The school governing body is made up of volunteers who all have an interest in how the school is run. At St Richard’s CE First School, the governors come from one of five categories: the Church (or “Foundation”), the Local Authority, Staff, Parents and the governors who are co-opted because of their particular skills or experience. There is also a clerk to the governing body who keeps all official records of meetings and advises the governing body on best practice and any statutory duties.
Governors hold full governing body meetings at least every half term. Due to a recent review of best practice, we do not currently operate any sub-committees, but rather delegate one-off duties or tasks to specific governors or groups of governors. Other regular duties are undertaken by the full governing body. Each governor is also responsible for monitoring the progress in a specific area of the Curriculum (a taught subject) and a specific area of school life, e.g. data, progress of Pupil Premium children or attendance.
The Role of the Governor
The governing body work to ensure that the school provides a high quality of education with excellent teaching and learning and a stimulating range of extra-curricular activities, thereby ensuring that every child has the provision to achieve their full potential. By doing so, this prepares them for the next steps in their education, enabling them to contribute in a positive manner to life.
The core functions of the governing body are:
There is a clear distinction between the strategic oversight of the governing body, and the day-to-day management of the school by our Headteacher. We guide the direction of the school through effective two-way communication with stakeholders and through regular and explicit re-visiting of the schools child-centric and inclusive values during decision making processes.
We support our Headteacher in his leadership role through our challenge. Shared responsibility for leadership decisions means that we are collectively answerable. We use the schools internal tracker system for scrutiny of pupil groups, validated with external evidence from Analyse School Performance (ASP) and external monitoring visits reported to the governing body.
We take a whole school approach to financial planning so that resources are targeted where they make the greatest impact on pupils learning. For example we have a number of specialist teachers who solely provide intervention. This is a strategic decision so that where pupil monitoring identifies a need, this intervention can be deployed to individuals and small groups in a timely manner. Our performance data reflects the success of this strategy with pupils’ learning needs being identified and met before they are allowed to fall behind.
The role of the governors and the governing body is not:
Who are our Governors?
We last reconstituted the Instrument of Government for the school in 2014. The constitution of our governing body now states that we should have the following type and number of governors:
Governors' Report on Arrangements for Disabled Pupils
Special Educational Needs Policy for Disability and Equality
This Policy is the consensus of the Teaching Staff and Governors and was approved at a Meeting of the Governing Body. This policy will be reviewed annually.
When carrying out its functions this school will have due regard to the need to:
• Promote equality of opportunity between disabled people and other people;
• Eliminate discrimination that is unlawful under the Disability Discrimination Act;
• Eliminate harassment of disabled people that is related to their disability;
• Promote positive attitudes towards disabled people;
• Encourage participation by disabled people in public life;
• Take steps to meet disabled people’s needs, even if this requires more favourable treatment.
Continuous cycle of improvement
Annually Involve disabled pupils, parents, staff and governors
Identify issues/assess the impact on policies
Draw up a plan/support priorities/link into budget
Implement the plan which will:
• Increase access to the curriculum
• Make improvements to the physical environment of the school
• Make written information to pupils in a range of different ways.
Monitor and review the plan
Governors regularly monitor the Pupil Premium to ensure that the money is being used effectively and that the Pupil Premium pupils are making progress.