Governing Body of Holy Trinity Rosehill CE VA Primary School
Chair of Governors
Mr Barry Winter
Vice-Chair of Governors
Reverend Paul Neville
Head Teacher Governor
Ms Rachel Orr
Local Authority Representative
Mr John Britton
Mr Martin Waller
Mrs Sharon Bimson
Mrs Ruth Cull
Mrs Shirley Bradbury
Mrs Gemma Robson
Mrs Barbara Porritt
Mr Darren Gobby
Mrs Michelle Hill
Associate Governors Posting
Mrs Julie Tomlinson
Mrs Sylvia Brennan
Clerk to the Governing Body
Mrs Katie Gallagher
All of our school governors can be contacted through our school office on 01642 581239.
In all schools the Head teacher is responsible for day-to-day running and management of the school. However, Governing Bodies are the strategic leaders of our schools and have a vital role to play in making sure every child gets the best possible education. The core purpose of maintained school governing bodies is to ‘conduct the school with a view to promoting high standards of educational achievement at the school’. (Taken from: Governor’s Handbook Jan 2014).
In all types of schools, governing bodies should focus on three core strategic functions:
• Ensuring clarity of vision, ethos and strategic direction;
• Holding the Head teacher to account for the educational performance of the school and its pupils; and
• Overseeing the financial performance of the school and making sure its money is well spent.
The Governing Body has a role as a critical friend to ensure standards continually improve across the school for every child.
The Full Governing Body meets once a term. The chair of governors is Mr Barry Winter. Additionally, we operate with 3 main sub-committees structure – School Improvement Committee, Resources Committee and Admissions Committee.
The Resources Committee meets at least once a term and has responsibility for Resource Management e.g. finance, staffing, buildings, safeguarding and health & safety. The chair of this committee is Mr John Britton.
The School Improvement Committee meets once a term focusing on the Curriculum, standards and progress of children and ensures the school is meeting the targets set out in the school improvement plan. The chair of this committee is Mr Barry Winter.
The Admissions Committee meets termly to review the admissions policies as well as school places.
The work we have done on our committees and in the Governing Body meetings revolves around the School Improvement Plan.
Our priorities for the academic year 2016- 2017 have been to work with Head Teacher, and all staff;
Aim 1:- Leadership and Management: SLMT and governors to drive a targeted approach to raising standards in RWM (SPaG) through rigorous monitor of lessons, books, discussion with children and data analysis.
Aim 2:- Outcomes for Children: 85% of children to meet age related expectations with specific focus on PP, LAC, SEN and gender gap.
Aim 3:- Teaching, Learning and Assessment: Improve the quality of teaching, learning and assessment so that all children’s needs are met effectively.
Aim 4:- Personal Development, Behaviour and Welfare: Ensure high expectations, behaviour for learning and Christian values are embedded in all lessons as well as other times within the school day.
In addition we have undertaken our statutory duties with regard to;
• Financial Management
• Performance Management of the Head Teacher
• Health and Safety
• Reviewing and updating statutory policies
• Monitoring the effectiveness of pupil premium and sports premium funding
Governors have undertaken a variety of training including Local Authority Networks, OFSTED preparation, School Improvement, Safeguarding, Finance, National Curriculum developments and assessment
Our major aims for the forthcoming year 2015 to 2016 are as follows;
1. Leadership and Management
a. Strengthen leadership of teaching through direct observation/paired planning and delivery
b. Strengthen governance monitoring
c. Develop leadership aspect of SLMT rather than management of systems. ‘Lead people and manage things.’
2. Outcomes for Children
a. 85% end of year expectation for Y1-Y6 – clear focus on assessing independent application of skills, knowledge and understanding.
b. EYFS accelerated GLoD by end of reception – writing a focus three years in a row
c. Writing outcomes to be on a par with other specific and prime areas.
d. Pupil Premium outcomes improved
3. Teaching, Learning and Assessment
a. Move all teaching to consistently good
i. Writing improvements
ii. Reading comprehension
iii. Maths 5 a week/Talk for Maths
b. Assessment through Classroom Monitor and 2 build a profile
c. Curriculum policies
d. Reading – launching new scheme, developing a scheme for reading comprehension, buddy reading, peer reading, teaching reading comprehension and assessing reading
e. IT/Tech – new hardware and software both staff development as well as teaching curriculum
4. Personal Development, Behaviour and Welfare
a. Behaviour management enhancement – Class Dojo
i. Looking at the Dojo’s adventures similar to nursery Teddy Bear
b. All H&S, premises, HR, inclusion/SEN and safeguarding policies updated
c. Promote British Values and Prevent
d. SIAMS – reinforce assessment for RE in line with outcomes for RWM and promote Christian ethos so that it permeates and underpins whole school curriculum and culture.
REGISTER OF GOVERNOR INTERESTS – click image to enlarge.
PDF documents of the images above.
Register of interests
REGISTER OF GOVERNOR INTEREST GUIDANCE
Governors must declare any relevant business interests as well as the details of any other educational establishments they govern. The register must also set out any relationships between governors and members of the schools staff including spouses, partners and relatives. It is important to address any perception of a conflict of interests by making clear where such potential personal or pecuniary interests might apply; this might be a conflict between personal interests and the interests of the school or the Council when dealing with outside organisations or individuals.
Note 1. Pecuniary interest includes current employment, businesses (of which partner/proprietor), company directorship, charity trusteeship and other conflict.
Note 2. Personal Interests can also include business involvement/company directorship or trusteeships or family or close connections to the governor (for example a company the school might have contracts with).
Examples (potential conflicts):
• A governor whose spouse/partner is employed by the school – Should not take part in discussion regarding the school’s pay policy or any staffing matter that might impact on their partner. Both direct and indirect decisions might impact on the salary range of senior staff e.g. increasing pupil numbers.
• A governor involved with any committee group, business or after school club who hire part of the school – Should not be party to discussion involving the use of the school or their charging policy.
• A governor who is a supplier of goods or services to the school – Should not take part in decisions regarding the letting of contracts for that type of goods or services where a sub-contract relationship might exist.
The register of governor interests must also include details of attendance record at the governing body meetings and committees over the year and reviewed and updated on an annual basis indicating also when a governor steps down.
Associate governors must be included on the register and it should be clear when they have voting rights.
The school is required to maintain a similar register of staff interests that should also be reviewed annually – as specified in the NCC code of conduct. Staff had previously been included with the governor’s declarations but in light of the governing body register of interests being required to be published on the school web site, a separate register should be drawn up. Staff governors will need to be included on both registers.
Arrangements made by the governing body relating to the treatment of complaints:-
If a parent/carer of a child with special educational needs feels that a complaint needs to be made against school relating to the provision made for their child, they will need to follow these procedures.
The parent/carer must initially contact the Chair of Governors via school.
An appointment will then be made to meet with the Chair of Governors, the SEN Governor and a school representative, normally the Head Teacher or Deputy Head Teacher.
At the meeting, chaired by the Chair of Governors, school will be able to give their reasons for how provision has been made for the child, the parents/carers will then give their views.
The Chair of Governors and the SEN Governor will then review both sides of the complaint and inform the parents/carers as to whether or not the complaint will be dealt with further or to resolve the complaint at the meeting.