Once governors complained as much about local as central government. Now, after two sets of consultations, policy reversals and an Education Bill which could land governors with even more powers they don’t want, the worm has turned.

Central government is persona non grata - resented and blamed for diverting frustrated governors from what they see as their key tasks with an endless stream of paperwork, bureaucracy and initiatives.

Local education authorities, though, could be entering a new renaissance, with governor opinion in favour of returning certain responsibilities to the paid professionals, according to the National Association of Governors and Managers’ third annual survey.

The survey, funded again by The TES, asked NAGM members a series of questions about their responsibilities and the job of governance. Author Jane Phillips, now NAGM chairwoman, concedes that the 1999 and 2000 samples were small and unrepresentative. But some of the trend data in 2000 was statistically significant. And combined with the results for 2001 (based on a larger sample of 427 returned questionnaires), some clear trends and consistently held views emerge.

The good news for ministers is that governors accept and increasingly value their responsibility for managing their headteachers, with 71 per cent agreeing they should appraise heads (up from 55 per cent in 1999) and 72 per cent (63 per cent in 1999) happy to set pay criteria for heads and deputies.

They are also less interested in appointing all staff (down from 78 to 66 per cent). Ministers, in their recent consultations on school governance which are being worked into the current Education Bill, have been trying to discourage governors from getting involved in appointments below the senior management team level.

The drawback, though, is most governors don’t want to be involved in drawing up a staff performance policy (41 per cent support) or deciding pay levels for all staff (44 per cent in favour). And it is the employment responsibilities that governors are increasingly suggesting should be returned to LEAs.

Ministers’ plans to encourage schools to run an extended day and provide other community services (from post offices to health services) by giving governors the power to form companies have already run into opposition from governor organisations (see TES, December 21). The survey, although undertaken before the Education Bill was published, shows only half of respondents were happy with their current responsibilities for controlling the use of premises outside the school day (down from 62 per cent in 1999).

Jane Phillips said: “Responses indicate the content of the Bill provides a poor fit with governor aspirations and will lead to further disillusionment among them.”

Meanwhile the continuing grind of workload and “unrealistic” responsibilities is exacerbating the problem of recruiting and retaining governors, say respondents.

Elsewhere, the survey shows governors remarkably consistent about what they feel they should - and should not - be doing. As in previous years, more than four in five reckoned they should:

* establish the aims and policies of the school;

* monitor the budget;

* draw up the school development plan;

* produce an annual report for parents;

* act as a link between the local community and the school;

* make arrangements for hearing staff grievances;

* agree general principles on pupil discipline;

* with the head, decide the school’s special educational needs policy;

* hold an annual parents’ meeting (although many indicated this was so poorly attended as to be a waste of time).

But less than half wanted to:

* draw up a staff performance management policy;

* decide when the school day should begin and end;

* arrange meetings between OFSTED inspectors and parents;

* decide pay levels for all staff;

* set statutory key stage targets and report on outcomes;

* distribute the OFSTED report;

* ensure statements of SEN provision are met;

* discipline staff;

* keep school land free of litter;

* keep a pupil attendance register.

Asked what makes being a governor worthwhile, the 2001 respondents referred to involvement in the life of the school, particularly working with and for children; working with and supporting staff; being part of and celebrating school improvement; headteacher appointments; taking a strategic role; having influence; and teamworking.

Again, the findings were comparable with the previous years’ surveys.

Jane Phillips concludes: “The 2001 survey shows that these respondents continue to have positive feelings towards their schools.

“In addition, there is in this year’s responses an increased optimism about the progress made by their schools and their part in that progress.”

WHAT THEY SAID IN THE SURVEY

GOVERNMENT INITIATIVES “The role of governor is no longer about educating the children but responding to ‘initiatives’ from Government.”

“With more than 20 initiatives in the last year can we have a break from ‘good ideas’ so that we can get on with the job of providing the best possible education for our pupils?” “I was amazed to read that it is proposed to change the constitution of governing bodies again - the money wasted on these initiatives is staggering.”

WORKLOAD AND RESPONSIBILITIES

“I have recently resigned as chair - trying to combine this job with full-time employment was too much of a strain.”

“Last year an initiative was launched to reduce paperwork. They must have been joking.”

“The increase in responsibilities of governing bodies is an exploitation of the voluntary unpaid nature of the office.”

GOVERNOR RETENTION

“Several of our long-standing governors are now resigning because they do not have time to cope with the workload.”

IN DEFENCE OF LEAS

“The current levels of delegation that LEAs are forced to achieve has become ridiculous. Schools are now obliged to make their own provision for services they do not have the expertise for.”

“The Government is removing responsibilities from paid officers of the LEA to unpaid amateurs of the governing body.”

“Please, no more devolution of tasks previously carried out by paid experts.”

ON A POSITIVE NOTE

“This Government is much more affirming of teachers.”

“OFSTED now seems a little more ‘human’.”

“It is pleasing that the Government is realising the burden of paperwork which governors have to bear.”