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:
- 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
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 2021/2022
The Governing body is constituted as follows:
- 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)
- 16th March 2022 - Full Governors Meeting
- 26th January 2022 - Full Governors Meeting
- 17th November 2021 - Full Governors Meeting
- 6th October 2021 - Full Governors Meeting
- 17th June 2021 - Full Governors Meeting
- 28th April 2021 - Full Governors Meeting
Governor details including name, business interest, relationship with school staff plus governor role elsewhere
Term of Office
2020 - 2021 Meetings
|Governing Body||4 year 2020 - 2024||2/2|
|Kai Forder||Co-opted||Governing Body||4 year 2021-2025||1/1|
|Governing Body||4 year 2020-2024||2/2|
|Rebecca Hyder||Co-opted||Governing Body|
Amy Taylor -
Community Paediatrician, Chair of Governors at Archbishop Cranmer CofE Academy
Finance committee - Gareth Hicks (Chair), April Corey (Vice Chair), Cheryl Steele (Headteacher). Also in attendance Elizabeth Eyre (School Business Manager) who does not have voting rights.
Pay committee – April Corey (Vice -Chair), plus 2 non staff members of the governing body.
Pay appeal committee – Chair, Gareth Hicks, plus two non staff governors.
Pupil discipline committee – Chair or Vice-Chair, plus two non staff members of the governing body.