Governing Body

Hello and welcome,

Many people may have read about, and be familiar with, the idea of school governors, but may not be familiar with what they do, how they work, and who they are.

This is a short introduction specifically about the governing body of Langley Mill Church of England Infant School and Nursery and how it works with the staff to ensure the best possible educational environment for our children.

Annual Governance Statement for the Governing Body of Langley Mill Church of England Infant School and Nursery

(September 2020 to July 2021)

Core functions of the Governing Body
In accordance with the government’s requirement for all governing bodies, the three core strategic functions of Langley Mill Church of England Infant School and Nursery Governing Body are:

1. Establishing the strategic direction, by:
• Setting the vision, values, and objectives for the school
• Agreeing the school improvement strategy with priorities and targets
• Meeting statutory duties

2. Ensuring accountability, by:
• Appointing the Headteacher
• Monitoring progress towards targets
• Performance managing the Headteacher
• Engaging with stakeholders
• Contributing to school self-evaluation

3. Ensuring financial probity, by:
• Setting the budget
• Monitoring spending against the budget
• Ensuring value for money is obtained
• Ensuring risks to the organisation are managed

Governance arrangements
The Governing Body of Langley Mill Church of England Infant School and Nursery was reconstituted in September 2018 and now consists of up to ten governors, each with a four-year term of office:

• 2 parent governors
• 1 Local Authority governor
• 1 staff governor
• 1 headteacher
• 2 foundation governors
• 3 co-opted governors

There is a two-committee structure in place that focuses on specific areas of governance:

Resource Management Committee (RMC)

• Considers matters relating to: Finance; Personnel; Health and Safety and Premises.
• Serve on the groups below as required:
• Admissions
• Exclusions
• Extended Services
• Pay & Performance Management
• Publicity and Marketing

Teaching and Learning Committee (TLC)

• Considers matters relating to: Curriculum; SEN, Disabilities and Medical Conditions; Home/School and Community Links; Exclusions and Attendance.
• Serve on the groups below as required:
• Complaints
• Performance Management Review & Threshold
• Staff & Parent Appeals

Skills, Knowledge and Experience
In order to contribute to effective governance and the success of the school, governors hold a range of skills, knowledge and experience within the following areas:

• Leading the development of strategic plans
• Identifying viable options most likely to achieve the school’s goals and objectives
• Having a clear understanding of best financial management practices and school performance
• Understanding the school’s statutory financial management requirements
• Understanding budget setting and budget monitoring
• Understanding the importance of communicating the school’s performance to stakeholders
• A commitment to the school and the work of the governing body
• Presenting information and views clearly and influentially to others

Attendance record of governors
The Governing Body has a programme of meetings throughout the school year.  A record is kept by the clerk to the Governing Body, of governors’ attendance at meetings, details of which can be found on the information given for each individual governor below.

Meetings need to be ‘quorate’ to ensure that decisions can be made (Quorum = half of the whole governing body for full meetings and half of each committee for committee meetings).

Work carried out in committees and in the Governing Body meetings over the 2020-21 academic year

  • Ensured safeguarding and child protection remained paramount and embedded in all school policies, procedures and day-to-day practices.
  • Undertook regular monitoring and evaluation visits to review the impact of actions on the School Improvement Plan related to curriculum developments, phonics/reading progress and outcomes, quality of teaching and learning and Attachment Aware Behaviour Regulation strategies.
  • Ensured performance management procedures were effective in raising standards.  
  • Attended whole school events to view polices and procedures in action (e.g. collective worship sessions, trips, fundraising events, concerts).
  • Ensured that the allocated budget supported priorities and targets in the School Improvement Plan and monitored spending against agreed plans.
  • Monitored and evaluated how Pupil Premium and School Sports funding was spent to ensure best practice and impact on standards.
  • Embedded the new vision and values that reflect the school’s purpose and Christian foundations.
  • Supported leaders in responding to the global pandemic that impacted on education from March 2020.

Strategic planning for the future

  • Regularly review progress towards achieving targets in the School Improvement Plan related to embedding of the new phonics scheme, curriculum changes resulting from the 2018-19/2019-20 reviews and the school’s response to the Coronavirus pandemic.  
  • Develop effective remote governance i.e. meetings, monitoring’ visits, stakeholder voice.
  • Support and challenge the school’s COVID response (minimising risk, school operations, curriculum, behaviour and pastoral support, assessment and accountability).
  • Continue to ensure effective safeguarding and child protection policies and procedures.
  • Monitor effectiveness of ‘catch up’ funding in diminishing gaps resulting from the pandemic.
  • Preparing for expected 2021 Ofsted and SIAMS inspections.

NB – work carried out in committees and full Governing Body meetings is captured in approved minutes which are available to view on written request to the Business Manager and Clerk to Governors, Mrs Rivington.


 – Chair of Governors

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