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  • Jarrow Cross C of E Primary School
‘Living and Learning’
Value in Everyone

Governors Annual Statement and Impact Report 2017-18

Governors Annual Statement and Impact Report 2017-18

“Governors ask challenging questions of senior leaders through a termly school performance review meeting. Middle and senior leaders acknowledge the role that governors play in monitoring their work and appreciate the challenge and support they offer” OFSTED 2016

The major concern to the governors is ensuring that our pupils progress appropriately in their education and appreciate that for this to happen the pupils must be supported by a well led, enthusiastic, professionally competent and motivated staff all working together within a safe, supportive, expecting but yet relaxing environment.

Governors appreciate too the requirements of our children’s parents and carers and their need to be satisfied about the overall leadership and management of the school and how it affects safety, learning and enjoyment of their children.

To achieve their objectives governors too must continually evaluate the role they have played within the life of the school, and publish relevant information to all interested parties.

This statement and report are part of that evaluation and publication process.

School Improvement Plan (SIP) –

Governors work co-operatively with the head teacher and senior management in the  monitoring the School Improvement Plan. The School Improvement Plan sets aims for the forthcoming 3 years. The current SIP is based on priorities identified from data, school self-evaluation and OFSTED priorities. The SIP is set out with clear improvement activities, the key tasks which will be completed in order to measure outcomes. The SIP is monitored and reviewed termly, with an evaluation overview being completed and presented to governors at the Autumn Term Progress Meeting

School Improvement Targets 2017- 18

  • Raising Standards in Reception
  • Improve standard of writing across whole school
  • Improve the element of mastery in the maths curriculum
  • Improve reading skills throughout the school
  • Increase amount of children achieving  national expected standard and above in Year 2 and Year 6 in Reading, Writing and Maths
  • Ensure continuous progress  across all year groups
  • Quickly identify underperformance by individuals and groups of pupils
  • Increase parental engagement


Governor visits –

Link governors visit the school as part of their monitoring of the SIP and  are considered a valuable opportunity for governors to be able to work closely with staff members. The Head Teacher has timetabled visits to take place across the school year. Examples of the impact of these visits include:

  • Meetings held with Numeracy Co-ordinator to discuss the impact of Mastery teaching throughout the school
  • Meetings held with Literacy Co- ordinator to discuss the impact of the teaching of reading skills throughout the school
  • Meetings held with Link Governors responsible for Safeguarding and Health and Safety have audited school procedure
  • Link Governor responsible for PE met with PE Co- ordinator to discuss new initiatives and further development needs.

Data analysis –

Data is made available to governors through termly progress meetings with verbal and written presentations followed by question and answer sessions with the head teacher.

Particular scrutiny is placed on pupil progress across all ability groups including vulnerable groups and on the effective use of the Pupil Premium.

Policies –

Governors review all relevant policies on a programmed basis to ensure that all guidance is current and up to date.

Specific attention is paid to ensure that the school complies with the Department of Education mandatory policy list and the Local Authority recommended list.

Financial management –

The governing body have been trained in School Finance management.

The governors have worked with school staff to achieve The Schools Financial Value Standard accreditation.

The impact of the governors’ role in the school ensures that the budget is managed effectively and improvements are effective and continuous. The governors bring a wide variety of expertise to the school and this helps to ensure the school is moving forward.

Allocating funding:

•          For continued and improved staff and governor CPD

•          Employ extra staff in view of the rise in pupil numbers

•          ICT equipment

  •        Improvements to school building

Examples of the impact of governor expertise on school improvement include involvement in Health and Safety. This has helped the school to monitor safe working practices and ensure a safe working environment.

Staff recruitment –

The Head teacher, Deputy and Chair of Governors are trained in “Safer Recruitment”

Governors are involved in the recruitment and selection of all teaching staff and use the appointment process to ensure that high quality staff who share the schools mission statement and aims are appointed.


Governor Meeting Attendance–

There have been ten formal governor meetings for the year 2017 – 2018.

Governor attendance has, as always been at a good level, with any absences having been fully explained and accepted and approved by the governing body.

Governor Training -

During this academic year governors have received training in a range of subjects including:

  • Safeguarding
  • Pupil Progress linked with Year 6 SAT’s
  • Mastery in the Maths Curriculum
  • Closing the Gap between all groups of pupils
  •  New SEND Ranges
  • Analyzing School Performance (ASP)

Holding the HT to account:

  • Monitoring of the SIP
  • Pupil progress and CPD included in HT Performance Management
  • Relating School Data

Overseeing financial performance:

  • Implementation of performance related pay policy and procedures
  • Review and update of SFVS data and matrix

Impact statement – review

The governing body, the head teacher and senior management team and indeed all members of staff are constantly striving to improve, develop the school and improve outcomes for pupils. This was recognised by OFSTED in their January 2016 inspection “ Leaders at all levels are uncompromising in their commitment to improving the life chances of disadvantaged pupils”  during which the school maintained its status of Good.

There has been continued improvement in attainment in EYFS (slight dip 2018) ,Year 1 Phonics Test and in both Key Stage 1 and 2 results. This has been due to a whole school drive to improve standards and narrow the gap between all groups of pupils.

There has been effective allocation and imaginative use of Sports funding so as to further inspire and up skill teaching staff and pupils. The school has been successful in achieving the Silver Active Mark.

During the academic year the school community has been very successful in achieving a number of Awards:

Silver RE Quality Mark

Re-accredited in the Healthy Schools Award

Eco Schools Bronze Award

 Woodland Trust Green Tree School’s Silver Award

Reapplying for Arts Mark – July 18

Co-operative working has also developed the school site. Externally the KS1 school yard has been resurfaced to help ensure the safety of our pupils. And also new outside apparatus has been purchased which have included an outside multi gym, football goals, a pirate ship and play tower. Also our Forest School Area continues to be developed.

Future and Continuous improvement –

The governing body and senior management team are constantly striving to improve and develop the school.

Ongoing and future target area include:

  • Quickly identifying the underperformance of individuals and groups
  • Ensuring the improvement of the amount of children who achieve the expected and above national expectation in all Key Areas.
  • Monitoring the effectiveness of Intervention Programmes and close the gap between groups of pupils
  • Ensure the quality and reliability of teacher assessment so that progress and attainment is maintained across the school.
  • To embed a mastery approach to the teaching of maths for all pupils