The governing body consists of four categories of governor, Staff, Parent, Community and Local Education Authority. At Watlington, the composition is as follows:
The Head Teacher
The Head Teacher is automatically a governor.
One member of staff has a place on the governing body, elected by their peers.
All of these school-based governors remain on the governing body only while they are employed at the school. Should they retire or resign, a new nomination is required.
Two governors are parents or carers of children enrolled at the school at the time of their appointment. Vacancies for parent governors must be notified to all parents and nominations requested. A ballot of all parents is held if there are more nominations than posts available.
Four governors can be invited to serve by the governing body as being representative of the interests of the local community. Community governors can be reappointed an indefinite number of times at the end of their four year terms.
Local Authority Governors
One governor is appointed by the local authority to represent local interests.
Who are the School’s Governors?
Mrs R Kett
|Mrs K Samouelle||Chair||Parent|
Mr J Coote
Mrs R McGlone
|Mrs S Hewitt||Staff|
|Mrs S Asif||Co-opted|
Mrs A Youngs
|Mr M Roythorne||Co-Opted|
What is the Governors’ Role?
The overall purpose of the governing body is to help the school provide the best possible education for the pupils. This involves, in particular:
- Setting the school’s vision and strategic aims, agreeing plans and policies, making creative use of available resources.
- Monitoring and evaluating performance, and acting as a critical friend to the Head Teacher and her deputy to support them and challenge them in managing the school.
- Ensuring that the school is accountable to the children and parents, to the local community and those who fund and maintain it, as well as to the staff.
How Do We Achieve This Role?
Because much of the governors’ work is carried out in committees, the full governing body normally meets only 5 or 6 times a year. A typical agenda includes:
- Reports from the headteacher and the chairs of the various committees.
- Consideration of the School Development Plan.
- Discussion arising from correspondence..
- Considering any incidents of anti-racism, disability discrimination and child protection.
- Feedback from courses governors have attended.
Functions of the Committees
We reviewed our committee structure in the Summer of 2014 as a result of our reconstitution. When reporting on the quality of education, inspectors must evaluate evidence for each of four key judgements and judge the extent to which the school meets the needs of the range of our pupils.
Personnel, Buildings and Money:
Whilst we used to have separate finance and staffing and premises committees, the work of each is very dependent on the other, so we have combined them to make a single committee. The main staffing role is in the appointment of the headteacher and both teaching and non-teaching staff. Financial responsibilities include setting the school’s budget and monitoring it throughout the financial year which runs from April to March. Budget control reports are produced monthly by the school; the committee pay close attention to variations from the budgeted figures. Members of the committee are present when the County’s Finance Officer visits the school termly to help update the budgeted figures. In additon the upkeep and safety of the premises is discussed as this usually has financial implications.
School Effectiveness Committee:
The committee looks at how the school promotes learning and raises pupils’ achievement, and how it promotes spiritual, moral, social and cultural development. Teaching includes teachers’ planning and implementation of learning activities, and includes the setting of appropriate homework, marking, assessment and feedback. It comprises activities both within and outside the classroom. In addition the committee monitors progress and the quality of learning for individuals and groups, particularly SEND pupils. This includes the learning and progress across year groups, pupils’ progress in the last three years, and their progress in relation to national standards