Impact Statement

Please see below our Impact Statement

Governor Impact Statement 2018

The three core functions of the Governors are:

1.Ensuring clarity of vision, ethos and strategic direction.

2.Holding the Headteacher to account for the educational performance of the school and its pupils, and the performance management of the staff

3.Overseeing the financial performance of the school and making sure its money is well spent.

The work of the Governors is focused on meeting these requirements. We know our schools well, listen to our stakeholders and external advisers and feel secure that the statutory and legal requirements are met. We maintain a strong focus on effective safeguarding of children and adults in the school.

  1. Ensuring clarity of vision, ethos and strategic direction

We aim to ensure the best outcomes for the children both now and in the future.  Our role is to work with the senior leadership team to set objectives for the strategic development of the school and raise standards. The governing body is here to act as a critical friend and provide both support and challenge to the school.

We have reached out to our stakeholders and will continue to do so to get a clear understanding of their expectations.

Governors work with staff to be a mutually supportive, motivated community. We enjoy working as a team and have high expectations. We encourage through praise and reward, value everyone and enable everyone to believe in themselves; value life-long learning, enjoy finding new ways of thinking and learning; take responsibility for our own actions, enjoy sharing our successes and embrace challenges. We value the support of parents and the wider community.

  1. Holding the Headteacher to account for the educational performance of the school and its pupils, and the performance management of the staff

We have ensured the Governing Body is structured in an effective way by forming strategy groups linked to the School Improvement Plan. Each of the groups, Maths, English, Pupil Premium, SEND, and Early Years Foundation Stage, has an action plan of its own.

We have developed an annual monitoring cycle which includes these key actions:

  • Full Governing Body action plan
  • Governing Body Self Evaluation
  • Governing Body Skills Audit
  • Evaluation of Action plans
  • Providing an Annual Impact statement

In order to hold the Senior Leadership Team to account on the school’s performance we have:

  • Appointed/ designated an early years foundation stage governor
  • Set action plans for monitoring (our action plan is included in the governor section of the website).
  • Ensured governors’ training is up to date especially with regard to Safeguarding and Safer Recruitment.
  • Completed succession planning for key roles within the governing body and undertaken training where necessary.

School Improvement Plan (SIP) priorities have been monitored and evaluated in a number of supportive and challenging ways.  Governors have interviewed and observed teachers and talked to children to monitor the key objectives. Challenging questions have been asked during committee meetings and Key Evaluative Questions for Governors included in the SIP have been addressed at the end of each term. Governor school visits have been reported and discussed. Some have had a subject focus or been related to key school policies.

Many governors have attended school events. Learning walks have been used to observe the use of working/learning walls, targets for English and Maths. A book scrutiny was undertaken to monitor the effective use of marking and feedback. Other visits have been related to new initiatives or focused on particular year groups.

Reports of visits and minutes of meetings form a substantial record of the impact of Governors and the contribution we make to the success of the school.

 The Curriculum and Standards Committee has contributed to the development and evaluation of the School Improvement Plan and reviewed relevant policies. They have also focussed on the attainment and progress made by the various groups of children at strategic points during the year. Data was made available to Governors throughout the year and was discussed in detail.

Particular scrutiny was placed on pupil attainment and progress: including those with Special Educational Needs and Disabilities; More Able children; and pupils with English as an Additional language. The progress of Vulnerable and Pupil Premium children is a continuing focus.

The Pay Review and Performance Management Committee have carried out review meetings, holding the Head Teacher to account for the progress and attainment of all pupils and the meeting of performance targets by all members of staff.

        3. Overseeing the financial performance of the school and making sure its money is well spent

The Finance and Resources Committee have worked very closely with the Schools Business Manager and Senior Leadership team in setting and monitoring the budget. This has been within the context of increased financial pressures in the education sector.

The school has benefitted from additional contributions made by the Parent/Teacher Group the Acorns. Governors appreciate the hard work of those involved.

Development and training needs of Governors

We have worked hard this year to improve our own self-evaluation by reviewing our previous action plan and identifying action points to support new and existing member of the Governing Body. We have undertaken a skills audit where no key gaps were identified. Throughout the year governors have undertaken training in a variety of areas. A priority was to ensure all governors had up to date knowledge and understanding of the safeguarding policy. Our Action Plan for 2017-18 has been reviewed and discussed using the success criteria as a focus for discussion. The majority of targets have been met and for those areas that need further development our evaluation will inform our action plan for 2018-19.

MW 16/10/2018