Governor
School VisitsPolicy

The Japanese School

Approved by: SMC

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Date: February 2024

Last reviewed on:February 2024

Next review due by:February 2025

Version Number
1.02

Modified By
KOModifications MadeUpdate

Date Modified
09/02/2024

Contents
1. Aims .............................................................................................................................................................. 3
2. Guidance and scope ..................................................................................................................................... 3
3. Visits programme .......................................................................................................................................... 3
4. Before a visit ................................................................................................................................................. 4
5. During a visit ................................................................................................................................................. 4
6. After a visit .................................................................................................................................................... 5
Appendix 1: Template report for a monitoring visit ...................................................................................... 6Appendix 2: Template report for a learning walk ......................................................................................... 8

1. Aims
This policy aims to set and maintain standards of conduct that we expect all governors to follow when making
visits to the school. Governors do not have an automatic right to enter the Japanese School in London. Whenthey do so, they are invited guests.
This policy sets out the procedure which all governors are expected to follow when visiting the Japanese Schoolin London and how they are expected to report back on that visit to the governing board.
By creating this policy, we aim to ensure that all governors understand their role and purpose so school visits area productive and enjoyable event for all involved.

2. Guidance and scopeThis policy takes account of best practice and guidance from the Governance Handbook (section 3.4.2).

2.1 Governors are observers
Boards must know their schools in order to maintain robust accountability. Through pre-arranged visits that havea clear focus, governors will:Observe whether the school is properly implementing school policies, and actions from the school improvement
planObserve how those procedures are working in practiceHave the opportunity to gather the views of pupils and staff

2.2 Governors are not inspectors
Governors:
Will not assess the quality of teaching and learning in the classroom
Will not manage the school or interfere in the day-to-day operations of the school
For those governors who wish to spend time in a classroom, they will make their purpose in doing so clear.

3. Visits programme
Governors will carry out regular school visits in order to meet the board’s statutory obligation to monitor theschool’s effectiveness.
There are 2 types of visits:
Formal monitoring visits, where governors discuss the progress of the school in a particular area with therelevant staff member
Learning walks, where governors will go around the school with the relevant staff member to get a feel for aparticular area and are likely to talk to a range of staff members and pupils

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Governors will carry out school visits according to the following schedule:
The annual schedule shall be proposed by the Secretary to the School Management Committee.

3.1 Governors for health and safety, special educational needs, and safeguarding
These governors will attend:
A termly 1:1 monitoring visit with corresponding staff leads
Ad-hoc meetings as required or requested on issues specific to their areas of responsibility

3.2 Subject lead governors
Subject lead governors will attend:
A monitoring visit with the subject lead in September/February/May
A learning walk in October/March/June

3.3 All governors
All governors will:
Carry out at least 1 learning walk each term
Attend at least 1 school assembly in the year
Attend at least 1 educational visit in the year

4. Before a visit
Governors will:
Notify the headteacher and the chair before scheduling a visit, even if the headteacher will not be involved inthe visit. They should be made aware as a matter of courtesy
Schedule an appointment with relevant members of staff in order to avoid friction and ensure visits are scheduled for times that are mutually convenient. Generally, governor visits are more productive when conductedduring a school day
Be sensitive to the numerous demands staff have on their time
Clarify the purpose of the visit in advance with the chair, the headteacher and/or relevant member of staff
Send questions in advance to the staff member, so everyone can feel properly preparedBe familiar with the school’s safeguarding policies and procedures

5. During a visit
Governors should know how to conduct themselves appropriately during visits in order to minimise disruption for
staff and pupils and to receive the maximum benefit from the time spent.
Governors will:
Be on time and meet with the headteacher ahead of the visit
Always wear a visitor’s badge
Use the agreed recording method for the visit. Photographs and videos are to be avoided unless specificallyagreed with the headteacher for a specific purpose
Remain as observers; they are not there to pass judgement on staff or inspect them
Ensure all parties are clear about why a governor wishes to spend time in the classroom, if they wish to do soCheck with teachers before speaking to pupils
Pass on any concerns the staff raise with the relevant people4

Be friendly but professional and dress appropriately, bearing in mind the standards of dress set for teachers andpupils
Governors will not:Pass comment on classroom practice or any specific incidents that happen, judge teaching methods, assess
the quality of teaching, or comment on the extent of learning
Interfere with the day-to-day running of the school
Behave in a manner than would make staff feel that they are there to inspect, e.g. sit at the back of the classroom with a clipboard
Raise concerns in the moment. Governors should note down any concerns they may have and raise them withthe chair of governors or headteacher after the visit

6. After a visit
Governors will complete a written report as soon as reasonably practicable. (see the Appendix 1 and 2)
In completing the report, governors will:
Use neutral language at all times
Remain observational, and describe only what they see
Focus closely on the agreed reasons for the visit, and its strategic role
Once complete, governors will submit their reports to the following people, in the following order:
A more experienced governor for feedback – if they’ve been in place for less than 1 year.
The relevant staff member, both as a courtesy and to check for accuracy
The headteacher, as a courtesy
The chair of the governing board or the relevant committee, as agreed5

Appendix 1: Template report for a monitoring visit
Formal monitoring visits are where a governor discusses the progress of the school in a particular area with therelevant staff member. Use this form as a reminder of what to look for and what to ask.
Part 1: Plan the visit
Name and role ofgovernor(s)Name and role of staffmember(s)Date and time of visit
Agreed focus
Make sure you focus on thisagreed reason for the visit.
Avoid getting distracted byother issues that have notbeen agreed with the memberof staff.

E.g.: To discuss the school’s new strategy to improve attainment of Key
Stage (KS) 2 boys.

Relevant school objective orpriority
This might be taken from theschool improvement plan (SIP)
objectives or the school’s
overarching vision.

E.g.: Percentage of pupils achieving ‘greater depth’ in writing improvesat KS2.

Questions to ask
Note specific questions you
want to ask based on the SIP,or points to follow up on from aprevious visit.
Share these questions with thestaff member you are visitingin advance, so they canprepare.

What is the process for supporting pupils who need extra help?
Have teachers had any training to help them put this into practice?
Search Governor Hub Knowledge for questions specific to the purposeof your visit. For example, you can search for ‘safeguarding questions’.

Part 2: In the meeting
What is the school doing within this area of focus?
Tips:
Ask open questions beginning with ‘what’, ‘how’, ‘when’, ‘how often’, ‘why’, ‘who’ and ‘where’
Don’t be afraid to clarify any terms or acronyms you’re not familiar withRemember you are not there to pass judgement on staff or inspect them – you remain an observer
When writing the report, use neutral language and do not name individual teachers and pupils

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How do you know the school’s actions are having an impact?
Remember:
Include specific evidence that demonstrates the positive impact the school is having in this area
Where a positive impact has not been made yet, note down why that is and what steps are being taken
to make progress
Add any further evidence you would like to see to help you make a better assessment of the impact

What successes stood out and why?

Questions and clarifications to follow up with the headteacher or chair of governors

7Appendix 2: Template report for a learning walk
Learning walks are where a governor goes around the school with the relevant staff member to get a feel for aparticular area. You are likely to talk to a range of staff members and pupils. Use this as a reminder of what tolook for and what to ask.
Part 1: Plan the walkName and role ofgovernor(s)Name and role of staffmember(s)Date and time of visit
Agreed focus
Make sure you focus on thisagreed reason for the visit.
Avoid getting distracted byother issues that have notbeen agreed with the memberof staff.

E.g.: To see the implementation of the new strategy to improveattainment of Key Stage (KS) 2 boys.

Relevant school objective orpriority
This might be taken from theschool improvement plan (SIP)
objectives or the school’s
overarching vision.

E.g.: Percentage of pupils achieving ‘greater depth’ in writing improvesat KS2.

Questions to ask
Note specific questions youwant to ask based on the SIP,or points to follow up on from aprevious visit.
Share these questions with thestaff member you are visitingin advance, so they canprepare.

Ask staff: what do you do if you think a student needs further support?
Ask pupils: if you need help with something, what do you do?
Visit our link governor hub for questions specific to the purpose of yourvisit.

Part 2: On the walkGeneral notes from discussions with staff
Tips:
Ask open questions beginning with ‘what’, ‘how’, ‘when’, ‘how often’, ‘why’, ‘who’, ‘where’ and ‘can you
show me …’Don’t be afraid to clarify any terms or acronyms you’re not familiar with
Remember you are not there to pass judgement on staff or inspect them
When writing the report, use neutral language and don’t name individual teachers8General notes from discussions with pupils
Remember:
Do not ask them for pupils’ views on a specific teacher
Do not record pupils’ names

General notes on the school environment and overall atmosphere
Note:
Whether the governors’ vision of the school is replicated on the groundAny issues with the school site you see, e.g. broken equipment or lack of resources

What successes stood out on the learning walk and why?

Questions and clarifications to follow up with the headteacher or chair of governors

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