We stress partnership, avoiding the drawing of too many hard and fast lines between governing bodies, heads and deputies. It may be that more prescription is suitable for primary schools, but it does not seem particularly appropriate in secondary schools.

Almost all secondary governing bodies have a well-organised committee system, made possible by heads and deputies sharing management responsibilities. SHA members reading Joan Sallis’s recent suggestions that “governors should be involved in the setting up of the options systemI” would, I am sure, have been nodding like me. A governing body should agree the parameters, the policies, and check on their application. We also know that heads, deputies and other staff will often take the initiative in drafting the policies as well as in carrying them out.

Like Joan Sallis, we would argue that if you get curriculum planning, staffing, assessment and budgeting working well in partnership, then it is easier to put in place policies and procedures on the more contentious issues mentioned in David Hart’s article. All the partners have to take responsibility for developing this trust. The governors have a responsibility to inform themselves, including visiting the school.

They need to train and to get involved in committee work. Heads and deputies have responsibility to inform (but not overload with detail), to raise issues in good time with enough background information, to involve governors and to help train them.

The keynotes for a successful relationship must be partnership and trust. But we need to work together to build those for the good of the school and its pupils.

Peter Miller is chair of SHA’s public and parliamentary committee and a deputy head at Wrenn School, Wellingborough, Northants