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What is our impact?

 

Governor Impact Statement September 2018

Governors challenge and support and hold senior leaders to account for all aspects of the school’s performance and carry out statutory duties, such as safeguarding.

The following is provided by the Governing Body:

The Ofsted Report of March 2017 commented that:

• Governors bring a wide range of experience and skills to their roles. They reflect carefully on how to deploy their expertise to maximum effect in order to drive continuous improvement.

• Governors are uncompromising in the way they challenge leaders to strengthen outcomes for pupils. They recognise the school’s strengths but are also acutely aware of what could be even better. Governors interrogate assessment information rigorously and ask leaders challenging questions about pupils’ outcomes. They visit the school regularly to check for themselves how well different groups of pupils achieve, including the most able and those from disadvantaged backgrounds. Governors regularly ask leaders for more information to satisfy themselves that the school is doing everything possible to improve pupils’ outcomes.

• Governors apply similar levels of rigour to their oversight of the school’s work to keep pupils safe. They attend effective training regularly to ensure that they have the necessary knowledge to evaluate the effectiveness of safeguarding arrangements. Records of their visits show that they ask staff challenging questions and seek pupils’ views on whether they feel safe. This ensures that procedures are continuously strengthened.

The Governing Board continues to regularly assess its performance and holds annual strategy meetings to refresh the Governor objectives.

The Governors’ assessment is as follows:

• Governors are well informed and focus on strategic priorities and planning for the future; for example, the changing demographics of the area and the consequential financial implications of this as well as the wider future funding pressures facing the school.

• Use of data is good. The governors’ data analysis shows progress made towards the school improvement priorities in an easily digestible form. Extensive data on pupils’ attainment, progress, pupil premium and quality of teaching are provided. National, Local Authority and previous year data are provided as well as current data, all of which is thoroughly analysed and discussed at governor meetings. Data is split into different groups, including the progress of disadvantaged pupils. Governors are able to make judgements about the school’s performance, not only through use of data, but also through visits linked to school development priorities and interviews with staff and pupils on a range of topics based on the relevant committee priorities. Governors conduct confidential staff surveys from time to time. They also provide opportunities for staff informal contact, for example an informal drinks party. Governors support the school at community events although more work can be done to promote the governors role within school.

• Professional clerking, standing agendas, a policy cycle, terms of reference, designated governor roles, visit protocols, a governors handbook and a thorough induction ensure the governing body carries out its statutory duties, such as safeguarding, effectively and ensures that boundaries between governors and the school leadership are clear i.e. between strategy and operational matters.

• Budget planning is robust. At an annual budget meeting, governors systematically review the proposed allocated spend to ensure it supports school improvement priorities and is sustainable. Spending is benchmarked against similar schools to ensure it is appropriate. Monitoring takes place throughout the year at the termly Resources Committee.

• There is a wide range of skills, experience and expertise within the governing body. Meetings are well attended. Regular skills audits are undertaken to review the range of skills of the current Governing Board and to identify any gaps to consider for future recruitment and ensure effective succession planning.

• Governors work well together, in an atmosphere of mutual respect for each other, the staff, pupils and parents. The views of all governors are sought and respected. Governors have high standards and promote the school’s drive for excellence. This is reflected in the Governing Body’s commitment to improvement. Governors participate in the training that is offered by the local authority and attend bespoke data training sessions annually.

• The Governors have participated in a vision workshop to facilitate a post-Ofsted review of the school vision and to refresh the long term school development priorities. Governors understand their role in helping to set the direction for the school and are actively engaged in review of the status of the school and looking at future opportunities.

• Governor work is linked to school development priorities – the standing agendas are structured around the School Development Plan (‘SDP’), ensuring work is focused on priorities identified. However, further work can be done on ensuring Governors overview of progress against the SDP priorities is effective and efficient and individual governor visits are focused on these priorities.

• The efficiency of meetings can also be improved and is a focus area for the Governing Board. Although there have been improvements, papers are not always posted in enough time which does not always allow for questions to be raised in advance or papers thoroughly reviewed prior to meetings.

Governors can be contacted at: governors@earlsfield.wandsworth.sch.uk

 

To find out more follow the links below

 

Roles and Responsibilities Meet the Governors
Governor updates Interested in becoming a Governor?
Governors' statement on behaviour What is our impact?
Governors' Attendance Record Code of Conduct

 

Last updated 19th November 2018

 
 
     
 
 

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