Downs Barn School

The three key responsibilities as indicated by OfSTED:

·         Help to shape the direction of the school

·         Rigorously challenge and support leaders and managers and hold them to account for tackling weaknesses and further improving outcomes for all pupils

·         Fulfil  statutory responsibilities(see section 3 of the SEF)

The most effective governing bodies share the following characteristics:

·         Have a comprehensive access to a range of performance data

·         Have the necessary skills to interpret data

·         Have the confidence to challenge areas of underperformance

·         Have a mutually open and trusting relationship with the headteacher

Governor Job Description

·         Know and understand the strengths and weaknesses of the school

·         Monitor the implementation of the school improvement plan and RAP  and seek evidence of the impact of the school’s priorities on pupils’ learning and well-being

·         Be aware of the contents of the SEF and understand the judgements made within it

·         Ask challenging questions of the headteacher and staff

·         Know how well the school is doing in comparison to similar schools (LA profile; Raiseonline)

·         Follow the BPP protocol

·         Attend meetings

·         Visit your link class

·         Be involved in your area of responsibility

·         Attend training

·         Approve the overall budget

·         Decide on the staffing structure

·         Decide on the level of staff pay

·         Ensure the National Curriculum is taught to all pupils

·         Publish national results

·         Be aware of the quality of teaching within the school

·         Use the published strategy for dealing with parental complaints and concerns when appropriate

·         Ensure health  and safety and safeguarding issues are addressed

·         Decide on the times of school sessions

·         Consult the headteacher when making decisions

 

WE ASPIRE TO BE OUTSTANDING

‘Governors make and exceptional contribution to the work and direction of the school. They have high levels of insight and are extremely well organised and thorough in their approach. They are rigorous in ensuring that all pupils and staff are safe. In discharging their statutory responsibilities, they have very robust systems for evaluating the effectiveness of their implementation, keeping the work of the school under review and acting upon their findings. Governors are innovative, flexible and adapt to new ideas quickly, supporting the work of the staff in improving outcomes for all pupils. They are confident in providing high levels of professional challenge to hold the school to account. Governors engage very effectively with parents, pupils and staff as a whole and are well informed about users’ views of the school. They use these views to inform strategic priorities for development.’