Brockley Primary School Review of Governance Action Plan

21^st September 2017

The Improving Governance Action plan is designed to be a starting point for prioritising the work of the Governing Board to enable them to ensure Leadership & Management is Good. This is a “live” document and Governors should use all of the output from the summary report, the self-review discussions and the self-review evening to ensure that, over time, all areas are addressed NOT just those in this document.

Priority for improvement 1 : Increase efficiency and effectiveness of the governing board  (organisation and meeting content)

Governor  vacancies

New Clerk

Re-run parent governor elections. If no applicants consider appointing parent governors.

Recruit new clerk to governors (training may also be required post appointment)

End of autumn term 2017

Head and Chair

Governing Board has no vacancies allowing an effective, fully functioning governing board with membership large enough to accommodate delegated committees.

Recruitment of clerk allows governors to focus on meetings and ensures administrative aspects of governance are efficient and effective.

Review of committees needed to function effectively

Committees operating with FGB agreed delegated responsibilities

Coordinated, interlinked FGB and committee meetings schedule.

Full review of committee structure, working practices, responsibilities and functions.

GB work plan and associated meetings schedule drawn up with meetings diaried to address issues when current and pertinent. e.g. SATs results discussion scheduled as soon as national/local comparators are available, T and L committee meetings arranged asap after pupil data info has been collected.

Ensure all meetings minuted, visit reports are completed and governors receive all meeting minutes, reports and governor visit reports.

Work to commence immediately with a view to new committee structure approval in October 2017

Work to commence immediately

Chair, Head and Clerk

Committee requirements reviewed and specific committees agreed which reflect the needs and working practices of the FGB and school. Roles and responsibilities (including delegations) of each committee agreed by FGB.

Detailed, time relevant, Interlinking committee and FGB meeting dates schedule in place. Meetings aligned to allow feedback from committees to FGB in a timely manner (i.e. committee meetings taking place 2 to 3 weeks before FGB to allow minutes to be produced and circulated with FGB agenda).

Annual plan produced at the start of each academic year which has outline of work of each committee (e.g. policy review, monitoring activities etc.) and a full calendar of meeting dates and times.

Meeting agenda planner devised to help identify school specific items that need addressing throughout the year.

All main committees meeting regularly (at least termly).

All meeting and/visit reports received by all governors for discussion at FGB meetings

Policy spreadsheet complied containing details of policies for review, date of last review, date next review due and by whom.

Review and compile new committee ToR.

Ensure that committees work independently under their own individual ToR with clearly delegated responsibilities and committee minutes are issued with subsequent FGB agenda to allow considered questioning from non-committee members.

Formulate new committee ToR which clearly defined delegated responsibilities.

Committee chairs lead committee feedback at subsequent FGB meeting.

Committee minutes are issued with subsequent FGB agenda.

Work to commence immediately with a view to ToR approval October 2017

FGB decision on ToR content and delegated responsibilities led by Chair

New committee ToR in place.

Structured committee meetings take place which operate by their ToR which contain appropriate delegated responsibilities.

Agended committee reports and questioning item on FGB agenda. Item led by relevant committee chair.

Committee minutes circulated with FGB agenda to allow governors to consider and formulate questions.

Priority for improvement 2:  Monitoring & evaluation

Evidence of governor active participation in monitoring activities linked to SIP.

(and documented evidence of reports).

Governors need to demonstrate monitoring of the impact of the school improvement plan and governor activities.

Governor monitoring plan produced either as an appendix to SIP or incorporated as monitoring activities points within the SIP itself.

Governor visit, monitoring and learning walk activities (linked to SIP) carried out  by governors are reported back using visit report forms, discussed and minuted at FGB meetings

Monitoring plan completed by October 2017

Evidence of monitoring, challenge and discussion taking place by end of autumn term 2017 in order to be fully compliant by end of spring term 2018

HT and Chair

Increased governor monitoring activities taking place with reports back to FGB and impact considered.

Regular review/monitoring of SIP (and its impact) is taking place by governors and actions taken at appropriate times. Evidence of this is detailed within meeting minutes and/or documentation.

SIP contains details of how governors will be monitoring the impact of the action points.

Regular review of impact of budget spending and impact on teaching and learning. i.e. governors are aware of current allocation of finances and the impact on teaching and learning outcomes.

Governors are aware of staff appraisal and CPD impact on teaching and learning.

Governors have first-hand experience and/or knowledge of school systems, pupil achievement, behaviour and safety to corroborate information provided in Headteacher’s meeting information packs.

A variety of stakeholders presenting information to governors at meetings e.g. SENCO, subject leaders, school council etc.( and documented within meeting minutes)

sources and in a timely manner.

Pupil progress and intervention information is shared after each data point capture for analysis, discussion and challenge (T and L committee and/or FGB)

SES and SIP updates and DCC RoV forms regularly tabled as agenda items at FGB and/or committee meetings.

Governors ensure there is follow up on decisions made which impact on Teaching and Learning

Subject monitoring reports presented by curriculum/subject co-ordinators at meetings to allow ‘first hand’ questioning and discussion (these presentations and associated discussion to be reflected in the meeting minutes)

Improvement Priority 3: Governor skills, knowledge and training:

The governing board is able to fully contribute to school improvement by bringing appropriate challenge and the governing board is secure in their scrutiny of assessment data.

Organise training for governing board members as indicated e.g. understanding and interpreting data, support and challenge through effective questioning.

Via LA or other providers.

Members of the governing board to attend DCC strategic briefings each term and information received there is reported back to other governors at FGB meetings and copies of documents received circulated to other members of the governing board.

As training becomes available and strategic briefings occur.

Chair & Vice-Chair, clerk

All governors keep up to date with expected roles and responsibilities of governors as Ofsted frameworks are updated.

Evidence of uptake of training and attendance at briefings as pertinent to governors’ roles on the GB.

Governors give feedback at meetings from training attended and this is documented within the minutes.

Governors receive and are able to independently understand their own school tracking data, RAISE data, benchmarking, Ofsted Inspection dashboard and FFT dashboard and use their knowledge to question and discuss pupil progress and outcomes.

Governing board and committee minutes reflect governor understanding of the data and evidence governors asking informed and challenging questions about pupil progress, attainment, interventions, and group analysis.

Priority for improvement 4: Pupil progress and outcomes awareness

Ensure all governors have knowledge and understanding of pupil tracking, support and intervention initiatives, progress and outcomes in order to discuss impact of provision and assess impact of teaching on learning.

Ongoing pupil progress and outcomes are regularly discussed within a minuted meeting which, if this is done by a committee, is then fed back to, and discussed at an FGB meeting.

Ensure all governors are provided with enough information (in an easy to interpret format) about pupil progress and outcomes across all year groups in the school (and comparative data) in order to make informed decisions and facilitate informed discussions and challenge

Ensure group (PP, SEN, girls, boys etc.) performance data is received regularly (in a format that is easy to read and understand) and discussed.

Pupil progress and attainment data discussions taking place and being minuted at FGB and/or committee meetings along with national and local comparators and benchmarking material.

Intervention group progress and performance data is provided to governors. Impact is discussed.

From next data point capture

Chair of govs, Chair of T and L committee, Headteacher and SLT

Governors have good knowledge and understanding of the school’s tracking systems, interventions/support initiatives for groups of pupils and are involved in discussions/ decisions as to what additional resources etc. are funded and the impact of these interventions.

Governors can readily identify the strengths and weaknesses of the school without relying on the Headteacher and systematically challenge and support in order to bring about rapid improvement.

Governors have detailed knowledge of the amount of pupil premium money and sport premium allocated, are involved in discussions/ decisions as to how this money is spent and evaluate the impact of the spend. Governors know where in the school the pupil premium children are; how the school identifies them on tracking; what interventions are in place and their impact; the progress the children are making in comparison to other pupils.

Pupil progress for all year groups and specific groups of pupils (e.g. girls, boys, SEN, PP etc.) is a standard item on committee and/or FGB meeting agendas (overview for FGB but more detail at curriculum committee) and challenge and questioning is taking place.

Minutes regularly contain detail of discussion, question and challenge about pupil progress and attainment.

Governors are able to make their own comparison of their school’s performance against local, regional and national data without relying on the information provided by the Headteacher.

Signed (Chair of Governors)……………………………………………………………Date: ………………………………………

Signed (Headteacher)……………………………………………………………………Date: ………………………………………

Signed (reviewer)……………………………………………………………………….. Date: ……………………………………..

ame

Chair

Vice Chailr