What does the Governing Body do?
The Governing Body at Carr Hill Primary School is made up of members of the local and school community, all acting on a voluntary basis. We have a mixture of local authority, parent and staff governors as well as members who have been co-opted from the local community. Each member brings a different perspective and set of skills to the governing body.
We are responsible for ensuring that the school is run to promote pupil achievement and constantly striving to make sure every child reaches their full potential.
We provide strategic management, act as critical friends and ensure accountability. We work closely with Mr. Moore, the Head Teacher, who is responsible for the day-to-day management of the school.
We are required to have a strong 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 the performance management of staff; and;
- Overseeing the financial performance of the school and making sure its money is well spent.
When a school is inspected by Ofsted, its governing body will be required to show evidence that governors conform to these three core functions.
The Make Up of the Governing Body at Carr Hill Primary School
In July 2015 we amended our instrument of government (which sets out the size and composition of our governing body) to allow us to increase the number of governing body members to 19 as follows:
6 parent governors (who are elected by parents and carers of children at the school);
10 co-opted governors (who are appointed by the governing body based on their skills and experience);
1 Local Authority governor (who is nominated by the Local Authority and appointed by the governing body based on his/her skills and experience);
1 Staff governor (who is elected by staff at the school);
The Head Teacher (who is a permanent member of the governing body)
As well as attending formal governing body meetings, we all play an active part within school and attend governor training sessions on various educational issues to help us in our role. We are also responsible for ensuring that school policies are reviewed regularly, ensuring compliance with relevant regulations/legislation.
Most importantly, we each have particular monitoring roles within the school. Roles are selected based upon individual interests and key strengths in specific areas of the curriculum or aspects of school.
Find out more about the Governing Body Members including their key areas of responsibility.
Find out more about recent Governing Body Monitoring of the school.
Find out more about Governing Body Meetings.
Contacting the Governors
If you would like to make contact with a member of the Governing Body, please leave a message at the school office and we will get back to you. Details of how to contact the school office can be found on our Contact Us page.
Governor monitoring of the school
Listed below are some of the monitoring activities that individual link governors have carried out in recent months. We have listed them under the following three headings, which relate to the three core strategic functions of the governing body:
1. Ensuring clarity of vision, ethos and strategic direction.
• We have worked with staff to ensure the school's vision for the school is clear, understood and shared by all stakeholders. It should also be embedded in every aspect of school life. We have incorporated these into the very beginning of our School Improvement Plan.
• Using our Governance Review, we have re-set the strategic direction of the school to focus more keenly on the educational performance of our pupils and provide greater challenge for the head teacher and other staff.
• We have also reviewed the school's Home / School Agreement and felt it was important to add some clear governor commitments, to sit alongside what we expect of staff, pupils and parents.
• We have carried out a review of Behaviour for Learning across the whole school.
• We have carried out a review of the Leadership and Management of the school and overseen the re-organisation of senior leadership to provide new leaders in every one of the four phases within school (Early Years, Key Stage 1, Lower Key Stage 2 and Upper key Stage 2).
• We have carried out a review of the practice in Early Years prior to our re-organising this phase of the school. A further monitoring visit will take place in Autumn Term to judge progress.
• We have carried out a monitoring visit to check upon our school’s Safeguarding procedures.
2. Holding the head teacher to account for the educational performance of the school and its pupils, and the performance management of staff.
• We carried out reviews with the Head Teacher to check the objectives we set for him when we carry out the full appraisal in October. During committee meetings, we scrutinised the current data on our children's achievement and progress and looked at the impact new arrangements were having. We also received reports on the quality of teaching across school.
• We have been working with the SEND co-ordinator to check what support and interventions children with special educational needs are receiving, how they are recorded and what measurable impact they are having on the progress of the children.
• We met with Head Teacher to check the safeguarding procedures are being followed in line with the school's policy and government regulations. This included checking that all staff had been trained, pupil records were being maintained correctly and that all the necessary DBS child protection checks had been carried out and recorded.
• We sat in on one of the tests our Year 6 children took as part of their national Key Stage 2 SATS and checked that the test was administered in line with government guidelines.
• We came into school to check that the behaviour for learning of our children is ‘good’ using the OfSTED guidance and descriptors. We also looked at whether behaviour is managed effectively.
• We came into school to review the impact the changes to our teaching has made. The use of teacher coaching and the ‘Big Question’ was reviewed as a part of this review and found to be having an impact in providing a consistency in our teaching right across the school.
• This year the spotlight is firmly on our children's academic outcomes. Improving reading and mathematics standards are priorities in the school development plan and this continues to be key focus for governors. We have been looking at the new strategies and teaching initiatives that have been introduced to help our children get better at reading comprehension and maths and whether it seems to be working.
3. Overseeing the financial performance of the school and making sure its money is well spent.
• We have attended meetings with the Head Teacher, Business Office Manager and the local authority to set a budget for the school in 15/16 which will enable us to have a sustainable staffing structure and resources in place that will help the school continue to improve. We have been looking at the ways in which the pupil premium funding is spent to support the children it is intended for and the way in which it is hoped this will have an impact on their performance.
• We've been reviewing good practice guidance and online toolkits to determine the most cost effective way of using pupil premium to help raise attainment of our children from disadvantaged backgrounds. An independent LLE (Local leader in Education) has reviewed our work over a period of two terms to monitor the effectiveness of our Pupil premium spending.
• During each term there are four formal meetings of the governing body:
Meeting of the Full Governing Body
Meeting of the Finance and General Purposes Committee (F&GPC)
Meeting of the Strategic Development Committee (SDC)
Meeting of the Pupils and personnel Committee (P&PC)
In addition to these meetings, governors will regularly visit school to monitor different aspects of the school, as well as form smaller working groups when we need to focus on particular projects.
Each term, performance data is interrogated to focus on analysing the attainment and progress our children are making throughout the year and making sure that everything possible is being done to help them reach their full potential.
Detailed below you can see what is discussed by the full governing body and what areas are delegated to each committee. You can also see which governors are members of each committee, their attendance during 2015/16 and you can download minutes of the meetings once they have been approved.