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Governors

Rosehill School Governors Impact Statement 2020/21

 

The governing body at Rosehill School works to meet the requirement set nationally by government for governing bodies. The role is a fundamental part of the leadership of the school and as such we aim to make our school the very best it can be for the benefit of all of our pupils. We constantly strive to raise standards in accordance with Rosehill School’s vision statement which is, “To provide a specialist provision that enables every learner to achieve the best possible outcomes in learning, social and emotional wellbeing, in order to fulfil their true potential and participate fully in society”.

 

The government requires the governing body to be a dynamic group of highly skilled individuals who focus on supporting the Headteacher and all the staff to shape the strategic direction of the school.

 

We focus on three main tasks:

 

  • Ensuring clarity of vision, ethos and strategic direction
  • Holding the Headteacher and senior leaders to account for the educational performance of the school
  • Overseeing the financial performance of the school and making sure the money is spent well

 

Impact of full Governing Body meetings

Governors attend two full governing body meetings each term. In addition, there is a finance committee that meets regularly to scrutinise financial matters and report back to the governors. each governor is linked to one of the four self-evaluation areas and the school development plan.

 

Before governor meetings take place, each governor meets with the appropriate member of staff to find out more details about their area of responsibility. A report is then written and presented at the next full governing body meeting. The impact of this is that governors are much better informed, can ask important questions and can therefore hold leaders to account for standards in their area effectively. Evidence of this can be found in governing body minutes.

 

Impact of Support and Challenge meetings

In November 2019, governors established Support and Challenge meetings to take place each half term as a minimum. The key focus of these meetings is to take time to monitor the quality of the school’s self-evaluation (SEF) and also monitor the implementation of the school development plan (SDP). Governors report back findings to full governing body meetings. The impact of this initiative has been a much sharper focus on the SDP and SEF as well as on the pace of improvements in school. It also ensures that the focus is on the right priorities for the school at this stage in its development.

 

This process continued during the COVID-19 period.

 

Impact of Budget scrutiny

The school budget is scrutinised and reviewed in detail at the full governing body meetings. Governors review end of year budgets, attend pre-budget meetings and question deficit/surplus balances. We also scrutinise the effect of pupil numbers on the budget. The impact of this is that governors agree and approve the school budget and ensure that finances are used efficiently and effectively across school. In addition, the governors ensure the Headteacher and school business manager are reporting the impact of best value for money systems.

 

Impact of training

All members of the governing body have and continue to receive training. The impact of this is that the governing body are kept abreast of their responsibilities regarding the latest requirements and expectations. Learning and actions from this training are shared at full governing body meetings and this has helped to inform the work of governors.

 

Recent training has included:

 

  • Safeguarding
  • Support and challenge
  • Effective monitoring
  • The role of the governor
  • Staff well-being and workload
  • Quality first curriculum
  • Safer recruitment
  • Governor induction
  • Essential knowledge for effective governance
  • Health and safety

 

Headteacher appraisal

The governing body carries out Headteacher appraisal annually and ensures this is in line with national requirements. Governors have undertaken Headteacher appraisal training and with expert assistance from an education adviser, the appraisal is carried out. This process allows us to look closely at the performance of the Headteacher, have discussions about areas of strength and if necessary, those for development. New targets are set against criteria which the Headteachers’ performance will be evaluated. The impact of this is that governors have good understanding of the Headteacher’s performance as measured against the National Standards of Excellence for Head Teachers.

 

Other impact across the School

As governors we celebrate the fantastic work around school and provide challenge and support in areas that can improve and monitor progress in all areas.

 

  • Recruitment - Governors have completed “safer recruitment” training and have contributed to the recruitment process ensuring that the school is able to recruit the right staff for the pupils.
  • Link governors have specific responsibility for specific areas of interest within school. Each governor conducts a monitoring visit to review their area and produced a report which has been shared with the full governing body. This makes sure that governors have good details on which to make important decisions and can also raise important questions about standards where necessary.
  • Progress and attainment. Governors have been able to develop clear understanding of the rates of progress and attainment of pupils in school through information provided by school leaders. The impact of this is that governors are aware of how well pupils are achieving and where there are issues, challenging questions can be asked to ensure that any identified problems are addressed in a timely manner. This ensures that all pupils make good progress.
  • One governor joins the senior leadership team on a termly basis to look at pupils’ work. The impact of this is that best practice examples are identified and senior leaders shared this with staff more widely across school and this subsequently raised expectations.
  • Governors continue to monitor policies throughout the year including safeguarding policies. The impact is that all policies are kept up to date, parents and staff are very well informed about expectations and it also ensures compliance with statutory duties.

 

NB. This impact statement was approved by the FGB at the meeting on 1st October 2020.

Meet The Governors of Rosehill School 2020/2021

The Governing body is constituted as follows:

 

  • Headteacher
  • 1 Local Authority Governor
  • 1 Staff Governor
  • 2 Parent Governors
  • 5 Co-opted Governors
  • 1 Associate Governor

 

Individual Governors have areas of responsibility such as Leadership and Management, Safeguarding, Finance, Health & Safety, GDPR, Premises Development and Governor Training.

 

Dates for meetings (2020-2021)

  • 28th April 2021 - Full Governors Meeting
  • 10th March 2021 - Full Governors Meeting
  • 3rd February 2021 - Finance Meeting
  • 27th January 2021 - Full Governors Meeting
  • 19th February 2021 - Finance Meeting
  • 18th November 2020 - Full Governors Meeting
  • 11th November 2020 - Finance Meeting
  • 1st October 2020 - Full Governors Meeting
  • 22nd September 2020 - Finance Meeting

 

Governor details including name, business interest, relationship with school staff plus governor role elsewhere

Category

Appointed by

Term of Office

Attendance

2020 - 2021 Meetings

Role/Responsibility

Christopher Reynolds -

Project Director for Excellence in Assessment, Chartered Institute of Educational Assessors, Vice Chair Board of Directors at St Thomas Aquinas Multi Academy Trust and occasional Consultant for Nottingham City Local Authority

Co-opted

Governing Body

4 year

2017-2021

2/2

Chair

  • Finance
  • GDPR
  • Performance Management

Jonny Kirk -

Service Manager, Nottingham City Council

Local Authority Local Authority

4 year

2018-2022

2/2

Vice Chair

  • Health & Safety and Premises

Helene Denness -

Consultant at Nottingham City Council

Co-opted

Governing Body

4 year

2019-2023

(resigned 07.12.2020)

1/2
  • EYFS
  • Pupil Health and Emotional Wellbeing

Sharon Harris

 

Staff

Governing Body

4 year

2019-2023

1/2
  • Staff Wellbeing and Workload
  • Equalities

Joanna Lawson

Co-opted

Governing Body

4 year

2017-2020

0/2
  • Safeguarding
  • LAC
  • Attendance
  • Pupil Premium

 

Sibusisiwe Madangombe

Parent

Governing Body

 

4 year

2017-2020

 

1/2
  • Policies
  • Cultural Capital

Cheryl Steele

Headteacher

Governing Body

4 year

2017-2020

2/2
  • Staff Development
  • Training & CPD

Amy Taylor -

Community Paediatrician, Chair of Governors at Archbishop Cranmer CofE Academy

Co-opted

Governing Body

4 year

2017-2021

0/2
  • Behaviour and Attitudes

  Gareth Hicks

Co-opted Governing Body

4 year

2020-2024

2/2
  • Curriculum
  • Standards
  • Assessment and Progress
  April Corey Associate Governing Body

4 year

2020-2024

1/2
  • Careers
  • Work related learning
  • Qualifications
Natalie Kenneison Co-opted Governing Body 4 year 2020-2024 1/2  

 

Finance committee - Christopher Reynolds (Chair), Jonny Kirk (Vice Chair), Cheryl Steele (Headteacher).  Also in attendance Elizabeth Eyre (School Business Manager) who does not have voting rights.

Pay committee – Vice Chair, Jonny Kirk, plus 2 non staff members of the governing body.

Pay appeal committee – Chair, Christopher Reynolds, plus two non staff governors.

Pupil discipline committee – Chair or Vice-Chair, plus two non staff members of the governing body.

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