All schools in England have a Governing Body which is responsible for overseeing many of the strategic decisions of the school. A key role is to act as a ‘critical friend’: to support, to challenge, to ask questions, ultimately to represent the school community.
The Governing Body works in close partnership with the headteacher, staff and the local authority. Whilst the headteacher is, of course, responsible for the day to day running of the school, the governors are involved with such things as staffing, curriculum, school buildings and finance. It ensures the school functions well and maintains the proper range of academic and social objectives.
A full review, in the form of an impact statement, will be produced by the Governing Body at the end of the academic to review the school’s progress towards the identified school improvement priorities (see at bottom of page).
If you are interested in becoming a school governor please follow the link below:
2016/17 Chair of Governors Report
Please find below a link to our end of year report.
Governor minutes are a public document. Should you wish to receive a copy of them, please contact the school office or myself and we will forward a paper or digital copy.
FULL GOVERNING BODY
|Name and appointment date||Category of Governor||Curriculum Responsibility|
|Liane Marsh (Chair)||Parent Governor||Maths, Safeguarding|
|Phil Mulchinock (Chair)||Parent Governor||English, Finance/Buildings|
|Robert Rantzen (Vice Chair)||Parent Governor||Special Projects|
|Angela Ward||Co-opted Governor||Governor procedures review|
|Sarah Myers||Staff Governor|
|Barry Parker||Parent Governor||SEND|
|Wendy McCristal||Parent Governor||Science, technology, engineering and maths (STEM)|
|Pat Swift||Co-opted Governor||SMSC|
*The Headtheacher is automatically a member of the governing body, should they wish to be so due to their position in the school.
The term of office for all governors is 4 years from the date of election.
The Clerk to Governors is Jo McHugh
|Liane Marsh (Chair)|
|PERFORMANCE MANAGEMENTAND PAY COMMITTEE|
Relevant Business Interests
None declared by all governors
Material Interest arising from Relationships between Governors or Governors and Staff
None declared by all governors
Governance Roles in other Educational Institutions
Angela Ward –Governor at Street Lane Primary School
Governor Attendance 2016-2017
Please click the link below to see the attendance register of our governor meetings for 2017-18
School Improvement Priorities 2017-2018
This year the governing body and headteacher have highlighted the following key priorities for the school to work towards this year:
Overall effectiveness (Quality of standards)
|Develop higher order reading skills for middle and higher ability pupils.
Ensure a consistency in guided reading practice, which includes the use of reciprocal reading.
Ensure that the teaching of inference skills is at least good.
|To ensure an effective teaching of, GAPS is developed and maintained (KS2 data analysis) .
Increase parental involvement in the teaching of GAPS.
|Develop the use of growth mind set in the school to increase pupils’ resilience.
Increase pupils experience of diversity by further developing our new RE and PSHE curriculum.
Ensure more speakers/guests from a wider cultural background visit the school.
|Ensure funding is targeted to children’s individual needs.|
Leadership and Management
|Develop Middle Leaders so that they can support, challenge and hold to account as appropriate within their job descriptions and produce a learning culture among staff (lesson study).
Senior Leadership support and challenge staff to ensure quality of teaching is never less than good.
|The Governing body have effectively contributed to the school development plan and the strategic leadership of the school (this is based upon a high proportion of new governors).
The new members of the governing body receive appropriate training for their role.
Governors are to be involved in monitoring exercises within the school.
|Evaluate curriculum options/alternatives and identify which improvements will impact upon outcomes for pupils.
Ensure that the school website is fully compliant.
Disadvantaged pupils attendance matches non-disadvantaged pupils.
Personal Development, Behaviour and Welfare
|Links are made outside of Ambergate with different cultures, faiths and contexts.
Learning opportunities outside the classroom are utilised across all classes.
|Develop the use of growth mindset within the school.|
|Safeguarding audit to be carried out to identify priorities for safeguarding action plan.|
Quality of teaching, learning and assessment
|Whole school Marking and Feedback policy adhered to by all staff including support staff and feedback is incisive and effective.
Develop the role of the teaching assistant to ensure effective intervention is rapid.
|To embed independent learning Strategies to ensure outstanding progress in lessons.
Utilise the lesson study model to promote excellent teaching in key priority areas.
|Ensure Performance Management for all staff is effective in providing suitable support and challenge and linked to pay policy.|
Effectiveness of Early Years
|Identify vulnerable children that are at risk of not making GLD and ensure accelerated progress is made.
Maintain strong links with pre-school to aid transition and the recording of pupils’ progress.
|Consolidate Tapestry as an EYFS tool for tracking and communicating development with parents and carers (extend to year 1).|
|Audit equipment and learning space and purchase items required to progress learning.
Embed using the local woods and forest schools activities fortnightly into the curriculum.