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How Shoreside is governed.

How Shoreside is governed


Who are the Governors?

The Governing Body is drawn from three sources: parents, school staff and members of the local community. There is a requirement to have at least one member of staff, one parent (elected by parents) and a governor appointed by the Local Authority. The Headteacher is also a member of the governing body.


Governors served for a term of four years and can be reappointed. All governors are required to have current DBS clearance.


Governors are unpaid but are expected to play an active role. While no specific qualifications are required, the Governing Body monitors the skills and experience of its members and seeks to address any weaknesses. In practice, our governors bring a range of professional experience, both within and beyond the education sector. Equally important, however is a willingness to question and challenge the leadership team in a constructive manner.


What do Governors do?

The legal responsibilities and duties of governors are laid out in The Governance Handbook, published by the Department for Education. Broadly speaking, these can be summarised as setting the strategic vision for the school, holding the senior management to account for all aspects of the performance of the school and ensuring the financial security of the school.


How has the governing body responded to the two OFSTED inspection of 2017?

Following the OFSTED inspection in February 2017, the Governing Body undertook a fundamental review of how it operates. This was in order to more closely monitor and challenge the senior management team as it implements the School Action Plan and also set the strategic vision for Shoreside in years to come.


There is a statutory requirement that we have governors dedicated specifically towards Safeguarding, Pupil Premium, Special Educational Needs (SEN) and Sports Premium. We have extended this system and have dedicated governors with responsibility for attendance, english, maths, science, finance, data and premises. This does not remove the requirement of all governors to have some familiarity with these areas.


The dedicated governor meets regularly with relevant staff to achieve a greater depth of understanding which is reported back to all governors in order to aid their questioning of the Leadership Team.


In addition, each teacher meets regularly with a governor linked to that year group. This allows governors a direct link to what is happening in the classrooms to better inform their questioning and challenge of the Leadership Team. It also offers teachers the opportunity to feedback their views directly to the Governing Body.


Rather than a vertical communication structure of governing body, management, teachers and children and parents, we aim to operate a model which is multi-channel and multi-directional.


There are formal sub-committees for Finance, SEN & PP Progress and Head Teacher Performance Review which meet at least once a term. Other sub-committees, for example, to review pay awards and staffing oversee matters of discipline are convened as required.


The full Governing Body meets twice each term. The agenda is based around the three key areas of Compliance (Is the school fulfilling its statutory duties and are finances controlled effectively?), Quality Improvement (questioning the Leadership Team about their improvement plans concerning all aspects of the school including but not limited to pupil performance, staffing, premises) and Governor Self-Review (considering how the Governing Body itself can better carry out its duties).


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