Kempston Challenger Academy | Governance
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Governance

 

Challenger Multi Academy Trust (CMAT)

Governance Structure – Scheme of Delegation

GOVERNANCE STRUCTURE; CHALLENGER MULTI ACADEMY TRUST

 

Members

 

Board of Trustees

 

Board Committees

Standards Finance Risk, Audit,

 

Kempston Federation Cluster Committee

 

 

KCA Local Governing Body Daubeney Local Governing Body Lancot

Local Governing Body

Springfield Local Governing Body The Deanes Local Governing Body Westborough Local Governing Body Hadleigh Junior Local Governing Body

 

 

 Challenger Multi Academy Trust

Arrangements for Delegated Authority

 

The arrangements for delegated authority within Challenger Multi Academy Trust (CMAT) are set out in this scheme of delegation. The functions of the trust are discharged by its various boards, committees and key posts. The significant roles and responsibilities within the organisation are as follows;

 

  1. Members

The members of CMAT are signatories to the trust’s memorandum and articles of association (a document which outlines the governance structure and how the trust will operate). The members appoint trustees to ensure that the trust’s charitable object is carried out. They are able to remove trustees if they fail to fulfil this responsibility. Members are also responsible for approving any amendments to the trust’s articles of association.

While members are permitted to be appointed as trustees, in order to retain a degree of separation of powers between the members and the trust board, and in line with DfE expectations, not all members are trustees. Members are not permitted to be employees of the trust. 

 

  1. Trustees

The trustees of CMAT are the charity trustees and are responsible for the general control and management of the administration of the trust in accordance with the provisions set out in the memorandum and articles of association. The board of trustees is accountable for the performance of all academies within the trust and as such must;

  • Ensure clarity of vision, ethos and strategic direction
  • Hold the executive officers and headteachers to account for the educational performance of the academies and their pupils, and the performance management of staff
  • Oversee the financial performance of the trust and make sure its money is well spent.

Because trustees are bound by both charity and company law, the terms “trustees” and “directors” are used interchangeably.

 

  1. The Board of Trustees

 

The CMAT board is permitted to exercise all the powers of the academy trust. The trustees can delegate certain governance functions and these are set out in this scheme of delegation. The board remains accountable for any functions delegated.

 

The trust has the right to review and adapt its governance structure at any time which includes removing delegated authority in certain circumstances which are set out in section 5 below.  Delegations are reviewed annually in any event.

 

The board is constituted under the Trust’s Memorandum of Association and Articles of Association. It is responsible for ensuring that high standards of corporate governance are maintained. The board is also governed by the terms of the trust’s Funding Agreements that are in place, the Academies Financial Handbook and the relevant government guidance for academies.

 

The board of trustees of CMAT delegates responsibility for delivery of its objectives and strategy to the lead professional of CMAT i.e. the Chief Executive Officer (CEO) who is also designated as the Accounting Officer. The CMAT board holds the CEO to account for the performance of the trust, including the performance of the academies within the trust.

 

Some responsibilities concerning the performance of each academy are delegated to Local Governing bodies (LGBs). Each local governing body will use its detailed knowledge and engagement with stakeholders to ensure that their academy is performing to the highest possible standards, and that it is being well served by the executive leadership of the trust.

 

The performance management of the Chief Executive Officer (Accounting Officer) is the responsibility of the trust board. The CEO is responsible for the performance management of the academy headteachers but will seek contributions from representatives of the local governing boards to this process.

 

In addition to the CEO, the Trust has a Chief Financial Officer (CFO) who reports to the CEO and the board. The CFO’s key areas of responsibility are set out in the Academies Financial Handbook published by the Department for Education

 

  1. Board Committees

The trustees have established two committees with the purpose of providing advice and support and informing the overall work of the trust board. The trust board retains overall accountability and responsibility for any matters dealt with by committees. The responsibilities of the board committees are set out in their terms of reference.  The trust board appoints committee members and chairs. No trustee employed by the Trust will act as Chair of a committee. Non trustees can be appointed to committees, but Trustees must be in the majority (with the exception of local governing bodies)

 

  1. CMAT Board Terms of Reference

 

 

Vision

Our mission is to create a family of outstanding schools where every young person has the opportunity to participate in engaging active learning experiences and achieve excellent education outcomes in an inclusive and high performing school system.

Our academies will be places of educational excellence.  We want to do what is best for all of our pupils, teachers, staff and parents.  Our aim is to see them achieve their full potential within a framework of challenge and support with strong governance and teaching excellence.

Our vision is to build a collaborative partnership of schools that will provide outstanding educational provision, both inside and outside the classroom, through challenge and the promotion of excellence. 

We welcome pupils from all backgrounds and will work to provide them with a comprehensive range of learning opportunities that will be personalised and draw on the principles and practice of ‘Learning Outside the Classroom’ (LOtC) and models of Engaging Schools’. 

Our key foci are on progress and partnership.  School improvement is also based on school-to-school support developed through a model of collaborative autonomy.

 

Articles of Association

The Articles of Association set out the responsibilities and procedures for the running of Trust (which is a charitable company limited by guarantee as per Companies Act of 2006).

 

Trustees Responsibilities

 

Trustees have full responsibility for the Trust and must:

 

  • act together and in person and not delegate control of the Trust to others;
  • act strictly in accordance with the Academies’ governing documents;
  • act in the Academies’ interests only, without regard to their own private interests;
  • manage the Academies’ affairs prudently throughout the life of the Academies;
  • not derive any personal benefit or gain from the Academies of which they are Trustees; and take proper professional advice on matters on which they are not themselves competent.

 

In managing the Trust’s finances, Trustees must:

 

  • ensure that bank accounts, financial systems and financial records are operated by more than one person;
  • ensure that all the Academies’ property is under the control of the Trustees;
  • keep full and accurate accounting records; and
  • prepare accrual accounts giving a true and fair view of the Academies incoming resources and application of resources during the year and of its state of affairs at the year end.
  • In applying the Academies income, must spend it solely for the purposes set out in the Academies governing documents and spend it with absolute fairness between persons qualified to benefit from the charity.

 

Emergency Powers

 

The Chair of the Board, in consultation with the CEO where practicable, will take appropriate action when a decision is needed urgently on behalf of the Trust. In the absence of the Chair, the Vice Chair can exercise this power.

 

Intervention

 

The Trustees have a duty to take appropriate action when there are weaknesses in the Academies. Where individual Trustees have unresolved concerns about the running of the Academies or a proposed action, they should ensure that these concerns are recorded in minutes.

 

Conduct of Trustees

 

Trustees are public servants and as such must not use public monies or official business for personal benefit. The Trustees should avoid obtaining goods and services that include elements of private use or accepting excessive hospitality from prospective suppliers. The Treasury rules about the receiving of hospitality and gifts should be followed, as these rules are there to protect Trustees.. A register will be maintained to record hospitality and gifts received. This should record, as a minimum, the name of the organisation that gave the hospitality/gift, the date it was received, its nature and approximate value.

Trustees should be aware that the Prevention of Corruption Act places the burden of proof on the recipient of favours.

NB: All duties and responsibilities of Trustees detailed in the Trust’s governance documents apply equally to persons who are not Trustees but who have been appointed to serve on a committee of those Academies in an honorary capacity.

 

Declarations of Interests

 

It is vital that Trustees act, and are seen to act, impartially. All members of the Board are required to complete a declaration of their interests. Individual declarations will be maintained together in a register, which will be published on the Trust website

 

It is the responsibility of Trustees to ensure that their declarations of interests are kept up to date at all times, and to amend or update them as necessary. At the start of each relevant meeting Trustees will be asked to declare any interests in a matter included on the agenda.

 

Payments

 

Trustees will not receive any remuneration for their work as Trustees other than payment of all reasonable out of pocket travel, accommodation or other expenses legitimately incurred by them in connection with their attendance at meetings acting in the capacity of Trustees.

 

No Trustee may hold any interest in property belonging to the Trust.

 

CMAT Board Meetings

 

The Board of Directors will meet as required, with a minimum of 3 meetings year. Meetings will be convened and conducted in line with the Articles of Association).

 

Kempston Federation Committee

 

Terms of reference to be drafted by suggested to cover:

 

  • Implementation of CMAT vision for Kempston schools
  • Ensure academy leaders are working jointly to deliver curriculum
  • Ensure academies are working together as appropriate on support functions
  • Ensure staff opportunities are maximised across the federation
  • Review the impact of marketing
  • Support building the profile of CMAT Kempston schools
  • Support the recruitment of governors to LGBs
  • Support development of stakeholder links and employer engagement

 

  1. Local Governing Bodies (LGBs)

 

There is an LGB for each academy. Each LGB constitutes a committee of the Trust.

The responsibilities of the LGBs are set out in detail in this scheme of delegation. In summary they include;

  • Promoting and Upholding the CMAT vision values and ethos within the academy context
  • Setting the vision, ethos and strategic direction of the academy in line with those of CMAT
  • holding the academy leadership to account for the pupil outcomes and experiences in school,
  • building an understanding of how the academy is led and managed
  • monitoring whether the academy is working within agreed policies and meeting agreed targets
  • engaging with stakeholders.

 

Financial decisions and control sit with the CFO, CEO and the trust board.

The responsibilities of any LGB within the Trust may vary from those of other LGBs within the Trust. Responsibilities and delegations can be varied at any time by the Trust.

As a committee of the trust board, delegation to an LGB can be removed at any time. Examples of when this may occur are:

  • in response to a review of governance or an Ofsted inspection.
  • An Ofsted inspection where there is a rating decline or an academy moves into a category of serious weakness or requiring improvement.
  • A sudden or unexpected significant dip in the performance of an academy
  • A significant safeguarding concern within an academy.

 

Constitution of LGB

An LGB will comprise up to 12 members and will include:

  • the Academy Principal
  • at least two elected parent governors. If no parents come forward for election the CEO can appoint parent members who have children of compulsory school age.
  • An elected staff Governor,
  • the remaining Governors will be appointed by the CEO of the Trust.

 

The Academy will make arrangements for the election of staff and parent governors.

 

Term of Office

 

The term of office for an LGB Governor will be 4 years.

 

Meetings

 

An LGB will meet at least six times a year. The draft minutes and actions arising from the LGB will be made available to the Trust Board Clerk within 14 days of the end of each respective meeting.

 

The CEO in consultation with the Chair of the Board must also confirm the election of the Chair of each LGB annually, following nomination by each LGB. No staff member employed by the Academy will act as Chair of an LGB.

The quorum will be one third of the LGB members in post. No business can be conducted at any meeting unless a quorum is present

Seven days’ notice must be given prior to the meeting to all LGB members unless there are matters of sufficient urgency to be considered that the Chair of the LGB consents to shorter notice

The LGB will appoint a Clerk to the LGB, who will be someone other than a Governor or the Principal of the Academy.

Any three Governors may call an additional meeting via notice to the Clerk to the LGB. Any such meeting should be convened as soon as is reasonably practicable.

 

LGB Chair

The LGB will nominate the Chair and Vice Chair to the CEO for approval. The Chair and Vice Chair will serve one year and will be eligible for re nomination.

 

If the position for Chair or Vice-Chair becomes vacant during the year, the LGB must nominate a new Chair/ Vice-Chair at their next meeting.

 

CMAT may remove and replace the chair of an LGB where it is in the best interests of the academy to do so. Examples of where this may happen are:

  • Identification of weak performance by a chair in response to a review of governance or Ofsted inspection.
  • A significant safeguarding concern within an academy relating to the performance or behaviour of the chair
  • there is insufficient progress being made against educational targets
  • an adverse Ofsted judgement
  • there has been a breakdown in the way the academy is managed or governed
  • the safety of pupils or staff is threatened, including a breakdown in discipline

 

The CMAT central team will manage the process of removing and replacing the chair. The team will work with the remaining members of the LGB body in order to identify an effective replacement. 

The main function of removing and replacing a chair will be to secure the governance of the academy and develop a sound basis for improvement. The newly appointed chair will remain in place until the CMAT Board is satisfied that the relevant performance problems have been rectified, and that the LGB is sufficiently competent to resume responsibility for appointing its own chair.

Emergency Powers

The Chair of the LGB, in consultation with the Principal of the relevant Academy will take appropriate action when a decision is needed urgently on behalf of the LGB and will report such urgent actions at the next available LGB meeting. In the absence of the Chair, the Vice Chair will exercise these powers.

 

Intervention

The LGB members have a responsibility to take appropriate action when there are weaknesses in the Academy. Where individual LGB Members have unresolved concerns about the running of the Academy or a proposed action, they should ensure that these concerns are brought to the attention of the Chair and recorded in minutes.

 

Conduct of Conduct – LGB Governor

 

All LGB members will be required to sign the Code of Conduct for LGB Governors as approved by the Board from time to time (this will be based on the NGA Code of Conduct- this is usually updated in the summer so the latest version will be used.

Breach of the Code or other conduct detrimental to the interests of the Trust or any academy within the Trust can lead to the Trust removing a LGB Governor.

 

All LGB members will be subject to the appropriate DBS and S.128 checks.

In particular LGB Governors are public servants and as such must not use public monies or official business for personal benefit with the exception of payment to a LGB Governor to act as such where this has been approved by the Board. The Governors should avoid obtaining goods and services that include elements of private use or accepting excessive hospitality from prospective suppliers. The Treasury rules about the receiving of hospitality and gifts should be followed, as these rules are there to protect staff and Governors. A register will be maintained to record hospitality and gifts received. This should record, as a minimum, the name of the organisation that gave the hospitality/gift, the date it was received, its nature and approximate value. Governors should be aware that the Prevention of Corruption Act places the burden of proof on the recipient of favours.

 

Declarations of Interests

 

It is vital that Governors and staff act, and are seen to act, impartially. All members of the governing bodies are required to complete a declaration of their interests. Individual declarations will be maintained together in a register. Any declarations must be published on the academy website

Where a Governor has any interest, either pecuniary or non-pecuniary, in a matter to be discussed at a Board meeting the governor or member of staff must declare their interest and withdraw from that part of the meeting.

It is the responsibility of Governors to ensure that their declarations of interests are kept up to date at all times, and to amend or update them as necessary. At the start of each relevant meeting Governors should be asked to declare any interests in a matter included on the agenda.

 

Payments

 

LGB Governors will not receive any remuneration for their work as Governors, unless specifically approved by the Board and in accordance with the principles in the Department for Education’s Governance Handbook, other than payment of all reasonable out of pocket travel, accommodation or other expenses legitimately incurred by them in connection with their attendance at meetings acting in the capacity of Governor of the Academy.

 

No Governor may hold any interest in property belonging to the Academy. Nor may a Governor receive remuneration in respect of any contract to which the Academy is a party unless there is the prior approval of the Board

 

Removal of an LGB

The Trust can remove an LGB at any time where it is in the best interests of an academy to do so. Examples of where this may occur are:

  • there is insufficient progress being made against educational targets
  • an adverse Ofsted judgement
  • there has been a breakdown in the way the academy is managed or governed
  • the safety of pupils or staff is threatened, including a breakdown in discipline

Interim Boards

Where an LGB is removed by the Board, the Board may put in place an Interim Board (IB) . The membership of the IB and its delegated powers will be as determined by the Board from time to time.

The main function of the IB will be to secure the governance of the academy and develop a sound basis for improvement. The IB will be in place until the CMAT Board is satisfied that the relevant performance problems have been rectified, and that the revised membership of the LGB is sufficiently competent to resume responsibility for the academy.

CMAT does not adopt a one size fits all approach and is committed to appointing IA’s which are small, focused groups. Members will be chosen on a case by case basis in accordance with the needs of individual academies. 

 

Named LGB Governor Roles

 

Each LGB will appoint from among its members individuals with the following specific responsibilities:

  • a Governor responsible for Safeguarding – a role descriptor will be published in the final version of the scheme

the nominated governor should:

  • be familiar with Trust and academy policies
  • be familiar with KCSIE
  • champion safeguarding issues within the organisation
  • liaise with the safeguarding lead in the academy to build an understanding of how things work in practice
  • report to LGB on systems and issues
  • visit the academy and chat to pupils – do they feel safe
  • visit the academy at lunch time – do pupils play/interact happily, is there aggression
  • be aware of the procedures for visitors and contractors
  • be aware of the academy’s procedures for PREVENT
  • be aware of staff training programme for staff on safeguarding and PREVENT
  • promote governor training on Safeguarding and PREVENT
  • a Governor responsible for SEN – a role descriptor will be published in the final version of the scheme
  • be familiar with the SEN Code of practice
  • be familiar with the academy’s SEN profile
  • be aware of the Academy’s policy and offer
  • be aware of the headline position regarding progress and attainment of SEN pupils compared t non SEN pupils within the academy
  • liaise with the SENCo to build an understanding of how things work in practice
  • be aware of headline intervention/support for SEN pupils and its impact
  • visit the SENCo at least twice a year
  • be aware of other non learning support put in place for SEN pupils
  • be aware of the approaches taken to support transition
  • a Governor responsible for Pupil Premium– a role descriptor will be published in the final version of the scheme
  • be familiar with the academy’s PP profile
  • be aware of the Academy’s policy and offer
  • be familiar with the Academy’s website statements on PP funding
  • be aware of the headline position regarding progress and attainment of PP pupils compared t non SEN pupils within the academy
  • liaise with the lead in the academy for Pupil Premium to build an understanding of how things work in practice
  • be aware of headline intervention/support for PP pupils and its impact
  • be aware of other non learning support put in place for PP pupils

 

  • a Governor responsible for Health and Safety– a role descriptor will be published in the final version of the scheme
  • be familiar with the academy’s Health and Safety Policy and Procedures
  • be aware of any significant Health and Safety risks within the academy and the actions being taken
  • be familiar with the Academy’s health and safety training for staff
  • visit the academy at least twice a year to do a site walk with the appropriate member of staff
  • Review of the Accident Book and analysis of online accident reporting system statistics.
  • Sample and review selected risk assessments
  • Sample and review maintenance reports.
  • Checking a specific procedure to ensure that it is fully implemented. E.g. the fire procedure would be a typical example

 

  • a Governor responsible for Careers Provision (secondary academies only) – a role descriptor will be published in the final version of the scheme
  • be familiar with the Statutory Guidance including Gatsby Benchmarks
  • be familiar with the academy’s approach to delivering careers information advice and guidance
  • liaise with the lead in the academy for Careers to build an understanding of how things work in practice

 

  1. Chief Executive Officer (The Accounting Officer)

 

The CEO has delegated responsibility from the Board for the operation of CMAT including the performance of the trust’s academies.

 

The CEO is responsible for the internal organisation, management and control of the Trust and the Academies, the implementation of all policies approved by the Trust and for the direction of teaching and the curriculum.

 

The CEO is the accounting officer so has overall responsibility for the operation of the academy trust and its  financial responsibilities and must ensure that the organisation is run with financial effectiveness and stability, avoiding waste and securing value for money.

   

The CEO leads the executive management team of CMAT. The CEO will delegate executive management functions to the executive management team as s/he thinks fit and is accountable to the trust board for the performance of the executive management team.

  1. Academy Headteacher

 

The Trust is responsible for the employment of the Headteacher/Principal in each academy

 

The academy headteacher is responsible for the day to day management of the academy and is managed by the chief executive officer. She / he reports to the LGB on the overall performance of the school, the progress of pupils and any other matters which have been delegated to the LGB.

SCHEME OF DELEGATION

 

Key

Level Responsible Individual or Group
1 Member Level
2 Challenger Multi Academy Trust Board Level
3 CEO/Accounting Officer Level/Central Team
4 Local Governing Body Level
5 Headteacher Level (the Headteacher will not perform all these tasks – some will be delegated to the appropriate member of staff; however the Headteacher is accountable for these actions

 

A Accountable
R Responsible
C Consulted
I Informed

 

ARCI – new for this draft

 

The grids below only include tasks that involve the LGB or Headteacher. To see the full version, please refer to the complete Scheme of Delegation.

 

Below each section are some questions/tools that LGB members can refer to. They will not all be relevant and regard needs to be had to a school’s particular context. It is hoped that the questions and prompts will help LGBs in planning their work for the year.

 

 

KEY Function 1 – Governance
No. Task 1 2 3 4 5
8 Appoint and remove clerk to LGB     A R C C
9 Approve Changes to Articles A R        
10 Approve the CMAT governance structure,   A R C I
11 Approve terms of reference for trust committees   A R C I
12 Approve changes to the scheme of delegated authority   A R    
14 Confirm the chair of academy local governing body     A R C  
15 Election arrangements staff and parent governors      A R I
21 Review and revise trust and academy governance details on academy website       A R
23 Set up and publish register of members’, trustees’ and governors’ business and pecuniary interests   A R    
24 Set up and approve trustees’ and governors’ expenses scheme   A R    
31 Remove and replace the chair of a local governing board (see footnote re removal and replacement of chairs)   A R    
33 Review performance of academy governing body against academy development plan    and any other agreed criteria         A R  

 

LGB Evaluation tools/questions

  • NGA 20 Questions
  • Has the LGB supported the agreed values and culture of the organisation
  • What progress has the academy made towards implementation f the academy development plan
  • What has been the impact of the LGB
Key Function 2 – Strategy
No. Task 1 2 3 4 5
2 Agree Academy’s vision and strategy, which must be consistent with the Trust’s vision and strategy, agreeing key priorities and key performance indicators, which must be consistent with those of the Trust, against which progress towards achieving the vision can be measured     C A C I
3 Format for AIP     A R    
4 Drafting AIP     C C A R
5 Approving AIP     A I I
6 Format for SEF     A R   I
7 Drafting SEF         A R
8 Approving SEF     A    
9 Format for HT Reports     A R    
10 Format for monitoring AIP     AR C I
11 Monitoring AIP at least termly       A R

LGB tools/questions

  • Which areas of the AIP are on track and what is behind?
  • What evidence does the LGB have for this – can this be triangulated
  • For areas that are behind/not being achieved, what has to be changed and what support is required
  • Is the AIP consistent with the vision and values of the school
  • What has informed the objectives within the AIP
  • What are the links between the AIP objectives and staff training/development
Key Function 3 – Finance
No. Task 1 2 3 4 5
4 Agree Headteacher Remuneration     A R C I
6 Draft academy budget plan, in line with academy priorities       C A
8 monitor academy budgets monthly to ensure in line with AIP and approved budget     A R R R
10 Authorise expenditure/contracts up to £250   what is the current position on this?
11 Authorise expenditure/contracts £251 – £25,000  
12 Authorise expenditure/contracts over £25,000     A R    
14 maintain accurate, reconciled and up to date records to provide financial and statistical information for each academy     A R   R
15 establish and maintain asset registers     A R   R
16 ensure disposal of assets complied with relevant procedures and AFH   A R    
17 ensure a system of internal control is in place   A R   I
18 report and implement internal control recommendations   A R R R
19 Ensure appropriate insurance arrangments are in place   A R    
20 Ensure academy budgets are in line with academy improvement plans     A R R
21 Ensure virements between budget headings are compliant with financial procedures   A R    
22 Review virements between budget headings   A R    

 

Key financial decisions rest with the Central Team and the Board. The LGBs have an important role in monitoring expenditure and its impact

LGB Tools/Questions

  • HT to share monthly statement showing spend against budget from central team
  • Does draft budget reflect the priorities/needs of the academy
  • Is money being well spent
  • Asking why expenditure is above or below budget
  • Impact of expenditure – eg CPD, pupil premium, events organised for pupils

 

 

Key Function 4 – Risk Management
No. Task 1 2 3 4 5
1 Ensure appropriate risk management policies are in place   A R   R
4 creation of academy risk register – maximum 5 key risks     C A R
5 review of academy risk register     C A R
6 Develop academy business continuity plan (CMAT format)   C A R    
7 Approve academy business continuity plans      A R R
8 Monitor implementation of academy business continuity plans     A R R  

 

LGB tools/Questions

  • What are the 5 key risks for the academy?
  • What mitigation is happening and how effective is it
  • Risks are reviewed termly
  • LGB questions the Business continuity plan at headline level
  • LGB asks about testing of the Business Continuity Plan

 

Key Function 5 –  Academy Improvement/Curriculum
No. Task 1 2 3 4 5
1 Ensure academy curriculum meets statutory requirements and is consistent with the ethos of the trust     C A R
2 set academy targets for pupil progress and attainment     A C R C R
3 monitor and evaluate progress and attainment trust data for all pupils, including all groups   A R R R
4 monitor and evaluate progress and attainment academy data for all pupils, including all groups     R A R R
5 monitor and evaluate the impact in the academy of dedicated funding streams such as pupil premium and sports premium     R A R R
6 monitor and evaluate academy standards of teaching and learning   A R R R
7 monitor and evaluate pupil behaviour development and welfare in the academy     C A R
8 monitor provision of careers advice   A   R R
9 appoint a SEND governor       A R R

 

The questions listed below cover a several topics. It is not intended as a complete list. They need to be considered in the context of the individual school and its identified improvement priorities. They have come from a range of governance resources and take some account of the 2019 Ofsted Framework. LGBs working with Headteachers may want to have a ‘pick and mix’ approach, with the LGB taking into account:

  • The need to provide both support and challenge
  • Governors not moving into operational matters
  • Questions to and information requested from staff need to be reasonable, proportionate and appropriate

 

LGB Tools/Questions

 

Quality of Education Questions – general

  • What does our school want for our children?
  • Does our community require any specific support from our curriculum?
  • What does teaching look like in our school?
  • What role does assessment have in our school?
  • Who can tell a governor about the impact assessment is having on progress?

Intent (general – see subsets below)

  • What do we know about the trends in our area and the skills in previous years that have been lacking? What does last year’s data tell us?
  • How is our curriculum tailored to provide pupils with a balances skill set?
  • What are we proud of in our area? What do we want to celebrate and encourage?

Inclusive

  • How ambitious are our objectives for our SEND pupils?
  • Which part of the curriculum are they able to access and if there are differences in their learning, are these all necessary?
  • Do we share targets/goals with SEND pupils?

Coherent

  • What is the end goal for our pupils in each subject area?
  • Can pupil progress be tracked back from this goal?
  • Does all learning taking place aim to achieve this goal?
  • How does the curriculum design reflect the ethos of our school?

 

Implementation (General see subset below)

  • How confident are SLT in confirming the skills and proficiencies of all staff members
  • Do the SLT know which staff members require extra resources and in which areas?
  • How well do we understand the performance of NQT mentors, subject co ordinators and others with management responsibilities?
  • How do we recognise the skills and knowledge of staff?

Subject Knowledge

  • How recently has a subject audit been conducted to find out how confident teachers are?
  • How engaged do our staff feel with each subject? Are there any trends?
  • Are there links between the subjects which engage our staff and the ones in which they feel most confident with their teaching
  • Can staff confidently explain why they are teaching a subject and explain the relevance of the knowledge for pupils

Pedagogy

  • When was the last time staff reviewed/refreshed subject -specific policies and programmes?
  • How can we be sure that the way in which we teach each skill is the best for our pupils?
  • Do all subject leads have access to CPD for their subject including new developments/approaches for that subject?
  • In what ways can we evidence a link between pupil progress and the way we teach? How do we know that particular methods produce positive results?
  • What does progress within a subject or area of the curriculum look like in our school?

Resources

  • How have resources been chosen and which are the most useful?

Impact (general)

  • Does every member of staff have a shared understanding of the impact that our school wants teaching to have on our pupils?
  • Can we explain why pupil progress is measured in the way that it is
  • Are there some areas that are measured differently and if so why?
  • Which measures are shared across the curriculum?
  • Do we continue to improve/revisit knowledge/skills learnt once the ‘box’ has been ticked?
  • How much do we know about the interests and aspirations of our pupils before they leave our school?
  • How involved are we with their future and can we be sure that we have prepared each individual for it?
  • How is reading integrated into each of our subjects and curriculum areas? Are there any gaps?

 

 

Data/Curriculum Questions

  • How does the curriculum match with the academy and Trust vision and values?
  • During Governor visits what do Governors need to look for to see that the vision are values are present in the curriculum on a day to day basis
  • Does the curriculum support the skills we want our pupils to have?
  • Is the curriculum clear to parents?
  • How do we know the curriculum is having impact?
  • Do governors need data training?
  • Do girls outperform boys if so by how much?
  • How do different/vulnerable groups perform compared to pupils not into those groups
  • Which subjects underperform, what is being done, when we will know if this has been successful, how will we know if it is successful
  • Do LGB’s triangulate data on pupil performance and progress
  • Are pupils making more or less progress than the national average
  • Are pupils making more or less progress than pupils in similar schools
  • Are pupils achieving below/inline/above national averages
  • Are pupils achieving below/inline/above national averages compared to similar schools
  • Has the LGB seen ASP
  • Is progress and achievement improving or declining over time
  • Do we have data to understand the overlaps between different vulnerable groups
  • Is there evidence of Governor challenge and support on pupil outcomes

SEND questions

  • How accessible is the building to all pupils?
  • Is information accessible to all pupils
  • Is the SEND policy and website information compliant?
  • Do we employ a SENCo
  • How many SEN pupils do we have?
  • How does that compare to the national average?
  • How does progress and achievement of SEN pupils compare to non SEND pupils
  • What support do SEN pupils receive, how is this monitored and how do we know the impact

PP Questions

  • How many PP pupils do we have?
  • How much funding do we receive?
  • How do we spend it?
  • What is the impact?
  • What is the academy’s strategy for the expenditure of PP funding?
  • How will this raise standards for PP pupils and narrow the gap?
  • Is the PP website statement in place and compliant?
  • Are we following it?
  • How do we know if we are getting value for money for PP spend?
  • How does progress and achievement of PP pupils compare to non PP students?
  • Do we need a PP review?

 

 

Key Function 6 – Staffing
No. Task 1 2 3 4 5
1 Appointment and dismissal of headteachers     A R C  
2 Participate in appointment of headteachers     A R C  
3 Appointment and dismissal of deputy headteachers and other senior academy staff          R C A C
4 Participate in the selection processes for deputy headteacher & other senior staff       R A R
6 Agree academy staffing structure     A R R R C
8 Appointment and dismissal of all academy staff except headteacher      C A R R
10 Approve staff, HR, pay, performance and disciplinary policies   A R I I
11 implement staff, HR, pay, performance and disciplinary procedures      A R R
12 Approve changes to academy staffing structure (within agreed budget)        C A R
13 Approve changes to academy staffing structure (outside agreed budget)       A   R

 

LGB Questions

 

  • Are there areas where more/less staff are needed
  • Is the ratio of teaching staff to support staff right
  • Do we clear and compliant recruitment procedures in place
  • Where LGB governors are involved in the recruitment process, have they done safer recruitment training
Key Function 7 – Performance Management and Welfare
No. Task 1 2 3 4 5
2 Performance management of headteachers   I A R R C
4 Suspension of a headteacher      A R C  
6 Suspension all academy staff except headteacher         C C AR
7 Approval of dismissal payments / early retirement   A R    
8 Agree academy performance management and pay progression procedures   A R C C
9 ensure academy pay progression decisions take account of pupil outcomes   A C R R
               

 

LGB Questions

  • Have all teaching staff had an appraisal and targets set within the agreed timelines?
  • Where pay progression occurs, is it evidence based and does it take into account outcomes
  • What is the reporting and decision making process for the LGB (NB these reports will be anonymous)?
  • Is CPD linked to outcomes from Performance Management?

 

Key Function 8 : Behaviour and Attitudes/ Personal Development/Exclusions
No. Task 1 2 3 4 5
1 Approve behaviour policy checklist   A R I I
2 Approve behaviour policy based on checklist       A R
3 draft behaviour policy         AR
4 Review exclusions in line with the relevant legislation and statutory guidance   A   R  
5 monitor rewards and sanctions       A R
6 Appointment to Pupil Discipline Committee panels if insufficient LGB memberstt   A R    
7 monitor the support given by the academy to the welfare and development of pupils   A C R R

 

Questions:

  • How do we implement in the CMAT character education principles in our school?
  • Do we know what it’s like to be a learner in our school?
  • Do they enjoy school, learn and feel safe and happy?
  • Are pupils healthy enough to meet their potential
  • Do we take our pupils interests into account with the activities the school offers?
  • How is our school talked about in the wider community
  • Do pupils feel safe in and out of school? How do we measure this?
  • What are we doing to keep every child in every lesson
  • How do we tackle low level disruption in lessons
  • Are we managing our difficult pupils to improve our school’s overall performance outcomes?
  • Is there an expectation that we will automatically support the headteacher’s decision to exclude or do we ensure that (other than in the case of a serious one off incident) all other option have been explored and that exclusion is really the only option NB Governors/Trustees reviewing a headteacher’s decision to exclude should have specific training for this task.
  • Do we ensure that additional tolerance and support is given to vulnerable children to avoid exclusion wherever possible

 

KEY FUNCTION 9 : Admissions
No. Task 1 2 3 4 5
1 draft academy admission policy       A R
2 Agree academy admissions policy    A R C R R
3 Consult on admissions policy         A R
4 admit over PAN       C A R

 

LGB questions

  • Do we need to ask the Board the PAN
  • Do we need to ask the Board to revise the admission policy and oversubscription criteria (and therefore consult)
  • Do we have information from the LA on future projected pupil numbers?
KEY FUNCTION 10 – PREMISES AND INSURANCE
No. Task 1 2 3 4 5
2 Approve premises related policies     A R R  
3 Develop and approve academy maintenance strategy     A R C C

 

LGB questions:

  • Are there capital projects planned for the school?
  • What benefit will they bring
  • Will there be disruption to pupils and how will this be mitigated
  • Is there a site strategy plan in place?
KEY FUNCTION 11 –  HEALTH AND SAFETY
No. Task 1 2 3 4 5
2 Approve academy health and safety policy based on model policy       A R
3 collate academy health and safety statistics     A I R
4 monitor health and safety in the academy termly       A R
6 Approval of academy visits and residential trips   A R   R

 

LGB questions

  • Have we adopted the CMAT policy?
  • Are health and safety audits carried out
  • How are off site risks assessed and training/information for staff to ensure they can respond appropriately
  • Receive termly accident data
  • when was the last Fire Risk Assessment was done and identify when next one is due?
  • what is the school’s procedure for ongoing building safety and fire risk assessment?

 

KEY FUNCTION 12 : ACADEMY ORGANISATION
No. Task 1 2 3 4 5
1 Approve times of academy day and dates of academy terms and holidays       C A R
2 Ensure that LGB meet a minimum number of sessions in a school year      R A R

 

KEY Function 13:  academy meals
No. Task 1 2 3 4 5
1 Ensure school lunch nutritional standards are met     A R   R
2 Ensure provision of free meals to those pupils meeting the criteria   A R   R

 

LGB questions

 

  • how do we know we are compliant on food standards?

 

KEY FUNCTION: EXTENDED PROVISION
No. Task 1 2 3 4 5
1 Decide whether to offer additional activities and what form these should take     C A R
2 Put in place and ensure delivery of services to be provided (incl insurance, risk assessments etc)     A   R
3 Monitoring of extended provision        A R
4 Cease any aspect of extended provision     C A R

 

  • have the appropriate safeguarding checks been done for external providers?

 

KEY FUNCTION: SAFEGUARDING and PREVENT
No. Task 1 2 3 4 5
1 complete and maintain single central record   A R R R
2 appoint safeguarding governor for LGB     I A R  
4 receive annual safeguarding report and termly updates from safeguarding governor       A R R
5 Ensure regular training for Trustees   A R    
6 Ensure regular training for LGB members     R A R
7 Safeguarding and PREVENT to be a standing agenda item for LGBS       A R R

 

LGB tools/ questions

  • receive termly headline update
  • what is the school’s approach to e safety?
  • receipt of safeguarding governor’s report at least twice a year
  • have we adopted the latest version of the CMAT policy?
  • How does the school cover British Values?
  • How is PREVENT approached in the school and whether there have been any referrals?

 

KEY FUNCTION Stakeholder engagement
No Task 1 2 3 4 5  
1 Annual staff survey       A R  
2 Parental Survey       A R  
3 Student/pupil council feedback to LGB       A R  

 

LGB Questions

 

  • How do we capture pupil views?
  • How do we capture parent/carer views?
  • How do we capture staff views?
  • Do we do ‘you said we did’ following surveys?
  • What links do we have with our local community?

 

KEY FUNCTION Public Relations
No Task 1 2 3 4 5  
2 School based materials     A   R  

 

LGB questions

 

  • Do we know how the school is perceived?
  • How well do we make use of social and other media to promote the school?