Please see below our Impact Statement

Governor Impact Statement 2021

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

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
  • 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 consistently aimed to ensure the best outcomes for the children for both now and in the future.
  • A target for the Governing Body for 2020-21 was to establish further engagement with stakeholders (parents, pupils and staff). We have worked with senior leaders to contribute some questions to their parent consultation regarding home learning.  We have sought the views of parents regarding ‘futures thinking’ for their children and established their personal values and wishes for the school. Governors know that part of their work is to ensure everyone in the school community fulfils the school’s values.  Therefore the aim for 2021-22 is to work with the school staff, parents and children to review and update the whole school values and principles.
  • As Governors we have been using feedback to improve our connection with parents, particularly around improving parent’s understanding of the Governors’ role in school. We have reached out to our stakeholders and will continue to do so to get a clear understanding of their expectations. We value the support of parents and the wider community.
  • The Governor’s ‘behaviour and management’ targets for 2020-21 was for governors to develop their own subject knowledge regarding metacognition. This has been achieved through the PP and SEND strategy groups attending a virtual presentation for governors about metacognition, which took place at the beginning of school year.  The Governors then followed up with an evaluation of progress at the end of the year.
  • The governors have been able to monitor the school’s remote learning offer, including understanding how they met DFE expectations, through the majority of the Spring Term when remote learning became the main way of delivering the curriculum. There has been continual monitoring of well-being for both children and staff and this can be evident in sub-committee and FGB meeting minutes.


  1. Holding the Headteacher and senior leaders to account for the educational performance of the school and its pupils, and the performance management of the staff.
  • The Governing Body has strategy groups which are linked to the School Improvement Plan [SIP]. Each of the groups: Maths, English, Pupil Premium, SEND, Wider curriculum (including foundation subjects), and Early Years Foundation Stage, has monitored the development of specific aspects of the SIP.
  • Despite the continual need to remain ‘virtual’ for the majority of the academic year, 2020-21 saw Governors continue to monitor the work of the school throughout the academic year and has evidence of asking challenging questions during all committee meetings and strategy group meetings. End of year data could not be reported in the same way as in previous years but the Governing body has worked with the school to ensure that the curriculum is being delivered with the intent, implementation and impact that it always has, and that children are making the required progress.
  • School Improvement Plan priorities have been monitored and evaluated in a number of supportive and challenging ways. Monitoring has taken place within the strategy groups and curriculum committees and with a governor learning walk in the Summer Term.  Governors have their own action plan, linked to the School Improvement Plan, and these targets are used to help guide our monitoring of the Quality of Education being offered in 2020-21.  This has included:
  • The Governing Body has improved their understanding of the priorities outlined in the catch up curriculum, and have monitored the provision and impact through meetings of the FGB, curriculum committee, English, Maths, PP, SENd strategy groups. There has been continual reporting up-dates regarding SEND interventions from the school SENCO and the impacts they are having.
  • The Strategy Groups for Pupil Premium, SEND and EY have monitored the development of specific aspects of the SIP such as working with school staff to monitor the tracking of progress and attainment in reading and writing of vulnerable groups, such as children with a lower academic ability, Pupil Premium (disadvantaged) pupils.
  • Monitoring the intent, implementation and impact of the Maths mastery curriculum, and pupil’s progress of rapid recall of times tables. The major focus has been on the implementation of White Rose Maths.  A presentation from Senior Leaders about maths mastery was given to the curriculum committee at the beginning of the year, and a follow up evaluation presentation towards the end of the school year.  A successful in-school Learning Walk by governors was carried out in July, in the Infant School, which provided evidence of where effective practise for maths was happening.  An additional impact of this was that it strengthened the Governor’s understanding of maths mastery even more.
  • Through discussion with school staff and senior leaders the governing body has strengthened its understanding of the ‘on entry data’ in the EYFS for the 2020-21 cohort and what it has meant for the year ahead in terms of provision and implementation. They have looked at the attainment and progress of pupils in the Prime Areas (CLL, PSE, PD) and kept updated on the development of the outside area, particularly during an EYFS learning walk in the Summer Term by the EYFS strategy group.  There was an EYears presentation at the end of  the 2020-21 school year outlining key messages from the new Foundation Stage Framework which is being launched in 2021 and will feature as a priority within the Governor action plan for 2021-22.
  • 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.


  1. Overseeing the financial performance of the school and making sure its money is well spent
  • Governors have worked very closely with the Schools Business Manager and Senior Leadership team in setting and monitoring the budget. The budget is a focus in all Full Governor Meetings.
  • The development and training needs of Governors were identified by completing our own self-evaluation. One of the Governor’s action plan targets for 2021-21 was to improve governor’s subject knowledge and understanding of education finance.  This was mainly achieved through organising whole governing body training on finance and budgeting, which was led by the local authority.   As a result governors are beginning to be able to demonstrate an increased knowledge of education finance and this is evident through FGB meeting minutes.  Monitoring of Catch-up funding with specific reference to PP and SEND children has happened within the PP and SEND strategy group meetings.
  • 2020-21 saw the huge project of the new junior building continuing to be installed. A Governor working party worked with senior leaders to strategize over financial spending, in particular the priority for retaining some of the capital spending and revenue surplus.  Their aim was to ensure that the new junior school could open with all the resources that the children needed, in order to ensure that learning and progress continued to flourish.  The new junior school officially opened with full capacity in September 2021.
  • The Curriculum Committee have supported the school to review the spending of sports premium funding and monitoring the impact.
  • The school has benefited from additional contributions made by the Parent/Teacher Group the Acorns. Governors appreciate the hard work of those involved, particularly as they have had to adapt their way of working due to the partial school closures and Covid-19 regulations.


  1. Ensuring that we are an effective governing body that fulfils statutory duties

Governors have continued our own annual monitoring cycle which includes these key elements:

  • Full Governing Body action plan
  • Governing Body Self Evaluation
  • Governing Body Skills Audit
  • Evaluation of Action plans
  • Our Action Plan for 2020-21 was devised alongside the school improvement plan, plus targets that were specific to the Governing Body. The majority of targets have been met; the areas that need further development will inform our action plan for 2021-22. One example of this is a governor target for 2020-21, which was to know the DFE guidance for the new PSHE curriculum, including the specific aims of the SRE (Sex, Relationship, Education) curriculum, and know how this is reflected in the school’s policy, and implemented across the schools from the Summer term. The curriculum committee have been looking at this within their meetings, but monitoring the implementation and impact of the PSHE and RSE curriculum will continue to be an ongoing target for 2021-22.
  • Another governor action target was that safeguarding continues to be a key priority in FGB, committee meetings and strategy groups. The FGB has ensured training regarding SEND and Safeguarding has happened.  Governors continue to have up to date knowledge and understanding of “The Keeping Children Safe in Education” framework.
  • We have undertaken a skills audit where no key gaps were identified. However the governing body do recognise the importance of succession planning, and are looking to recruit expertise in ‘education knowledge’ and ‘finance’. Governors have developed a new approach to governor recruitment and are building on this for the future.
  • Throughout the year governors have undertaken training in a variety of areas, and fedback key findings to the FGB. Reports of visits, training and minutes of meetings form a substantial record of the impact of Governors and the contribution we make to the success of the school.