Information

Governance and Leadership

The Governing Body and School Leaders at all levels work together to set the strategic vision for the school and to monitor and evaluate the school’s work.

Governors achieve this in a variety of ways:  through half-termly full Governing Body meetings; Governors are linked to key areas such as Progress & Achievement, Stakeholder views, Behaviour & Attendance, Teaching & Learning, GDPR, Safeguarding, SEND; and attend regular Governor Training Days.

A full list of Governors and their roles is outlined below:

The Senior Leadership Team is comprised of:

Executive Headteacher:
Mr T Roe

Executive Deputy Headteacher:
Mr P Flaxman

Deputy Headteacher:
Mrs S Gibson: Head of Campuses

Assistant Headteachers:
Mr O Bouchaara: Progress and Achievement Key Stage 5 Lead
Ms J Brunskill: Progress and Achievement Key Stage 4 Lead
Mr P Hussein: Teaching and Learning/Pedagogy
Mr C Jones: Progress and Achievement Key Stage 3 Lead
Mr D Robinson: Behaviour and Inclusion SR Campus
Mr R Warner: Head of Psychology, Key Stage 3 support
Ms K Watkins: Behaviour and Inclusion LR Campus
Ms L Casey: SEN
Mr S Madigan: Character and Aspirations

Associate Senior Leadership Team:
Mr R Black, Director of Literacy
Mrs G Cope, Director of Vocational Education

Core Senior Leadership Team:
Ms C Keefe: School Business Manager
Mr P Leake: Operations Manager

Governing Body: Structure

In order to ensure the strategic effectiveness of the School Governing Body our key functions are outlined below:

• The school’s curriculum policy and statutory obligations in relation to the National Curriculum;
• Recommend to the governing body the school’s pupil performance targets
• Monitor school based, local and national performance data and reports (e.g. School Improvement Partner report and ASP), evaluating achievement and analysing the performance of different groups and subjects
• The SEND policy, monitoring provision and ensuring that the school fulfils its responsibilities for pupils with special educational needs and with disabilities
• Provision for, progress and attainment of vulnerable groups e.g. looked after children, young carers, and the effectiveness of any intervention strategies
• Monitor the quality of teaching and learning
• The provision and policies for sex and relationships education, religious education and collective worship and make recommendations to the governing body as necessary
• The impact of the equality policy (including gender, race, disability) in relation to teaching and learning, curriculum, achievement and progress;
• Determine, monitor and evaluate the range and the impact of extended activities on pupil learning
• Monitor the overall effectiveness of the sixth form, including outcomes, quality of provision and effectiveness of leadership
• Monitor and review policies and data on pupil behaviour to ensure that it does not impact on teaching and learning
• The behaviour policy and associated policies e.g. anti-bullying and evaluate their implementation and outcomes e.g. the impact on exclusions in the school;
• A policy on attendance and monitor and evaluate its outcomes
• Child protection and safeguarding policies and procedures;
• The views of pupils and how these are taken into account
• The engagement of parents with the school, parental views and how these are taken into account and consider ways in which home-school links can be further developed, making appropriate recommendations
• The effectiveness of communications with parents including statutory requirements such as the prospectus, school profile, complaints policy, home-school agreement
• Community links and community use of the school, monitoring and evaluating the school’[s contribution to promoting community cohesion
• The range and impact of the extended school offer

Finance

• Are we allocating our funding in line with our strategic priorities?
• Are we making full use of our assets and efficient use of all our financial resources?
• Monitoring spend against budget
• Review the School’s draft annual report and financial statement
• Review the School’s internal controls and risk management
• Report to the Governing Body on the above
• Appoint external auditors

Human Resources

• Do we have the right staffing structure to deliver the strategy (current and future needs)?
• Are the right people in the right roles? Are we providing sufficient training for people to fulfil their roles?  Are they performing properly?  How is under-performance being dealt with?
• Review the salaries of all teaching and support staff
• Agree, following advice from the Headteacher, any revision of salary points for members of the Leadership Team
• Ensure that all members of the teaching staff have been set new objectives and professional development targets each Autumn

Premises

• Are our premises ‘fit for purpose’/safe in supporting student learning and teacher performance?
• Identification of future premises needs in support of strategy implementation