APPENDIX ONE – GOVERNANCE ACTION PLAN 2017 -2018

Governance

  • To develop the knowledge, skills and abilities of each governor so that the Governing Body is able to offer an appropriate balance of challenge and support to the School’s SLT
  • To implement the actions identified in the Governing Body Review Action Plan
  • To engage more closely with staff, parents and students so that governors will know and understand the school better and will contribute more effectively to the school’s continued improvement

 

 

Improvement Focus: Leadership and Management
Target G1: To develop the knowledge, skills and abilities of each governor so that the Governing Body is able to offer an appropriate balance of challenge and support to the School’s SLT.
Lead Person and Governors: CoG, Full Governing Body
Outcomes
  • Governors have a better knowledge and understanding of their role
  • Greater governor involvement in the life of the school
  • Improved quality of challenge and support of school leaders in meetings
  • Governors more effective in all aspects of their role
Actions
  • Each Governor to self-evaluate their current level of knowledge, skill and ability to contribute to the governance of the school and to their own route for improvement
  • CoG to liaise with each governor on this self-evaluation and to support them as necessary
  • CoG to create a Governor Handbook to inform and guide governors in carrying out their role
  • All Governors participate in two in-school training sessions on Safeguarding and on Governor Visits
  • Each Governor participates in at least one other training session that is appropriate to their experience and their committee membership
  • Each governor considers how they can contribute to meetings more effectively in light of their training
  • Each governor to contribute in their role as Link Governor to subjects/departments through an established programme of visits
  • Governors with specific roles; e.g. Safeguarding, Website supervision to contribute proactively
  • Each governor will engage with other school events such as Open Evening and Parents Evenings
Review Criteria
  • Governors will be able to display a greater knowledge of the school’s strengths and areas for improvement
  • Minutes of meetings will evidence this knowledge and appropriate, informed challenge and support of school leaders
  • Staff and students will have a greater knowledge of who the governors are and what they do
  • Governance will be judged as good by external reviewers in Summer 2018
Improvement Focus: The Governance of the School
Target G2: To implement the actions identified in the Governing Body Review Action Plan
Lead Person and Governors: CoG, Full Governing Body
Outcomes
  • Governors will have a clear vision of the school’s ethos and an understanding of its strategic direction
  • There will be clear evidence that the Governing Body is holding the headteacher to account for the educational performance of the school and its students
  • The Governing Body will be effective in overseeing the financial performance of the school and making sure its money is well spent.
  • Governance practice will be better understood by governors and they will be able to evaluate their own practice accurately
Actions
  • Ensure more thorough governor involvement in strategic planning and school evaluation of performance to fulfil their core statutory duties.
  • Establish a robust GB annual plan, fully aligned to the SIP and core strategic objectives, to provide focused committee agendas clearly linked to essential reporting dates within the school calendar.
  • Review and define all roles and responsibilities to ensure COG, all Chairs of committees and link governor responsibilities are better aligned to planned outcomes in the SIP with monitoring timescales linked to the school business calendar.
  • Rewrite the Code of Conduct to ensure greater governor accountability, comply with Edubase requirements and establish a cycle of regular governor audits of the school website.
  • Establish more robust governor monitoring and reporting procedures through an agreed programme of link visits and reports, reflected in the SIP. This will provide a stronger evidence base of governor activity, including governor checks on the Single Central Record.
  • Ensure minutes more consistently provide an effective tracking process for further governor action and improve governor awareness of key decision making processes.
  • Agree the format and content of the head’s report to support focused monitoring of performance and links to the head’s performance targets
  • Together with the head, agree the format and content of the Governor Visits Policy and reporting process, to ensure more consistent feedback to all governors, allow trend analysis of specific areas in the SIP and provide a strong evidence base for governors’ contribution to the SEF.
  • Clearly include evaluation of the impact of governor action and monitoring of school performance in the SEF.
  • Attend training on relevant aspects of financial reporting, including the completion of SFVS audit report and the use and impact of Pupil Premium spending. Finance committee members must attend and others are advised to do so.
  • Ensure that minutes more effectively show governor focus on the use of additional funding streams like Pupil Premium and Year 7 Catch up.
  • Obtain and circulate advice from The Key, NGA, local Chairs’ Service briefings and local secondary governing bodies.
  • Use benchmarking reports and research (e.g. Sutton Trust) to fully understand the effect of interventions on student outcomes
  • Against an agreed list of skills required, regularly audit the skills of all members to identify gaps, inform planning of training and focused recruitment to the board (see Competency Framework for Governors)
  • Conduct and evaluate self -review of individual governor performance to identify further training and development needs.
  • Support and monitor the SLT in their establishment of more responsive systems to hear from staff and parents- for example the use of questionnaires and governor feedback forms at parents’ evenings.
  • Include a tracker system to record planned actions in the minutes to provide greater focus on planned actions and minimise slippage. Introduce annual cycle of clerk’s performance management.
  • Improve communications processes so that all governors have a better understanding of the impact of school relationships-e.g.:   circulation of briefings notes, wider attendance at local meetings and more information from the head on local links
Review Criteria
  • Governance will be judged as good by external reviewers in Summer 2018