It is now common and good practice for deputy heads to observe governors’ meetings.

The presence of the deputy can support the head, contribute fresh knowledge and perspective, and provide valuable experience and development for the deputy (especially those who aspire to headship).

But it can also inhibit teacher and staff governors - occasionally a governing body finds its meetings overwhelmed by school staff. And, from the deputy’s point of view, it can represent an unwanted and unrewarding extra evening of work.

The role of any observer at governors’ meetings is ambiguous. Most deputies feel able to contribute only when invited to do so, although the odd over-enthusiastic deputy will view the meeting as a platform to promote their own pet project or view on life.

Very often, the attitude of the deputy closely reflects that of the head. He or she will mirror the way their own boss respects or resents governors. Occasionally there will be joint lectures on how governors visiting the school should behave - but the deputy who chose to touch up her nail varnish during a meeting was rather unusual!

How can the role of deputies at governors’ meetings be clarified and the value of their presence enhanced? First, it is easier for the deputy to make a full contribution at committees. Deputising for the head in these smaller groups is a good way to relieve the head’s burden of meetings and trains the deputy to work with governors. But the head must be willing to “let go” and must trust the deputy to take full responsibility for the school at such a meeting. Even when both are present, detailed work in committee can be usefully shared.

Full meetings of governors are another matter. The head has a clear responsibility to account for his or her stewardship of the school and a well-defined role in informing and guiding governors.

So when can the deputy come in? One way forward is to let the deputy support the head at governors’ meetings as he or she does day-to-day at school. That could involve sharing some of the head’s work for the governing body, even to the extent of sometimes preparing and presenting the head’s report. Many heads produce one written report each term; the deputy could deliver a similar report at the second meeting of the term.

Another way to enhance the role of deputies might be to ask them to supply all information for the governing body on a specific area, for example assessment or a new initiative in school. These are tasks that headteachers often find onerous.

At the same time, it could be worth allotting specific tasks to teacher and staff governors who are sometimes left in limbo when special responsibilities are handed out.

Deputies who take an active role will not simply be “observing”. So a body that decides to give responsibilities to invited, rather than elected, members needs to be very clear about why they are doing it and what the consequences are. We also need to be sensitive about how allocating responsibilities outside the governing body will be viewed by members.

Diana Penton is a governor and clerk in Hertfordshire, and secretary of the National Association of Governors and Managers