This page contains useful information for Surrey School Governors, Trustees and others. It comes from a variety of training providers. While SGA list their services, users should satisfy themselves to the provider's ability, suitability and their value.

Guidance on shielding and protecting people who are clinically extremely vulnerable from COVID-19

What has changed

The government has updated its guidance for people who are shielding taking into account that COVID-19 disease levels are substantially lower now than when shielding was first introduced.

People who are shielding remain vulnerable and should continue to take precautions but can now leave their home if they wish, as long as they are able to maintain strict social distancing. If you choose to spend time outdoors, this can be with members of your own household. If you live alone, you can spend time ...Read More

Governor Webinar March 2021 – date change

Hosted by SAfE

In light of the proposed lockdown route map for schools and the current focus on preparing for a return to in-school teaching, the date of the next Governor Webinar has been rescheduled from March 3rd to March 23rd. Please note the date change.

In conjunction with SCC, SAfE is delighted to welcome Governors to attend the next in our series of webinars. The booking link is here and attendance is free of charge.

Please share this update and invitation with your Governing Bodies.

Best wishes, on behalf of
Schools Alliance for Excellence

Schools Alliance for Excellence
01483 749954

For more information on the Schools Alliance for Excellence Please vist thier website

Strictly programme

Dear Governor/Clerk

Kind regards

Lisa James | Governance Training Co-ordinator
Strictly Education 4S
No1 Pixham End, Dorking, Surrey. RH4 1QA
Tel: 01306 320117 | Mob: 01306 320117 |

Useful guides to Support your work

Governance Handbook

Competency Framework for Governors

Clerking Competency Framework

Statutory Policies for Schools

School Inspection Handbook

Setting up School Partnerships

Buy school furniture

Use this ‘framework’ to buy loose and fitted school furniture and bleacher seating from DfE approved suppliers and have it delivered and installed.

Early adopter schools: EYFS framework

The early years foundation stage (EYFS) framework sets the standards for learning, development and care for children from birth to 5.

Find, join or create a network for school business professionals

How business professionals working in schools can find, join or create a network of local school business professionals. Updated ‘Find a school business professional network’ – added new online forum section, added 4 new networks, removed 2 networks and updated contact details for 2 networks.
16 November 2020

Training information on this page

To the left are very useful guides on Governors matters.

To the right, a featured piece of learning with video.

Below left under "Coming Events" information on meetings, conferences and training programmes. All of which count towards your CPD.

Below center some well "established" good practice for Governors.

Below right under "Reference", current and useful training and development.

Looking ahead to 2021 with SAfE

There's something for everyone and a Leadership Summit for all!

Working in partnership with Phase Councils, we offer every Headteacher and CEO a warm invitation to join colleagues at Surrey's Leadership Summit.

Book your place today!

If you have already registered, you will have received confirmation of your reserved place via email from the team.

TALIS video study: teaching of mathematics in secondary schools

An insight into the teaching of mathematics in secondary schools in England.
16 November 2020

Guidance for full opening: special schools and other specialist settings

What all special schools and other specialist settings will need to do during the coronavirus (COVID-19) outbreak from the start of the autumn term to support the return of children and young people with special education needs and disability (SEND). Updated guidance on SEND legislation (to reflect that temporary changes have now ceased), the system of controls, residential settings, attendance, workforce, safeguarding, wraparound provision and extra-curricular activity, curriculum expectations, behaviour expectations and contingency planning for remote education.
20 November 2020

Package of support for students who have to defer their studies

Details on a range of opportunities to gain new skills, undertake work placements, additional learning and career development support.
19 November 2020



Young Epilepsy

Supporting pupils with medical conditions is a statutory duty under section 100 of the Children and Families Act 2014. We hope that the guide will help school governing bodies ensure they have sufficient policy and practice in place. Details :


Teacher training: physical health and fitness

Practical training materials for primary and secondary schools to use to train staff to teach about physical health and fitness.
19 November 2020

Teaching about relationships, sex and health

Support and training materials for schools to help train teachers on relationships, sex and health education.
19 November 2020

Teacher training: healthy eating

Practical training materials for primary and secondary schools to use to train staff to teach about healthy eating.
19 November 2020

A Message from our CEO Maria Dawes

Dear Colleague,

I’m delighted to share with you this short programme update on behalf of SAfE.

Following a week which was full to overflowing with education announcements and as we near the anniversary of a year in pandemic, I know that we are all looking forwards to the return to in-school learning for all pupils from March 8th.

I believe that despite the ongoing challenges, this remains a time of possibility and optimism. We must all look ahead with intention to ‘build back better’ for both our pupils and our profession. Now is the time to consider the future we want to make.

A key principle of our work is that we see ourselves as the ‘glue’ supporting partnership and collaboration between schools, so no school is left isolated and vulnerable regardless of phase or status. The pandemic has shown some of the limitations of the government and local authorities. Change is in the hands of our education leaders.

I appreciate however, that there is a huge amount of work underway to prepare for the return for all pupils, alongside the continued provision of in-school teaching for early years and special phases and the provision of in-school and remote learning for all other phases.

You all continue to work tremendously hard for your school communities as you digest and replan around further proposals around lateral flow testing of pupils and staff, COVID catchup and summer school funding and assessments for pupils at KS4 and KS5. Thank you for your continued dedication and professionalism.

As we look to the future, we are building on the thinking from the Summit and over the next few months are going to be working with our leaders to strategically consider how we build our local school-led system from great to excellent, potentially doing things differently; how to make a reality of our moral commitment that no school or group of schools should prosper at the expense of others or risk isolation; our belief that social emotional and cultural capital is our responsibility to enrich all children and young people regardless of their background, race or circumstances.

SAfE is your education partnership: aspiring to support every school’s improvement needs, to work with all schools as we address the educational needs of our Surrey community and respond to national need, including continuing to support schools to navigate the impact of COVID.

I therefore hope that this bulletin provides you with a clear understanding of SAfE’s focus post Summit and offers helpful signposting of school improvement and professional development priorities this half term, supporting you, your staff and all children and young people, as we return to in-school learning.

Best wishes
Maria Dawes

For the Attention of the CEO, Headteacher & Chairs of Governor - Surrey Education Covid 19 Coronavirus

Weekly Update

Dear Colleagues

This is your weekly COVID19 Coronavirus update that includes all the new and updated local information and guidance related to COVID-19 including links to information and guidance newly published on SCC dedicated webpages for School Leaders.

...Read More

For the Attention of the CEO, Headteacher, DSLs & Chairs of Governor - Surrey County Council Template Safeguarding Child Protection Policy 2020

It has been brought to the attention of the Education Safeguarding Team that the Surrey County Council Template Safeguarding Child Protection Policy 2020 circulated to schools via the Education Safeguarding Team Update mailing list has not reached everyone...Read More

Surrey County Council Template Safeguarding Child Protection Policy 2020

Coming Events



Next Executive Meeting: 30th April 2020

Chairs of Governors Meetings

Re-establishing the ASG Network. If you're a Surrey ASG, please contact Ruth Murton via

in its third year, the National Governance Association is delighted to announce the return of our growing and successful Community MATs Network.

Strictly Education 4S
No1 Pixham End, Dorking, Surrey. RH4 1QA
for further details contact Carole Ford – Clerking Manager
Tel: 01306 320109 |

Surrey Governance Association and SEND Teaching School agree to Link

Geoffrey Hackett Chair of SGA writes: - This link between our two websites illustrates the increasing need to share experience and knowledge not only across education but up and down each strand of education.... Read more

Guidance for school governor virtual meetings

School governors should not meet during Coronavirus situation. Guidance how virtual meets can take place.

To view your notification click here:

From the Competency Handbook

All those elected or appointed to boards should fulfil their duties in line with the seven principles of public life (the Nolan principles). They should also be mindful of their responsibilities under equality legislation, recognising and encouraging diversity and inclusion. They should understand the impact of effective Governors on the quality of education and on outcomes for all children and young people. In addition, all those involved in Governors should be:

Devoting the required time and energy to the role and ambitious to achieve best possible outcomes for young people. Prepared to give time, skills and knowledge to developing themselves and others in order to create highly effective Governors.

Of an independent mind, able to lead and contribute to courageous conversations, to express their opinion and to play an active role on the board.

Possessing an enquiring mind and an analytical approach and understanding the value of meaningful questioning.

Providing appropriate challenge to the status quo, not taking information or data at face value and always driving for improvement.

Prepared to listen to and work in partnership with others and understanding the importance of building strong working relationships within the board and with executive leaders, staff, parents and carers, pupils/students, the local community and employers.

Understanding the value of critical friendship which enables both challenge and support, and self-reflective, pursing learning and development opportunities to improve their own and whole board effectiveness.

Able to challenge conventional wisdom and be open-minded about new approaches to problem-solving; recognising the value of innovation and creative thinking to organisational development and success.

The Nolan Principles

1. Selflessness Holders of public office should act solely in terms of the public interest.

2. Integrity Holders of public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work. They should not act or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends. They must declare and resolve any interests and relationships.

3. Objectivity Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.

4. Accountability Holders of public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.

5. Openness Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.

6. Honesty Holders of public office should be truthful.

7. Leadership Holders of public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs

The Purpose of Governors

1. The purpose of Governors is to provide confident, strategic leadership and to create robust accountability, oversight and assurance for educational and financial performance.

2. All boards, no matter what type of schools or how many schools they govern, have three core functions:

- Ensuring clarity of vision, ethos and strategic direction;

- Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff; and

- Overseeing the financial performance of the organisation and making sure its money is well spent.