Brockley Primary School Governance
Annual Governance Statement for the Governing Body of Brockley Primary School
To July 2019
The name of the school is Brockley Primary School
The school is a Community School
- The name of the governing body is “The governing body of Brockley Primary
- The governing body shall consist of :
- 2 – Parent governors
- 1 – LA governor
- 1 – Staff governor
- 1 – Headteacher
- 4 – Co-opted governors
- Total number of governors = 9
- The term of office of all categories is 4 years.
Click here for a full list of governors and their terms of office:
The Governing Body of Brockley School
In accordance with the Government’s requirement for all governing bodies, the three core strategic functions of Brockley Primary School Governing body are:
- Ensuring clarity of vision, ethos and strategic direction.
- Holding the headteacher to account for the educational performance of the school and it’s pupils.
- Overseeing the financial performance of the school and making sure its money is well spent.
The Governing Body has a programme of meetings throughout the year and a committee structure that focuses on specific areas of governance
Governors were elected towards the beginning of the year to fill two vacancies ( one parent Governor and one Co-opted Governor)
Three Governors resigned from the Board towards to end of the year.
The Board as at September 2018 has six members
The Board continues to recruit three new members.
A Clerk to Governors was appointed in November 2018
Attendance record of Governors
All meetings were well attended and any apologies accepted.
Meetings were quorate which ensured that decisions could be made.
The work we have completed in our Committees and the Governing Body meetings
Pupil attainment and progress
- January 2019 – Achievement Report following review and analysis of pupil achievement to December 2018
- July 2019 – End of Year Outcomes 2019
- April 2019 – Aspire Reading
- May 2019 – SATS Key Stage 2 and GAPS
- July 2019 – Phonics Screening
- November 2018 – Budget update
- April 2019 – Budget Review
- April 2019 – Budget for 2019/20 approved
- Child Protection and Safeguarding
- Children Missing from Education
- Child Protection / Welfare Report Form
- Procedure for Managing Allegations against School Staff and Visitors
- Chronology of Significant Events
- Confidential Reporting Code
- Data Protection Policy
- Single Central Record
- Accessibility Plan
- Moving or Transferring Schools
- Policy for Dealing with Homophobic Name Calling
- Private Fostering
- Data Acceptable Use
- Pupils Privacy Notice
- Staff Privacy Notice
- Freedom of Information
- Disclosure and Barring Service – Changes to Procedure
- Marking Procedures
- Guidance for Positive Behaviour Support
- Social Media Policy
- Online Safety
- Mobile Technology
- Mental Health Policy
- Sexual Violence and Harassment Policy
Updates and Planning June 2019
School received an Ofsted visit in June 2019 and the following comments were made in the report regarding governance of school.
|New governors are committed to school improvement. However, they have not yet developed the skills and structures needed to provide effective challenge to school leaders.|
During 2019-2020 the governors will act on this outcome and ensure their work going forward addresses the findings.
Following an Ofsted inspection in January 2017 a recommendation was made by Mr O’Malley that an external review of governance should take place.
During the summer and autumn terms 2017, governors worked closely with NLG Linda Du’Roe and completed a thorough review of the way in which governors carried out their roles effectively.
The action plan below details how the governors will tackle the areas of improvement and by when.
Brockley Primary School Review of Governance Action Plan
21st 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.
|Areas for improvement||Action required||By when||Led by whom||Success criteria|
Priority for improvement 1 : Increase efficiency and effectiveness of the governing board (organisation and meeting content)
|1. GB membership and clerking
|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.
|2. Working effectively
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.
|Policy review streamlined to include some approval delegation to committees/individuals.
|Policy review spreadsheet improved.|
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)
|Governors receive school performance data and associated school information (e.g. policy review and monitoring reports, intervention programmes) about the school from a variety of
sources and in a timely manner.
|SIP progress (and impact) discussions regularly taking place and these discussions are accurately reflected in meeting documentation and minutes.
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.
|Challenge and discussion about impact of GB decisions on pupil outcomes in GB and committee meeting minutes (with documented evidence).||Governors actively monitor the impact of overall budget spending and specific item spending
Governors ensure there is follow up on decisions made which impact on Teaching and Learning
|Awareness of staff CPD and possible impact||Governors informed of, and discuss, staff CPD and appraisal and the impact on learning.|
|Increase sources of evidence||Widen the group of stakeholders providing evidence and information at meetings. E.g.
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:
|Ensure all governors have the skills and knowledge they need to fulfil their roles, know what questions to ask and feel confident in their questioning and challenge.
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: ……………………………………..
Governor Attendance Register July 2017 – July 2018
|Governor||Role||Exp||July 17||Sept 17||Nov 17||Jan 18||Mar 18||May 18||July 18|
|Amanda Higton||Clerk to Govs||Not applicable||NA||NA||X||X||X||X|
|David Fidler||Vice Chair||19.3.19||X||X||X||X||End of office|
|David Gillies||Co-opt||19.3.19||X||X||X||X||End of office|
|Sarah Leivers||Staff||19.3.19||X||X||X||X||End of office|
Sept 2015 – July 2016
|Governance||Expires||Sept 15||Nov 15||Jan 16||March 16||May 16||July 16||Sept 16|
|Mrs Tricia Cox||Clerk||N/A||/||/||/||/||A||/|
|Mrs Caroline Rodgers||Head||Ex-officio||/||/||/||/||/||/|
|Mrs Samara Lowe||Parent||30.10.21||/||/||A||/||Left||–|
|Caroline Rodgers||Ex Officia||5.7.20||/|
|Mrs Helen Gregory||Co-opt
|Mrs Hannah Kendall||Parent||11.6.18||/||/||/||/||/||/|
|Mr David Fidler||LEA
|Mrs Jayne Saxton||Co – opt||19.3.19||/||/||/||/||/||/|
|Mr David Fish||Co – opt||19.3.19||A||/||/||/||/||/|
|Mr David Gillies||Co – opt||19.3.19||/||/||/||/||/||/|
|Mrs Sarah Leivers||Staff||Sept 19||N/A||/||A||/||/||/|