Governance Impact Statement
For abbreviations see end of table
| What Governors Do | What Westfield Infant Governors Do | Impact | |
| 1 | Carry out our statutory duties, such as safeguarding and understand the boundaries of our role as Governors |
|
Governors are clear on boundaries, statutory role and responsibilities and Governors' work reflects this |
| 2 | Ensure that the school promotes tolerance of and respect for people of all faiths (or those of no faith), cultures and lifestyles. Support and help, through our words, actions and influence within the school and more widely in the community, to prepare children and young people positively for life in modern Britain |
|
Governors have a range of evidence that school has many things in place to address this area and that action is being taken to develop further.
Westfield Infant School awarded IQM Flagship status |
| 3 | Ensure clarity of vision, ethos and strategic direction, including long term planning |
|
The GB supports the development of leadership and quality of teaching. This has led to improvements in pupil performance, the range and quality of enrichment opportunities, pupil enjoyment and relationship with parents/carers |
| 4 | Contribute to the school's self-evaluation and understand its strengths and weaknesses, including the quality of teaching and review the impact of our own work |
|
Governors have information, knowledge and training to enable an accurate understanding of school performance and to ensure that the SEF is based on this and that the SSDP addresses all priorities |
| 5 | Understand and take sufficient account of pupil data and assure ourselves of the rigour of the assessment process |
|
Governors have the ability to interpret data and ask questions about it. Governors recieve data from a range of sources and have a detailed knowledge of school performance. |
| 6 | Be aware of the impact of teaching on learning and progress in different subjects and year groups |
|
Governors know performance in different subjects and year groups and actions to strengthen teaching and learning |
| 7 | Provide support and challenge and hold the HT and other senior leaders to account for improving the quality of teaching and learning |
|
Governors understand the school performance and ask challenging questions based on this |
| 8 | Use the PPG and other resources to overcome the barriers to learning |
|
Governors know how PPG is used in the school and what impact it is having |
| 9 | Ensure financial resources made available to the school and are managed effectively |
|
School budget is appropriately balanced. Resources used effectively for the benefit of current pupils |
| 10 | Provide support for an effective HT |
|
Strong relationship between Governing Board and HT focussed on school improvement priorities |
| 11 | Monitor PM systems and understand how the school makes decisions about teachers' salary progression, including the PM of the HT, to improve teaching, leadership and management |
|
Governors are trained and understand the PM systems and ensure objectives are linked to school improvement priorities |
| 12 | Engage with stakeholders |
Parents/Carers
Pupils
Staff
Others in the community
|
Governors engage with key stakeholders in a range of ways |
| 13 | Are transparent and accountable in all areas of responsiblity |
|
|
Abbreviations
|
GB - Governing Body HT - Headteacher |
F&S - Finance and Staffing PH&S&S - Premises, Health & Safety and Safeguarding SEF - Self Evaluation Form SSDP - Strategic School Development Plan FGB - Full Governing Body IQM - Inclusion Quality Mark |
AOP- Achievement of Pupils PM - Performance Management SFVS - School Financial Value Statement SB - School Bursar PPG - Pupil Premium Grant LA - Local Authority |