Meet the Governing Body

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).

FULL GOVERNING BODY

 

Name Category of Governor
Louise Oram (Chair) Parent Governor
Robert Rantzen (Chair) Parent Governor
Vice Chair Parent Governor
Angela Ward Co-opted Governor
Sarah Myers Staff Governor
Tim Brooks Parent Governor
Liane Marsh Parent Governor
Phillip Mulchinock Parent Governor
Paul Schumann Headteacher

 

*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

  

CURRICULUM COMMITTEE

Louise Oram (Chair)
Paul Schumann
Robert Rantzen
 Sarah Myers
Tim Brooks
One Other

 

RESOURCES COMMITTEE
 

Robert Rantzen (Chair)
Paul Schumann
Louise Oram
Angela Ward
Tim Brooks
One Other

 

PERFORMANCE MANAGEMENTAND PAY COMMITTEE
 Louise Oram (Chair)
Robert Rantzen

 

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

 

 

School Improvement Priorities 2016-2017

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)

  • To ensure effective interventions are in place to support all pupils, including those which are vulnerable (especially Y4 SEN, Pupil Premium & HAP in reading and maths), in making outstanding progress and above that of the rest of the cohort.
  • To ensure Writing, GAPS and Guided Reading remain consistent across the whole school, especially for boys.
  • Develop higher order reading skills
  • Ensure that the phonic provision throughout the school is consistent and effective
  • Further develop the new assessment system to track pupils’ progress and ensure that it is embedded with new teachers and provides effective feedback.

        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).
  • Reflect upon the third year of the curriculum cycle and question against outstanding criteria.
  • Ensuring that monitoring and evaluation made by the SLT and Governing body is accurate and clearly identifies areas of strength and development.
  • Ensure that current opportunities for acadamisation are fully explored.
  • Senior Leadership support and challenge staff to ensure quality of teaching is never less than good.

       Personal development, behaviour and welfare

  • Audit and further develop British values within the curriculum and wider school.
  • Pupils’ social and academic resilience and independence skills are further improved.
    • Engage all stakeholders in the school’s key aims and values.
    • 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.
        • To embed independent learning Strategies to ensure outstanding progress in lesson
        • To ensure Performance Management for all staff is effective in providing suitable support and challenge and linked to pay policy.
        • To ensure (2) new members of Teaching Staff are supported, developed and meet teacher standards
        • Embed new formative/summative assessment system, leading to a new target setting system for core subjects.
        • Develop the role of the teaching assistant

          Effectiveness of Early Years

  • Identify vulnerable children that are at risk of not making GLD and ensure accelerated progress is made.
  • Provide training and support for apprentice staff.
  • Create stronger links with pre-school to aid transition and the recording pupils’ progress.
  • Introduce Tapestry as an EYFS tool for tracking and communicating development with parents and carers.
  • To further involve parents and wider community in EYFS learning.
  • Promote outdoor learning