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Parent View - Give Ofsted your view on your child's school

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Governors

Ofsted's Improving Governance Survey

Ofsted's survey, Improving governance, draws on evidence from: 24 visits to improving primary, secondary and special schools in disadvantaged areas; routine inspections; and 2,632 responses to an invitation to comment.

The report notes that when inspectors judge leadership and management of a school to be less than good, a common underlying weakness is the failure of governors to hold a school to account.

In response to the report Russell Hobby said:

"The expectations on school governors and trustees have grown considerably over the last few years, as increasing levels of responsibility are delegated to school level.

"At the same time, the support that local authorities are to provide is diminishing and not all multi academy trusts have access to specialists, meaning governing boards receive variable support to prepare them for taking on these important responsibilities.

"Under these circumstances it is appropriate to insist that governors and trustees are provided with properly funded, high quality training. And that attendance in such training, for chairs at least, is mandatory."

 

The report contains the following key findings:

Many governors lack the expertise needed in an increasingly complex education system to hold school leaders to account.

Governors need better access to highly skilled people who have the educational expertise to help them meet the increased demands of their role.

Recruitment and retention of governors is a serious challenge, particularly in some of the poorest areas of the country.

Clarity about lines of accountability, roles and responsibilities is an essential part of effective governance.

Weak governance, including in some of the poorest areas of the country, is at risk of going undetected until the school is inspected by Ofsted.

Paying the chairs of governing bodies can act as a means to achieving a professional and open relationship between governors and school leaders.

Governors from within the community make an essential contribution, particularly in areas of deprivation.

 

 

The report made the following recommendations:

Governing boards of all schools should:

 

  • ensure clarity of roles, responsibilities and lines of accountability for governance, particularly where multi-level governance makes accountability complex;
  • publish information about governance on the school website in line with statutory requirements or the academy funding agreement to ensure transparency and clarity of roles and responsibilities;
  • ensure that they have a robust review method in place to assure themselves that the board is effective;
  • and secure professional support and governor training as needed to ensure effective governance.

 

Multi-academy trusts should:

  • review schemes of delegation annually and ensure that clear lines of accountability, back to trust board level, are understood and effective;
  • publish each academy's annually reviewed scheme of delegation on the website of the multi-academy trust and ensure that local governing boards, where they exist, fully understand their roles and responsibilities;
  • and ensure that local governing boards use support from experts across the trust and beyond to closely monitor the performance of schools where they have delegated responsibility for doing so.

 

The Department for Education should consider:

  • publishing national quality standards to encourage schools to continue to improve governance by undertaking robust self-assessment and making use of their findings;
  • expanding the number of effective national leaders of governance and the provision of professional clerks so that schools can access the right level of professional support for their needs;
  • ensuring greater coordination by the National College for Teaching and Leadership of national leaders of governance;
  • improving the effectiveness and the consistency in the quality of external reviews of governance.

 

Ofsted will:

  • report more robustly on the extent to which governors are committed to their own professional development in order to secure sustained improvements in governance practices.

Please click here for the full article on the DfE website

Changes in Education 2016

Statutory guidance for governing bodies of maintained schools and local authorities in England

August 2015

Governing Body at Bilsdale Midcable

 

Governors who have served at any point over the last 12 months:

Governor:

Category of Governor :

Responsibilities:

Date of appointment:

Term of office:

Appointed by:

Date stepped down:

Relevant business or pecuniary interests:

Material interests arising from relationships with other governors:

Other governance roles (educational institutions):

Attendance record (GB meetings last 12m)

Mrs Kathryn McDonald

Head Teacher

 

Sept 2015

N/A

Bilsdale Midcable School

N/A

None

None

Carlton/Faceby School

Full

Mrs Rachel Grundmann

 

Staff

 

2001

4 years

Staff

N/A

None

None

None

Full

Mr Jeremy Cundall

Chair

Parent Governor

 

September 2015

4 years

Governors

N/A

None

None

None

90%

Rev.Dr Anne Heading

Vice Chair

Foundation

 

Sept 2005

Ex - officio

Diocese

N/A

None

None

Ingleby Greenhow & Great Broughton Schools

90%

Mrs Beverley Workman 

Foundation

 

 April 2017

4 years

Governors

N/A

       
 

Local Authority

                 
 

Parent Governor

                 

Mrs Janet Allison

Co-opted Governor

 

June 2015

4 years

Governors

N/A

None

None

None

Full

Judge A.Briggs

Co-opted Governor

 

June 2015

4 Years

Governors

N/A

None

None

None

80%

Mrs Alison Spark

Co-opted Governor

 

September 2015

4 Years

Governors

N/A

None

None

None

60%

Mrs Amanda Hall

Co-opted Governor

 

September 2015

4 Years

Governors

N/A

None

None

None

90%

 

Governing Body at Carlton and Faceby

Statutory guidance for governing bodies of maintained schools and local authorities in England

September 2016

Governor:

Category of Governor:

Responsibilities:

 

Date of appointment:

Term of office:

Appointed by:

Date stepped down:

Relevant business or pecuniary interests:

Material interests arising from relationships with other governors:

Other governance roles (educational institutions):

Attendance record (GB meetings last 12m)

Tanja Braun

Parent

 

01/06/2015

4 Years

Carlton and Faceby School

N/A

None

None

None

100%

Diane Jeffries

Staff

 

01/10/2016

4 Years

Carlton and Faceby School

N/A

None

None

None

100%

Sharon Lane

Foundation

 

31/08/2011;

 

Re-appointed

31/08/2015

4 years

York Diocesan Board of Education

N/A

None

None

STEM Advisory Board, Middlesbrough College

100%

Diane Lee

Foundation

 

14/04/2014

4 Years

York Diocesan Board of Education

N/A

None

Daughter a Governor –

Sarah Lee

None

75%

Sarah Lee

Vice Chair

Foundation 

 

01/09/2010

 

Re-appointed

01/09/2014

4 Years

 

4 Years

York Diocesan Board of Education

N/A

None

Mother a governor - Diane Lee

None

100%

Kathryn McDonald

Headteacher

 

Continuing

N/A

Carlton and Faceby School

N/A

None

None

None

N/A

Barbara Milburn

Chair

Local Authority

 

07/09/2013

4 Years

Carlton and Faceby School

N/A

None

None

None

100%

Fiona Ramsdale

Parent

 

21/03/2016

4 Years

Carlton and Faceby School

N/A

None

None

None

60%

Peter Rushton

Foundation

 

01/02/2016

4 Years

York Diocesan Board of Education

N/A

None

None

None

85%

Rev. Linda Shipp

Foundation

 

 

4 Years

 

N/A

None

None

Swainby and Potto CofE School

45%

Amanda Beanland

Foundation

 

 

 

 

 

 

 

 

 

Valerie Sonley

Foundation

 

15/5/2016

4 Years

York Diocesan Board of Education

N/A

None

None

None

100%

 

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