New Ash Green Primary School has a very active governing body, with a mix of new and experienced governors.
We meet at least six times a year. In addition all governors are a member of at least one monitoring group who visit school during working hours to monitor the school in action.
We have a Governors’ Action Plan written by the Vice Chair and agreed by all governors, which sets out our objectives for the coming year.
During 2014 – 2015 we were required by central government to reconstitute the governing body. This we did ahead of time. We also took this opportunity to look at the way we worked as a governing body and changed some of our working practices to improve our efficiency. We are not afraid to take on new initiatives.
We carried out a Skills Audit and then used the information gained from this to advertise for new governors. We now have a full compliment of governors with a wide range of skills to fulfil our responsibilities in raising standards, holding the school to account and acting as a “critical friend”.
Impact of the Governing Body
Our last Ofsted Inspection commented that we were a strength of the school. During the last year we have made an impact in the following areas:
With monitoring visits. Detailed and thorough reports are written by monitoring governors and circulated to all governors for discussion at the next full governors’ meeting. The governors, through these visits, ensure the school is challenged and actions are completed.
In recruitment of staff. At least one governor attends all interviews for new staff to ensure only staff with a proven record of good or better practice are employed.
In managing finance. Governors ensure there is enough money put aside to meet the needs of the school, setting a tight budget and monitoring all expenditure.
In pay matters. The Pay Committee monitor carefully the pay of all staff, including the head teacher, and are not afraid to make difficult decisions if necessary in the interests of the school.
In monitoring progress and achievement data. We closely follow the various and many progress and attainment data presented to us. We ask challenging questions and look in particular at the data for vulnerable groups.
We challenged the staff over the School Development Plan and as a result the target percentages of good or better teaching were increased.