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The Piggott School

A Church of England Academy

Executive Summary of the Governor Roles

TERMS OF REFERENCE (October 2021)

Governor with responsibility for Admissions:

Quorum: Three Governors including the Headteacher.

Regularity of Meetings: three per year, with two week’s notice and other meetings arranged as necessary

  • To keep under review documentation provided for parents in connection with the admissions and appeals processes and annually recommend to the Full Governing Body (FGB) the Admissions arrangements for the School (incl. criteria for oversubscription), proposing changes when relevant
  • To call upon named Governors to whom the responsibility has been delegated, to consider and determine all applications for admissions to the school in accordance with the agreed policy (authority is delegated to the Headteacher to admit applicants when such admission will not cause the number in the relevant year group to exceed the PAN)
  • Ensure that the annual consultation process is carried out properly, including FGB approval
  • To present the Governors’ case at Admissions Appeals hearings and any other proceedings involving admissions.
  • To work with the Local Authority to meet the local need for places at the school in current and future years.


Governor with responsibility for Careers:

  • To oversee the strategy for careers education and guidance and to ensure the school is meeting it’s legal requirements
  • To ensure the careers strategy is developed in line with the Gatsby Benchmarks and informed by the requirements set out in the DfE statutory guidance.
  • To take a strategic interest in careers education and guidance and encourage employer engagement.
  • Formulate, review, monitor and approve the policies on: -

A: NQT’s
B: Initial teacher training
C: Provider access

 

Governor(s) with responsibility for Disadvantaged Pupils and the More and Most Able, Gifted and Talented Pupils for KS3, 4 and 5.

  • To have oversight of achievement targets for all disadvantaged pupils and those that are more and most able, gifted and talented
  • To monitor the plans and actions taken at school to ensure progress towards these targets review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the FGB
  • To monitor funding, learning needs/provision, curriculum and standards for these pupils;
  • To understand and monitor the steps being taken to improve standards of teaching and learning for these pupils

 

Disciplinary Panel

Quorum: Three Governors (None of the governors will be an employee of the school) The Chair shall be appointed by the Panel on an ad hoc basis.

Regularity of Meetings: Hearings arranged as necessary

  • To carry out the Governing Body’s responsibilities for reviewing exclusions
  • To comply with the Governing Body’s statutory obligations as set out by the DfE in their document “Exclusions from Maintained Schools, academies and Pupil Referral Units in England” document 2017 and/or associated statutory guidance
  • To consider representations by parents of a pupil excluded for 1 - 5 school days in aggregate in a term, and to ensure that a note of the Committee’s views on the exclusion is placed on the pupil’s record, with a copy of the Headteacher’s exclusion letter
  • To review at a meeting: (a) exclusions of 6-15 days, if the parents make representations and request a review meeting (b) all fixed-term exclusions of more than 15 school days in aggregate in a term (c) all exclusions which would deny a pupil the chance to take a public examination or National Curriculum test; (If convening a meeting before the exam date is not possible, this decision can be taken by the Chair of Governors using their emergency powers) (d) all permanent exclusions
  • To represent the Governing Body at any hearing of the case by the Independent Review Panel and to prepare the Governing Body’s statement.
  • To consider staff disciplinary matters referred to the Governing Body by the Headteacher and take appropriate follow-up action
  • To consider appeals against dismissals made by the Headteacher
  • To consider capability appeals following the staff capability procedures

 

Governor(s) with responsibility for Equalities and Inclusion for KS3, 4 and 5

  • To ensure equality of opportunity for all students regardless of ability, aptitude, physical access and background
  • To have oversight of and annually recommend Equalities Objectives to the Full Governing Body (FGB)
  • To report to the FGB on the School’s SEN procedures and advise on how they are impacting on the achievement of students with learning difficulties
  • To have oversight of the impact of the SEN budget on learning outcomes (especially in relation to ‘Closing the Gap’)
  • To provide support for the School’s SENCo
  • To ensure equality of opportunity for staff and members of the Governing Body ensuring the Governing Body’s diversity statement is adhered to
  • Formulate, review, monitor and approve the policies on: -

A: Accessibility (secondary)
B: Equalities and equal opportunities (in consultation with the Primary Committee)
C: SEN (subject to final FGB approval) (Secondary)

 

Facilities Committee:

Quorum: Three Governors including the Headteacher.

Regularity of Meetings: three per year with two weeks notice.

  • Maintain a general oversight of the management of the school premises
  • Develop, in conjunction with the Headteacher, and oversee the implementation of the site development plan.
  • Monitor budget and programme for maintenance across both sites in conjunction with the SIP
  • Monitor and maintain the Conditions Survey and Asset Management for both sites.
  • Approve external property advisors to the school.
  • Determine contracts for premises related goods and services, and to receive reports on the performance of those services (including contracts for cleaning and catering).
  • Oversee the maintenance of adequate levels of health and safety in the school.
  • To keep the School’s Health and Safety (H & S) procedures under review (incl Risk Assessments)
  • Monitor the IT infrastructure, maintenance and upgrades across both sites
  • Liaise with the Chair of Governors and the Lead Governor for Finance, to advise on major anticipated expenditure required for

a) H&S reasons
b) curriculum requirements
c) planned improvements for outdated facilities

  • Formulate, review, monitor and approve the policies on: -

A: Health and safety (Secondary and Primary)
B: Information security guidelines
C: Protection of biometric information (subject to final FGB approval)

 

Finance Committee:

Quorum: Three Governors including the Headteacher

Regularity of Meetings: three per year with two weeks notice.
 

Remit

  • The FGB has established the Finance Committee to act on its behalf in managing and monitoring the Academy’s finances as detailed in the Financial Policy.
  • Form of Delegation
  • To review the monthly financial information provided by the Finance Officer.
  • To propose an annual budget for the approval of the full Governing Body
  • In collaboration with two additional governors (one being the Chair or the Vice-Chair of Governors) to consider and, if thought fit, approve by delegated authority, exceptional terms of additional expenditure up to a limit of 2% of the year’s budgeted expenditure; such approval is delegated to the Head Teacher up to a limit of 1%.
  • To ensure, as far as is possible, that financial procedures and expectations required by law, by the DfE, the Academy Trust Handbook and by the School’s auditors are in place and being properly implemented.
  • To ensure an annual audit by an external provider takes place, and to oversee the annual audit and accounts process.
  • Receive and review the external auditors reports and ensure appropriate actions are taken to address any recommendations made.
  • To approve the Headteacher’s expenses.
  • Ensure three Responsible Officer visits are carried out annually, reports are received and any recommendations are addressed, if appropriate.
  • Agree a scheme of delegation in respect of the school’s financial controls and procedures.
  • Agree the writing off of bad debts and the recording of assets.
  • Arrange adequate insurances for the school.
  • Ensure that obligations to the HMRC, DfE and those due in regard to superannuation schemes, are met, that adequate records are kept and returns made, where required.
  • Agree contracts or other arrangements, as appropriate, for the supply of payroll and pensions administration.
  • Ensure a risk register is maintained, reviewed termly and any high risks are mitigated where possible.
  • To oversee any budget reduction plan, if necessary.
  • To oversee the pupil premium spend, sports funding, catch up funding and/or similar.
  • Formulate, review, monitor and approve the policies on: -

A: Employer discretions
B: Charging and remissions
C: Finance (subject to final FGB approval)
D: Governor expenses
E: Lettings
F: Risk (subject to final FGB approval)

 

Governor with responsibility for Leadership and Management:

  • To monitor and, where necessary and/or appropriate, challenge the School’s development priorities and its self-evaluation of progress towards these priorities undertaken by the senior leaders
  • To be aware of the leadership opportunities being made available to all members of staff
  • Providing support for the Headteacher to enable rigorous and robust management, especially at times when difficult personnel decisions must be made
  • To work with the Headteacher to ensure that all Governors remain aware of their responsibilities to challenge and hold senior staff to account for student achievement.
  • To monitor appointments of all staff
  • To offer exit interviews to employees leaving the school and to identify any trends.
  • To monitor the performance review procedures and ensure arrangements are in place for the Headteacher’s appraisal
  • To ensure strategies are in place for succession planning, especially in respect of professional development (CPD) opportunities that enable staff and Governors to develop their skills, knowledge and understanding of leadership and management
  • To be informed of any disciplinary action against a pupil or employee and any trends identified.
  • Formulate, review, monitor and approve the policies on: -

A: Allegations of abuse against staff (subject to final FGB approval)
B: Capability policy and procedures
C: Data breach notification (subject to final FGB approval)
D: Directed time
E: Disciplinary procedures
F: Freedom of Information
G: General complaints policy and procedures (subject to final FGB approval) (Secondary and Primary)
H: Grievance procedures
I: Human resources
J: Leave of absence
K: Lone working procedures (Secondary and Primary)
L: Redundancy/restructure
M: Remote decision
N: Safer recruitment policy and procedures
O: Sickness procedures
P: Staff discipline, grievance and code of conduct
Q: Stress management
R: Support staff probation
S: Whistleblowing (subject to final FGB approval)
T: Exclusion

 

Governor with responsibility for looked after children (LAC) in KS3,4 and 5

  • To ensure that the LAC have the same opportunities as all other pupils
  • To monitor whether looked-after and previously looked-after children have made the expected or better levels of progress in line with their peers (i.e. educational, social and emotional progress);
  • To monitor whether the pattern of attendance and exclusions for looked-after and previously looked-after children is different to that of other children at the school;
  • To monitor whether the school’s policies are sensitive to their needs, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs);
  • To monitor whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children;
  • To monitor how the teaching and learning needs of looked-after and previously looked-after children are reflected in school policies, in particular in relation to interventions and resources;
  • To monitor what the impact is of any of the school’s policies, e.g. on charging for educational visits and extended school activities, on looked-after children
  • To monitor whether any looked-after and previously looked-after children are identified as gifted and talented and how those needs are being met;
  • To monitor whether any looked-after or previously looked-after children face additional safeguarding challenges of which the school’s designated safeguarding lead should be aware;
  • To monitor whether any looked-after and previously looked-after children have special educational needs (SEN) and whether those needs are being identified and met at the appropriate level; To monitor whether any looked-after and previously looked-after children have mental health needs and whether those needs are being identified and met;
  • To ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of LAC.
  • To monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.

 

Pay Committee

Quorum: Three Governors plus the Headteacher. None of the Committee members, save for the Headteacher, shall be an employee of the school.

Regularity of Meetings: three per year with two weeks notice.

  • Approve performance related pay progression for all employees including the SLT and Headteacher taking into account the Headteacher’s recommendations or in the case of the Headteacher’s pay the recommendations of the Headteacher Appraisal Group.
  • Review and approve, if appropriate, any recommendations made by the STPCD and/or Headteacher to increase the pay scales.
  • Review annually the TLR structure.
  • Consider and recommend additional benefits to employees outside renumeration.
  • Consider and hear any salary appeals.
  • Formulate, review, monitor and approve the policies on: -

A: Pay (subject to final FGB approval)
B: Pay procedures (subject to final FGB approval)
C: Appraisal
D: Appraisal procedures
E: Support staff appraisal

 

Primary Committee

Quorum: Three Governors plus the Headteacher (or a delegated representative of the Headteacher.)

Regularity of Meetings: three per year with two weeks notice.

In relation to Early Years and Key Stages 1 and 2:

  • To have oversight of and recommend to the Full Governing Body (FGB) challenging achievement targets for all learners
  • To monitor the plans and actions taken at school to ensure progress towards these targets
  • Review learner outcomes e.g. results in the light of the targets set and report regularly on these to the FGB
  • To monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils;
  • To understand and monitor the steps being taken to improve standards of teaching and learning for all students and cohorts of students, in order for achievement targets to be achieved
  • To anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments
  • To regularly review and make recommendations to the Governing Body in respect of the school’s curriculum aims
  • To monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
  • To make recommendations to the Governing Body for the School’s Improvement Plan
  • To ensure the school is promoting British Values and is adhering to the Prevent policy.
  • To review the breath of school trips offered
  • To oversee the website and ensure its compliance
  • To have oversight of achievement targets for all disadvantaged pupils and those that are more and most able, gifted and talented
  • To monitor the plans and actions taken at school to ensure progress towards these targets for disadvantaged and more and most able
  • Review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the FGB
  • To monitor funding, learning needs/provision, curriculum and standards for disadvantaged pupils and for more and most able;
  • To understand and monitor the steps being taken to improve standards of teaching and learning for disadvantaged and more and most pupils
  • To ensure that the looked after children (LAC) have the same opportunities as all other pupils
  • To monitor whether looked-after and previously looked-after children have made the expected or better levels of progress in line with their peers (i.e. educational, social and emotional progress);
  • To monitor whether the pattern of attendance and exclusions for looked-after and previously looked-after children is different to that of other children at the school;
  • To monitor whether the school’s policies are sensitive to the needs of LAC, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs);
  • To monitor whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children;
  • To monitor how the teaching and learning needs of looked-after and previously looked-after children are reflected in school policies, in particular in relation to interventions and resources;
  • To monitor what the impact is of any of the school’s policies, e.g. on charging for educational visits and extended school activities, on looked-after children
  • To monitor whether any looked-after and previously looked-after children are identified as gifted and talented and how those needs are being met;
  • To monitor whether any looked-after or previously looked-after children face additional safeguarding challenges of which the school’s designated safeguarding lead should be aware;
  • To monitor whether any looked-after and previously looked-after children have special educational needs (SEN) and whether those needs are being identified and met at the appropriate level; To monitor whether any looked-after and previously looked-after children have mental health needs and whether those needs are being identified and met;
  • To ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of LAC.
  • To monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.
  • To ensure equality of opportunity for all students regardless of ability, aptitude, physical access and background
  • To have oversight of and recommend Equalities Objectives to the Full Governing Body (FGB)
  • To report to the FGB on the School’s SEN procedures and advise on how they are impacting on the achievement of students with learning difficulties
  • To have oversight of the impact of the SEN budget on learning outcomes (especially in relation to ‘Closing the Gap’)
  • To provide support for the School’s SENCo
  • To ensure equality of opportunity for staff and members of the Governing Body ensuring the Governing Body’s diversity statement is adhered to
  • To have oversight of all safeguarding procedures (staff and student) in school
  • Understand the steps being taken to ensure all students are kept safe
  • Formulate, review, monitor and approve the policies on: -

A: Accessibility Primary)
B: Attendance (Primary)
C: Behaviour (student) (Primary)
D: Calculation
E: Children with health needs that cannot attend school (subject to final FGB approval) (In consultation with the Lead Governor for Safeguarding for KS3 4 and 5)
F: Children not collected procedures
G: Curriculum (Primary and EYFS)
H: Equalities and equal opportunities (in consultation with the Lead Governor for Equalities for KS 3,4 and 5)
I: Handwriting
J: Marking
K: Medical needs (subject to final approval from the FGB) (Primary)
L: Missing child
M: More and Most able, gifted and talented (Primary)
N: Phonics
O: Prevent (In consultation with the Lead Governor for Safeguarding for KS3, 4 and 5)
P: RE (Primary)
Q: Safeguarding (subject to approval from the FGB) (Primary)
R: SEN (subject to final FGB approval) (Primary)
S: Teaching and learning (Primary)
T: Travelling alone
U: Volunteer helper

 

Governor with responsibility for Safeguarding:

  • To have oversight of all safeguarding procedures (staff and student) in school
  • To regularly (at least annually) ensure the Single Central Register is up-dated and complete
  • Understand the steps being taken to ensure all students are kept safe
  • Formulate, review, monitor and approve the policies on: -

A: Medical needs (subject to final approval from the FGB) (Secondary)
B: Prevent (in consultation with the Primary Committee)
C: Safeguarding (subject to approval from the FGB) (Secondary)
D: Children with health needs that cannot attend school (subject to final FGB approval) (in consultation with the Primary Committee)

 

Standards, Achievement, Learning and Teaching (SALT):

Quorum: Three Governors plus the Headteacher or delegated member of the SLT.

Regularity of Meetings: three per year with two weeks notice.

For key stages 3, 4 and 5:

  • To have oversight of and recommend to the Full Governing Body (FGB) challenging achievement targets for all learners
  • To monitor the plans and actions taken at school to ensure progress towards these targets
  • Review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the FGB
  • To monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils;
  • To understand and monitor the steps being taken to improve standards of teaching and learning for all students and cohorts of students, in order for achievement targets to be achieved
  • To anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments
  • To regularly review and make recommendations to the Governing Body in respect of the school’s curriculum aims
  • To monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
  • To make recommendations to the Governing Body for the School’s Improvement Plan
  • To ensure the school is promoting British Values and is adhering to the Prevent policy.
  • To review the breath of school trips offered
  • To oversee the website and ensure its compliance
  • Formulate, review, monitor and approve the policies on: -

A: Acceptable internet usage
B: Attendance (Secondary)
C: Behaviour (student) (Secondary)
D: Bring your own device
E: Substance abuse
F: Curriculum (secondary)
G: Assessment
H: Educational visits
I: Teaching and learning (Secondary)
J: Post 16 bursary
K: Examinations/Exam contingency
L: Access arrangements
M: Lockdown policy (exams)
N: GDPR (exams)
O: Exams
P: Complaints and appeals (exams)
Q: Disability/ equality (exams)
R: Management of controlled assessments
S: Management of non-examination assessments
T: Internal appeal procedures (exams)
U: Exams archiving
V Word processor (exams)
W: Internet access
X: More and Most able, gifted and talented (Secondary)
Y: Relationship sex education (Secondary)

 

Spiritual, moral, social and cultural (SMSC) development of all pupils:-

Membership of the Committee: Wherever possible there will be at least 2 Foundation Governors representing separate parishes from within the School’s designated area. In addition, the Headteacher (or a delegated representative of the school’s SLT), the Deputy Head Teacher, a Staff Governor and the subject leader for Religious Education will be members of the Committee.

Quorum: Three Governors.

Regularity of Meetings: three per year with two weeks notice

Responsibilities: Recognising that the school aims to preserve and develop its religious character in accordance with the principles of the Church of England, the Committee will advise the Governing Body on its statutory obligations and in particular it will:


1. Formulate, review and monitor the policy on: -


A: Collective Worship
B: Anti-bullying (Secondary and Primary)
C: SMSC policy
D: PSHE
E: Racist Incidents
F: RE (Primary only)
G: Spiritual Development (Secondary and Primary)
H: SRE (Primary)


2. Review and monitor the effectiveness of the school’s Christian vision and its impact

3. Ensure the provision of Collective Christian Worship for students at the School reflects both the spirit and letter of the law.

4. Working with members of the School’s Leadership Team and Head of Religious Education to monitor and evaluate the provision for and outcomes of Spiritual, Moral, Social and Cultural education and Collective Worship at the school, drawing upon the guidance of the SIAMS Self-Evaluation and Inspection Framework.

5. Contribute to, monitor and support the work of the School within the community, in particular its work with other Church schools, local and national charities, the Diocese of Oxford, local parishes and people from other faith communities, to further enhance community cohesion. Regular review of charitable giving from across the school by the SMSC committee to monitor its appropriateness.

6. Encourage, promote, facilitate and celebrate activities that bring to life the School’s values of Courage, Respect, Honesty, Dedication, Equality and Love, (e.g. voluntary service within the local community including through Duke of Edinburgh Award scheme and National Citizen Service).

7. Encourage, promote, monitor and support the wellbeing of the staff and student bodies.

8. Monitor any bullying and harassment incidents annually and support the school in identifying any trends and promoting any antibullying and harassment work.

9. Ensure provision of high-quality religious education.