighbouring FE HE institutions. k) Local health care providers. l) Local faith religious groups. 9.3 If you feel that there are other stakeholders who should be contacted, please inform your school. 16

17 Appendix B Co-operative Values Principles The Values Principles embraced by today s worldwide Co-operative Movement have evolved from the ideas of the early co-operators of the 18 th 19 centuries. They are embodied in the statement of Co-operative Identity published by the International Co-operative Alliance ( Self-responsibility Individuals within co-operatives act responsibly play a full part in the organisation. Equality Each member will have equal rights benefits (according to their contribution). Self-help In co-operatives, people help each other whilst helping themselves by working together for mutual benefit. Co-operative Values Co-operatives throughout the world share a set of values that give them their distinctive character. Solidarity Members will support each other other co-operatives. Democracy A Co-operative will be structured so that members have control over the organisation one member, one vote. Ethical Values In the tradition of their founders, cooperative members believe in the ethical values of: Honesty, openness, social responsibility caring for others. Equity Members will be treated justly fairly 17

18 Co-operative Principles The co-operative principles are guidelines by which co-operatives put their values into practice. 1 st Principle: Voluntary Open Membership 2 nd Principle: Democratic Member Control 3 rd Principle: Member Economic Participation Co-operatives are voluntary organisations; open to all persons able to use their services willing to accept responsibilities of membership, without gender, social, racial, political, or religious discrimination. Co-operatives are democratic organisations controlled by their members, who actively participate in setting their policies making decisions. Men women serving as elected representatives are accountable to the membership. In primary co-operatives members have equal voting rights (one member, one vote), co-operatives at other levels are also organised in a democratic manner. Members contribute equitably to, democratically control, the capital of their cooperative. At least part of that capital is usually the common property of the co-operative. Members usually receive limited compensation, if any, on capital subscribed as a condition of membership. Members allocate surpluses for any of the following purposes: Developing their co-operative, possibly be setting up reserves, part of which at least would be indivisible; benefiting members in proportion to their transactions with the co-operative; supporting other activities approved by the membership. 4 th Principle: Autonomy Independence 5 th Principle: Education, Training Information 6 th Principle: Co-operation among Cooperatives 7 th Principle: Concern for Community Co-operatives are autonomous, self-help organisation controlled by their members. If they enter into agreements with other organisations, including governments, or raise capital from external sources, they do so on terms that ensure democratic control by their members maintain their co-operative autonomy. Co-operatives provide education training for their members, elected representatives, managers employees so they can contribute effectively strengthen the Co-operative Movement by working together through local, national, region international structures. Co-operatives serve their members most effectively strengthen the Co-operative Movement by working together through local, national international structures. Co-operatives work for the sustainable development of their communities through policies approved by their members. 18

19 Appendix C Proposed Trust Structure As part of the consultation process, we are keen to develop a Trust structure which will be properly representative of all members stakeholders, represent external partners appropriately enable all of our schools to be represented equitably. In putting this together we need to build on existing governance arrangements whilst creating a structure which is realistic. We have no wish to create an unwieldy bureaucratic structure which is not fit for purpose. The diagram below is an early attempt to show the relationship between wider membership, schools their Governing Bodies proposed external partners. Further work is needed here this will be a priority in our consultation process. Trust Membership (including) Parents Carers Staff Learners Community Organisations Individuals Trust Forum Elected representatives from each member constituency Meets at least 3 times a year Reflects issues across community Holds the Trust to account Nominates agreed number of Trustees PARTNERS*: Consulting Schools.** The Priory School Western Road Community Primary School Lewes Co-operative Learning Partnership (the TRUST) Iford & Kingston C of E (VC) Primary School Pells C of E (VC) Primary School Rodmell C of E (VA) Primary School South Malling C of E (VC) Primary School Southover C of E (VC) Primary School *Each non-school partner will appoint one trustee to the Board; each school partner will appoint two trustees to the Board **Each consulting school will appoint two trustees to the Board, ( usually being the Head teacher Chair of Governors) Under this structure, the Trustees would meet as The Lewes Co-operative Learning Partnership at least 3 times a year. 19

20 Appendix D Proposed Reconstituted Governing Body Structures From September 1st 2012, the governing body of a foundation school with a minority Trust as its foundation, which is what we are proposing, has to be composed as follows: The Head teacher; One staff governor; At least two parent governors; One Local Authority governor; At least two, but no more than 45% of the total foundation governors appointed by the named Trust; in our case we are proposing the legal minimum of two As many co-opted governors as the governing body consider necessary. The total number of co-opted governors who are also eligible to be elected as staff governors must not exceed one-third of the total membership of the governing body, you must also count the Head teacher position in this figure. In our case we are proposing that changes should be minimal when compared with the current composition of our governing body. 20