GOVERNING BODY

WHAT DOES THE GOVERNING BODY DO?

Kingsmeadow’s governors are fully committed to the school’s drive for excellence and to its inclusive ethos so that all students have the opportunity to maximise their individual potential, whether they choose an academic or a vocational route. We aim to ensure that all students are well prepared for the world of work.

The main roles of the Governing Body are:

  • To plan ahead to make sure the school has the right strategies and resources to get the best outcomes for the students; this includes overseeing the delivery of the curriculum.

  • To monitor and evaluate the school’s effectiveness.

  • To oversee the school’s budget so that it is used in the best way; the governing body is responsible for the proper and efficient management of the school’s funds and cannot plan for a deficit.

  • To make sure that young people and adults are safe at school.

  • To act as a ‘critical friend’ to the Head Teacher, and to hold him accountable for the management of the school.  He reports to the governing body on the school’s performance and how plans are going.

The Head Teacher is responsible for the day to day management of the school. The local authority, Gateshead Council, provides support and guidance to the school, and delivers government funding to the school (the school budget).

Governors are involved in:

  • The school’s strategic plans and its improvement plan

  • School policies, for example for curriculum, behaviour, uniform, sport, homework

  • How the school budget will be spent

  • Teaching and learning and how the school will reach performance targets

  • Staff matters including pay and appointment and dismissal

  • Student behaviour

  • Complaints from pupils, staff and parents

  • The school buildings, including health and safety, repair and maintenance of school buildings and the use of school premises outside school hours

The whole governing body meets once each term; it has a number of committees, panels and groups to discuss and progress matters in more detail (see below). If you would like to contact the governors, please do so through the Headteacher or if you are a parent or carer you can contact one of the parent governors.

Governor Committees, Panels and Groups

Achievement and Environment Committee

  • School improvement

  • Performance Data

  • Teaching and Learning

  • Attendance

  • Behaviour

  • SEND

Resources Committee

  • Finance

  • Staffing

  • Safeguarding

  • Health and Safety

  • GDPR

  • Admissions

Head Teacher’s Appraisal Panel

  • The chair, vice-chair and one other governor meet each autumn term to assess the head teacher’s performance and to set him new targets for the year.

Behaviour and Exclusion Panels

  • Governors sit on behaviour panels to help students whose poor attitudes to learning are impeding their progress.

  • Governors form panels to consider recommendations from the head teacher that a pupil be excluded from the school.

WHO ARE THE SCHOOL GOVERNORS?

School governors are unpaid volunteers (except governors who are school staff) and come from all walks of life. Some are appointed by the local authority, some have been asked to represent the local community, some are elected parent governors, and some are members of the school staff. The Headteacher is a governor.

If you would like to contact the governors, please do so through the Headteacher or if you are a parent or carer you can contact one of the parent governors.

A list of current school governors can be found here.

A list of governor membership and attendance at meetings for the year 2017-18 can be found here.

GOVERNORS ANNUAL REPORT 2017/18

The school year 2017/18 was a busy and rewarding one for the school’s governors.  As in previous years, governors continued to be involved in developments to improve student performance, seeing a strong focus on skills for learning threading through all of the school’s activities.  During the year, we were always impressed by the drive shown by senior leadership and by the hard work and enthusiasm of staff. As always, this was matched by excellent student attitudes to their learning and behaviour.

 

Our regular duties and activities continued to involve us in school developments. It is important that governors are knowledgeable about the school and continue to be well informed about activities and initiatives.  Our regular meetings, of the full governing body and of its committees, continue to provide us with much detail and give us opportunities for discussion. Our knowledge of the school is much enhanced by our ‘Learning Walks’, when we visit the school during the school day and see teaching and learning in action.

 

Our new Head Teacher and Deputy Head Teacher joined us in September 2017 and set to work quickly to build on earlier successes and add their own touches.  They had a very successful and productive year and led the school to its best-ever GCSE and good A-level results in summer 2018. They have further developed and embedded the school’s sense of purpose, its inclusive ethos and its drive for improvement, and have brought aspirational vision to the school and its students.

 

We supported the Head Teacher in restructuring the senior leadership team, reducing it slightly in numbers and identifying clear roles to drive the school forward.  These leaders (Assistant Head Teachers) were recruited from among the existing senior staff through a rigorous process in which governors were involved. The Assistant Head Teachers started their new roles in September 2018.   

 

The school received a monitoring visit from an Ofsted inspector in summer term 2018.  His purpose was to see how well the school was acting on the recommendations of the spring 2017 inspection.  He found much to praise and told us that the school is making very good progress. His confidence in the school confirmed our own view that there is very good teaching, students learn well, and that there are very sound arrangements for keeping students safe. As always, the students’ behaviour impressed the inspector.

 

We continued to be mindful of the significant issue of the school’s future, aware of the Government’s preference that all schools should become academies (Kingsmeadow is a local authority maintained school).  Changes to government policy meant that we could not make any progress on this issue during the year.

 

We have spent some time considering the school’s sixth form, which is small but greatly valued.  We are conscious that our students deserve a rich sixth form experience, and supported the development of a new partnership arrangement to achieve this.  

 

From the REAL learning programme in Key Stage 3 through innovative approaches to improving GCSE results to building the sixth form, we see the school continuing to go from strength to strength.  Numbers of students continue to rise, and it is pleasing to see so many students choosing Kingsmeadow as their secondary school. They know they will be well supported by the school’s excellent pastoral team and will have a wide range of opportunities here.  The Football Academy is an asset to the school, and the school itself delivers much sporting success alongside this.

 

Our budget continues to be very tight.  Although more students mean more funding, increasing costs eat away at this.  We continue to make sure that priorities are funded.

 

Kingsmeadow’s governors will continue its work in 2018/19 on our key tasks of overseeing the strategic direction of the school (including continuing to improve student achievement), supporting the head teacher and holding him to account and monitoring the school’s budget.  

 

Sarah Diggle

Chair of Governors

November 2018

Market Lane, Gateshead NE11 9NX, UK

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