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

Governors Annual Statement and Impact Report 2018-2019

Governors Annual Statement and Impact Report 2018-19

“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 aim of the Governing Body  is to ensure  our pupils progress appropriately in their education. The Governors recognize that for this to happen pupils must be supported by a well led, enthusiastic, professionally competent and motivated staff all working together within a safe, expecting yet supportive environment. It is therefore the Governors aim for our children to leave Jarrow Cross having  developed a thirst for learning, are emotionally secure and have the confidence and skills to make decisions, self-evaluate and become lifelong learners.

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 school life.

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 year and outlines priorities for the forthcoming three years. The current SIP is based on priorities identified from data and  school self-evaluation priorities. The SIP is set out with clear improvement actions, the milestones which will be completed in order to achieve the success criteria. The SIP is monitored and reviewed termly, with a final evaluation overview being presented to governors at the Autumn Term Progress Meeting

 

School Improvement Targets 2018- 19

  • Improving Outcomes at end of Reception
  • To improve planning and progression of school curriculum
  • To improve outcomes in writing  
  • To improve outcomes in maths
  • Closing the gap between groups of pupils
  • To improve the emotional well being of the school community
  •  

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.
  • Meetings held with Link Governors responsible for science to discuss STEM activities and how science skills are built upon throughout the school curriculum

 

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

•          Allocation of staff to support pupils with specific needs

•          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 seven formal governor meetings for the year 2018 – 2019.

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 information and training in a range of subjects including:

  • Thrive Training ( supporting emotional wellbeing of staff)
  • Development of school curriculum
  • School Vision and Values
  • Mastery in the Maths Curriculum
  • Closing the Gap between all groups of pupils
  •  New OFSTED Framework
  • Internal and external school data
  •  

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 at end of year key indicators.  In EYFS (slight dip 2018) ,  improvement in 2019 to 72%. In the 2019 Year 1 Phonics Test 85% of pupils reached the expected standard, a slight dip from 2018 but still above National Standard. In Key Stage 1 results remained relatively static with the previous year and at the end of Key Stage 2 our combined RWM results rose to 74%. This has been due to a whole school drive to improve standards and narrow the gap between all groups of pupils.

 

School Awards

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 for the second continuous year.

The school also holds the:

Silver RE Quality Mark

Re-accredited in the Healthy Schools Award

Eco Schools Bronze Award

 Woodland Trust Green Tree School’s Silver Award

Silver Arts Mark

 

Development of school building and site

Throughout a number of years co-operative working has developed the school building and  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. Our Forest School Areas also continue to be developed. Areas within the school have been developed to provide a Nurture Room and small group spaces outside of classrooms.

 

Future and Continuous improvement –

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

Ongoing and future school priorities for the academic year 2019/20

  • Improving outcomes at the end of Reception
  • Ensure the school curriculum meets the needs of all learners
  • Ensure the school curriculum is sequential in its progression of knowledge and skills and has a clear end point
  • The teaching of Early Reading to be a priority
  • Improving outcomes in writing
  • Increase the proportion of children who achieve Greater Depth in end of year assessments
  • Supporting the emotional well being of pupils and staff

 

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