Outstanding Governance OFSTED Governing Body development Actions Responsibility Success Criteria OFSTED (Impact on Learning Outcomes and links to the School Development Plan) Evaluation Time scale Leadership and management To work effectively with leaders to communicate the vision, ethos and strategic direction of the school and develop a culture of ambition To develop a governing body action plan that works with all stakeholders to ensure that the vision, ethos and strategic direction of the school is the focus of the development of the Governing Body. To conduct an audit of Governing Body effectiveness and use this information to highlight areas of weakness and areas for improvement for the Governing Body. To write an action plan. Governor Skills Audit completed for all Governors. To plan for an effective governing body with a view to future succession. place. All Governors to attend training by Wiltshire Governors Service. Simon Watkins TBA SDP Governors have clear roles and responsibilities and are actively involved in ensuring high pupil outcomes That the Governing Body can support the head teacher effectively to implement the vision, ethos and strategic direction of the school developing a culture of ambition. Evaluation Dates GBM meetings 5/10/17 7/12/17 1/3/17 26/4/17 Term 1 TBD
To understands the strengths and areas for development of the Governing Body. To ensure that new governors are promptly inducted and are supported to quickly become confident in their role. To ensure that new and existing Governors to fully understand the roles and strategic responsibilities associated with being a Governor and feel well supported. The Chair of Governors to have attended appropriate training. All other Governors to attend a range of training appropriate to their role in the GB. All other Governors to attend a range of training appropriate to their role in the GB. An induction pack for new Governors is created. All Governors to be aware of their training needs and to take up training where required. MM/MJ An Induction pack created and to be given to all new Governors. 2/9/17 That the Governing Body understands their strengths and areas for development and is able to plan for effective governing The governing body is well trained to collectively fulfill its responsibilities. New governors are promptly inducted and are supported to quickly become confident in their role. That the Governing body through high quality professional development can work effectively with Leaders. Consistent by Oct 2017 Embedded in practice by Dec 2017
To ensure that governors are transparent and accountable, including in recruitment of staff, governance structures, attendance at meetings and contact with parents. Ensure that all the requirements to publish statutory information online have been met. Check the website is up to date Review DfE guidance about requirements for publishing information online. To improve the writing of minutes for committee meetings to reflect accurately the governors high quality questioning and challenge. Review DfE guidance about requirements for publishing information online. Upload information onto the school website as required, and keep the website content under regular review. Update Edubase with required governor details. That the scheme of delegation is used effectively to plan the agendas of committee meetings. The minutes taken at committee meetings to be detailed and challenging questions asked by governors to be highlighted. SA to liaise with clerk, HTand admin staff 27/9/17 MJ to ensure all Governors are using the scheme of delegation. MJ to monitor the writing of minutes. RH and GB to join the Resources Committee RH (an experienced Governor) to support the leadership of the Governing Body Governors will be legally compliant with regulations Consistent by Oct 2017 Embedded in practice by Dec 2017
Achievement of pupils To provide support for an effective headteacher by understanding the issues facing the school. To provide a balance of challenge and support to leaders, understanding the strengths and areas needing improvement at the school. To ensure that assessment information from leaders provides governors with sufficient and accurate information to ask probing questions about outcomes for pupils To ensure school sets high standards for improvement by monitoring and evaluating: That pupils’ progress within school and against national standards is clearly understood. That school’s development plan is clearly focussed on school improvement Governors to be involved in the writing of the SDP at TD day. 2/9/17 Monitor SDP at every FGB and challenge when deadlines are not met. Members of the TandL Committee attend analysis of data training to ensure that they fully understand the new assessment in schools. Chair/Vice MJ or MM to attend meetings with the School SIP 6/7/17 That detailed analysis of data is discussed, supported and challenged at Teaching and Learning TD day 2/9/17 Evaluation dates for SDP MJ/MP 9/1/18 23/3/18 10/7/18 MJ and MM 7/17 Teaching and Learning Committee Chair/Vice MJ or MM 6/7/17 Teaching and Learning lead Governors SDP Despite temporary changes in the leadership team, outcomes for pupils improve in 2017/18 and are in line with school targets (see P12-15) Governors have clear roles and responsibilities and are actively involved in ensuring high pupil outcomes The leadership team have reviewed the way staff are monitored, challenged and supported to help children achieve the highest outcomes Consistent by Sep 2017 Embedded in practice by Dec 2017
To know how leaders and governors have spent the pupil premium, their rationale for this spending and its impact. To know about any differences made to the learning and progress of disadvantaged pupils as shown by outcomes data Committee Meetings Governors to receive regular updates on the achievement of PPPs compared to none PPP termly.) If gaps are not continuing to narrow Governors to challenge the impact of the action plan and thus spending of the Pupil Premium at Governor Meetings That the School website clearly shows how Pupil Premium money is used and how this has impacted on outcomes for PP children. Governors to talk to Pupil Premium pupils to discuss the impact the funding is having on the quality of education they are receiving. MJ and MM 6/7/17 HT/Chair of Committees and FGB Teaching and Learning Committee. SEN Governor MF and MP 27/11/17 That Governors have a consistent focus on improving outcomes for all pupils, but especially for disadvantaged pupils. They are uncompromising in their ambition. That the governing body clearly understands the strengths and areas for improvement in the school and can support leaders in striving for improvement. Consistent By Oct 2017 Embedded in practice Dec 2017
Quality of teaching To ensure that Staff reflect on and debate the way they teach. That staff feel deeply involved in their own professional development Leaders have created a climate in which teachers are motivated and trusted to take risks and innovate in ways that are right for their pupils. To ensure that Professional development is appropriate, linked to the SDP and results To ensure that staff feeling motivated and confident to deliver an outstanding curriculum with the skills required in all aspects of their education. Regular feedback from Head Teacher and subject leaders to Governors on the quality of teaching and learning and pupil progress. Staff All Governors/HT Teaching and Learning Committee Initial dates English MM 31/7/17 Maths MJ 18/10/17 Further dates will be arranged SDP Subject leaders routinely check on the quality of teaching in different subjects in order to share ideas that would help teachers deliver outstanding lessons. (OFSTED action point) Governors have clear roles and responsibilities and are actively involved in ensuring high pupil outcomes Assessments in non-core subjects (especially history, geography and science) show that children are learning and retaining a greater range of knowledge and skills through a revised curriculum Embedded in practice by Dec 2017
To understand how the school makes decisions about HT/teachers’ salary progression and performance. The broad and balanced curriculum inspires pupils to learn. The range of subjects and courses helps pupils acquire knowledge, understanding and skills in all aspects of their education, including the humanities and linguistic, mathematical, scientific, technical, social, physical and artistic learning. That staff performance is monitored and through professional development and support is targeted towards outstanding outcomes. To know the school well and carry out monitoring visits which help them make informed decisions, ask searching questions and provide support That the money spent on professional development has the impact of raising standards for all pupils. That staff feel motivated and trusted in ways that are right for their pupils. Governors have created a culture that enables pupils and staff to excel. That governors use incisive performance management that leads to professional development that encourages, challenges and supports teachers’ improvement. Teaching is highly effective across the school. Governors, using performance data to hold the school to account Consistent Sept 2017
Behaviour and safety of pupils To ensure that Safeguarding is effective. To ensure that leaders and managers have created a culture of vigilance where pupils’ welfare is actively promoted. To ensure that Pupils are listened to and feel safe. To ensure that Staff is trained to identify when a pupil may be at risk of neglect, abuse or exploitation and they report their concerns. To ensure that Safeguarding is effective. Complete annual safeguarding survey with HT and submit to LA Draft safeguarding policy Review child protection policy At least 1 governor to have attended safer recruitment training and be involved in all selection and interviewing processes. All staff members are up to date with child protection training. To ensure that children feel safe All safeguarding policies and procedures are up to date and Safeguarding Governor. SA Meeting with staff 27/9/17 More dates to be arranged SDP School to be judged as outstanding on LA safeguarding audit That safeguarding is effective and there is a culture of vigilance where pupils’ welfare is actively promoted. Pupils know that they will be listened to and feel safe. Consistent by Oct 2017 Embedded in practice by Dec 2017
To ensure that leaders and staff work effectively with external partners to support pupils who are at risk or who are the subject a plan To ensure that Leaders’ work to protect pupils from radicalisation and extremism. carried out. Interviews conducted by Governors/HT who hold safer recruitment certificate. Interviews with children show that children feel safe That all teaching staff and some governors have completed the online Prevent training. That Safeguarding is to be a standing item at each Governor meeting. MJ and MP Next interviews 6/10/17 Safeguarding training 29/9/17 Embedded in practice by May 17
Early years provision Governors to monitor the use of continuous provision in the EYFS, alongside the use of the outdoor area and its impact upon learning. Governors to support the smooth transition of a new Early Years teacher covering the maternity Leave and ensure that the outstanding provision is continued. Governors to be confident in the school’s baseline and end of year assessment Regular Learning Walks completed in Autumn Spring 2017and Summer 2018. A link governor to liaise regularly with the NQT. Governors to scrutinise the data at the Tand L meeting. A link Governor to meet with EYFS leader and learn how the baseline assessments were completed Early Years Governor MM Teaching and Learning Committee SDP Despite temporary changes in the leadership team, outcomes for pupils improve in 2017/18 and are in line with school targets (see P12-15) Governors to understand the need and impact of providing all children within the EYFS with a nurturing, creative, engaging and motivating learning environment. Governors to witness the outdoor area being used to its full capacity and how the changes last year are having a positive impact on progress. Governors to be fully conversant with the baseline assessment and how Early Excellence Consistent Nov 17 Embedded in practice Dec 17 Embedded in practice by Feb 18