Governor Impact Statement

Governor Impact Statement 2017/2018

Whole School Aim

Enable and empower all members of our school community to achieve success to the best of their ability.

Governors’ Role

The role of the Governing Body is an intrinsic part of the leadership of the school, although often unseen by parents and other community stakeholders. We are here to oversee the school is providing the best for your child to the best of their capabilities. This impact statement is one way in which the Governing Body articulates their role in school leadership, the impact we have had on school improvement, and been transparent about their activities. The Governing Body is made up of a group of dedicated volunteers, who invest a huge amount of good will, hard work and time for the sole purpose of improving the education of every child in our school. The Government expects us as your Governing Body to be a dynamic group of highly skilled individuals who focus on supporting the Head Teacher and all the staffs to shape the strategic direction of school. As Governors we are accountable for the performance of our school; we are measured by three core strategic functions:
• Ensuring clarity of vision, ethos, and strategic direction
• Holding the Head Teacher to account for the educational performance of the school and its pupils
• Overseeing the financial performance of the school and making sure the money is spent well


All members of Governing Body have and continue to have significant training. The impact of this is that the Governing Body are kept abreast of their responsibilities regarding the latest requirements and expectations. Learning and actions from training is shared at Full Governing Body meetings.

Impact of Full Governing Body Meetings

Each term Governors are invited to attend three committees: Finance, People, and Community Values and Standards. (including Data, Special Educational Needs and Disability (SEND) and Safeguarding). In addition, Governors may also attend monitoring visits at the school; the purpose of this is determined by areas of focus on the school self-evaluation report. For example, meeting with the School Council, reviewing behaviour, or progress in books.
The impact of this is that governors understand and gain knowledge in areas of strengths and weakness in teaching and practices within the school. This enables us to praise the Head Teacher on how good practice within school is being shared to benefit the whole of all the school years, benefiting areas of weaknesses or concern which have been identified. We use different sources of information from the school and around the country to try and get the full picture about how the school is doing, whether good, bad or in-between.

Head Teachers Appraisal

The Governing Body carries out the Head Teacher Appraisal annually. Several Governors have undertaken Head Teacher’s Appraisal Training, and with expert assistance from an independent educational advisor through the Local Authority, the appraisal is carried out. The appraisal process allows us to look closely at the performance of the Head Teacher, have discussions about areas of strengths and where necessary, areas for development. New targets are then set against criteria which the Head Teachers performance will be evaluated.

Further Impact across the School

As Governors we celebrate the fantastic work around the school and provide challenge and support in areas that can improve and monitor progress in all areas.
1. Ofsted – Governors are thrilled with this year’s Ofsted result. Governors contributed to preparations and met with the inspector on the day to answer questions and talk in general about the school.
2. Nottingham Schools Trust – following the decision to join the trust, the school has saved money and time on policy research, writing and training (for example, through preparations for GDPR)
2. Finance – Governors approved considerable spend for Foundation, to improve the outdoor areas in line with Ofsted feedback and action plan.
3. Recruitment – One governor attended “Safer Recruitment Training” ensuring the Governing Body have the skills necessary to recruit the right teachers for children at Carrington.
4. Link Governors have responsibility for specific areas of interest within the school. Each Link Governor has conducted a review including Safeguarding and audit from the Local Authority (as organised by the link governor), Special Educational Needs and Disability, Looked After children, Pupil Premium and Health and Safety. A Foundation link governor and Charity governor have also now been appointed.
5. Progress and Attainment – data for all children across the school, including vulnerable groups, has been analysed. Data focuses on reading, writing and maths. Analysis is completed at varying levels, including year groups, classes, pupil premium, high ability and boys/girls. The impact of this is that governors are aware of how children are performing; where there are issues, challenging questions can be asked to ensure that any identified problems are addressed in a timely manner. This ensures that the Governing Body know throughout the year how the school is progressing towards the school priorities and targets.
6. Governors have undertaken monitoring visits, including separate meetings with Mr Martin to hear more about literacy in school and Mr Hawkins to learn about the new approach to Maths and progress made. Governors also met with the School Council recently (two pupils from each year group) to ensure that children at Carrington feel safe, understand what they should do if they have any concerns, and can talk freely about their views of the school.

Priorities for 2018-2019

1. Continue to visit our school for meetings, monitoring visits and other social/school events, and ensure that all these are well-attended, with all governors contributing.
2. To ensure that Governors have a good understanding of data, reports and policies, to allow for confidence to question and challenge as well as to celebrate improvements and success.
3. Each Governor to know their role and responsibilities within the Governing Body, and to be well-equipped to carry these out.
4. To recruit, welcome, and induct any new Governor to the team. To make every effort to ensure that the makeup of the Governing Body reflects the diverse nature of the school.
5. To work collaboratively within the Nottingham Schools Trust. To be open and inviting of our new ways of working and to be up-to-date, as well as be involved in the continued formation of the Trust and how we go forward together as a group of schools.
6. To be involved in and prepared for dealing with any issues as they arise such as Recruitment, Health & Safety, and Ofsted Inspection; as relevant to the roles of the Governing Body.
7. To ensure the Ofsted action plan is delivered effectively.
8. To ensure each Governor has completed up-to-date safeguard training.

Members of the Governing Body

Chair of Governors (Elizabeth Hargrave)
Joint Vice Chairs (Michelle Orpen and Dr Warren Pearce)
Parent Governors (Dr Warren Pearce, Debbie Dyson)
Co-opted Governors (Michele Orpen, Gemma Morris, Sherin Buchanan, Elizabeth Hargrave, Fumen Irimiya)
Staff Governors (Rachel Humphriss, Adam Bevan)
Associates ( Andrew Phillips)
Head Teacher (Christine Skeats)