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Church School Governor Training Athelhampton House 2 nd March 2011

Church School Governor Training Athelhampton House 2 nd March 2011. Salisbury Diocese Board of Education. Background.

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Church School Governor Training Athelhampton House 2 nd March 2011

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  1. Church School Governor Training Athelhampton House2ndMarch 2011 Salisbury Diocese Board of Education

  2. Background • School governors are one of the country’s largest voluntary groups. 345,000 governors contributing to strategic development and raising standards of achievement at over 30,000 schools. • A school governing body is a corporate body that has a legal identity that is separate from its members. Individual governors are generally protected from personal liability as a result of GB’s decisions and actions, provided they act honestly, reasonably and in good faith. Salisbury Diocese Board of Education

  3. Roles and Responsibilities of Governors Salisbury Diocese Board of Education

  4. Governor – job description Meetings… Knowledge of the school… Teamwork… Personal interests… Personal development… Other… Salisbury Diocese Board of Education

  5. Foundation Governors • Are appointed to represent the church in the school • Are in the majority in a VA school • Ensure clear Christian leadership in all areas of the conduct of the school • Have to approve the draft Instrument of Government • Preserve and develop the school’s religious character • Ensure compliance with its Trust Deed

  6. How well is the school doing? Key Questions to ask: • Are overall SATs results concealing poor progress? • Are our pupils fulfilling their earlier promise or could they achieve more? • Are the most disadvantaged pupils or those with SEN left behind and disengaged from their education? • Are the most able pupils stretched and challenged sufficiently? Salisbury Diocese Board of Education

  7. How well is the school doing? Key Questions to ask: • Has the school identified which pupils or groups of pupils are most at risk of underperforming? • How are parents/carers involved? • How does the school monitor the effectiveness of additional support provided? • Is pupil performance affected by poor attendance? Salisbury Diocese Board of Education

  8. How well are we doing? Improvement begins with rigorous, honest and robust self-evaluation against a set of quality standards; this includes the work of the governors as part of the school leadership. The quality standards should be used by governors to assess how effective their current practice is. Salisbury Diocese Board of Education

  9. Governor Quality Standards(GovernorMark) • Governors hold a shared vision for the school which is clear, understood and well communicated to staff, parents and pupils. • The governing body sets the strategic direction of the school and has a central role in the leadership of the school. • Governors are confident in providing high levels of professional challenge to hold the headteacher to account. Salisbury Diocese Board of Education

  10. Governor Quality Standards(GovernorMark) • The governing body is successfully focused on raising standards and promoting the personal development and well-being of all learners. • Governors have a clear understanding of the strategic priorities for the school and ensure an appropriate plan is in place and implemented effectively. • Governors engage effectively with parents, pupils and staff and are well informed about their views and use this to inform strategic priorities for development planning. Salisbury Diocese Board of Education

  11. Governor Quality Standards(GovernorMark) • The governing body has a good understanding of the quality of provision within its school and how the school’s performance compares locally and nationally. • Governors are fully and systematically involved in the evaluation process, keeping the work of the school under review and acting upon their findings. • The governing body has adopted a robust approach to self-review of its own performance, which includes a plan for improvement. Salisbury Diocese Board of Education

  12. Ofsted – questions they may ask! • What are the strengths and weaknesses of the school and how do governors know? • Can governors give examples of how they have supported and challenged the school? • How are governors involved in the life of the school? • How are the training needs of governors identified and addressed? Salisbury Diocese Board of Education

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