Role of a Governor
The governing body is responsible for ensuring the school improves each year. It sets the direction of the school whilst allowing the head teacher and teaching professionals to manage the school on a day to day basis.
Governors attend meetings where reports about the school's progress are discussed. They ask challenging questions and ensure the school spends its budget wisely against the priorities in the school development and improvement plan.
- Work within a structure that gives every governor a role in the governance team
- Learn how the school evaluates its own strengths and weaknesses
- Understand how the weaknesses or areas for development become targets in the annual school plan
- Share decision making to ensure that the school budget supports the delivery of the targets in the school plan
- Receive reports, make focused visits to the school, study results, and participate in other activities to enable them to understand the strengths and weaknesses of the school
- Support the school, act as representatives of the school and provide a link between the school and the community.
This term we'll be asking these questions:
Quality of Teaching, Learning and Assessment
- Are there opportunities for regular review?
- Are the most vulnerable learners in the class being supported? How?
- Are the most able learners being challenged? How?
- How well is the lesson promoting spiritual, moral, social development?
- Are there regular checks for understanding?
- Is the work presented in pupils’ books to a high standard?
- Does the marking move pupils’ learning forward?
- What are you learning today?
- Are you understanding?
- What helps you when you don’t understand or find the work difficult?
- Do you know how you can improve?
- What lessons do you enjoy most?
- What do you most like doing in Mathematics/English/Topic/RE?
- Is there anything you dislike in RE/Topic/Mathematics/English?
Pupil Progress Meeting
Focus: Progress of disadvantaged groups of pupils e.g. SEND, EAL, Pupil Premium/Free School Meals
- Are the disadvantaged pupils on track for meeting their end of term/end of year targets?
- If not, what are the reasons for this?
- What actions are or will be in place to improve progress measures?
- How will leaders ensure these actions are implemented and monitored for impact?
- Are there differences between progress of different year groups (disadvantaged pupils), and if so, why?
- Are our school’s targets stretching enough for all pupils? How do we know?
- Are our systems to monitor pupils’ achievements effective, both in identifying pupils who working at relatively
- low levels as well as more abled pupils who could move on more quickly?