Roberta Wooldridge Smith
Foundation Governor
What do you do for a living?
I work at the University of Warwick, supporting learning and teaching development and enhancement, alongside both University leaders and students to deliver a high-quality learning environment.
What skills and experience do you bring to the governing body?
I have spent 21years in University administration so am used to working with much older learners. I bring skills in project management, educational development, recruitment and selection; performance management, strategic planning, capital development, team leadership and working with student feedback.
Why did you volunteer to be a governor?
It is important to me to be able to support the development of my children’s school and encourage ambition in everything it does; to drive up standards, ensure all children reach their potential and ensure they feel supported in a nurturing environment. We have talented, dedicated and hard-working staff and they deserve governors who make a real contribution to school leadership through their own dedication and commitment.
What do you get out of the role personally?
A great deal of satisfaction and a feeling of achievement. It’s good to feel you are working as part of a team with staff and other stakeholders. I have learned more than I imagined, and I can support my own children more ably in their attitude to learning and mental well-being through greater insight into the challenges of school life these days.
Which committees are you involved in or what specific statutory responsibilities do you fulfil on behalf of FGB?
I’m a Foundation Governor, so I play a particular role on behalf of the Peterborough Diocese to support the continuing development of the school’s Christian foundation. I was closely involved in the school’s last SIAMS inspection and am now involved in supporting its preparation for the next. I have chaired the Standards & Quality and the Performance Management committees. I have served as Vice-Chair and latterly Chair of the Governing Board. I have contributed to the Performance Management of the Head Teacher, am the subject lead governor for English and have acted as a new governor mentor.
What type of interactions with school do you have?
My role as subject lead governor for English means that I meet with the subject lead teacher for English each term to understand current issues and challenges; consider progress and attainment across the school in this subject, discuss resourcing issues, speak with children about their experiences in school and occasionally hear them read. I also come in to monitor policies, to ensure that they are being observed as set out. I try to attend as many major school events as I am able and have been involved in recent fundraising events, for example organising the sponsored bike ride.
What top tip would you give to anyone thinking about becoming a governor?
Don’t feel that you need to be an education expert to become a governor; I was pretty daunted when I started, being much more at ease supporting the learning of 18 year olds than 8 years olds! Consider carefully the time you can dedicate to the role and the skillset you can offer. If you’re enthusiastic, whatever walk of life you come from, do talk to someone currently doing the role; the broader the range of governors we have the better informed we are collectively to act in the school’s interests. Give it a go!
