- Members of the committee will undertake training relevant to their designated roles and the business of this committee.
- Governors will abide by the code of conduct as ratified by the Full Governing Body.
- The relevant governors should familiarise themselves with the expectations of Ofsted in relation to the TOR for this committee.
- The Committee will consist of:
- Minimum of 4 Governors including the Headteacher or nominated representative
- Associate members as nominated and agreed with Full Governing Body
- Chair and Vice Chair:
- The Chair and Vice Chair of this committee will be identified and elected by the Full Governing Body.
- The Chair and Vice Chair of this committee will serve a 2 year term.
- After a 2 Year term the Chair and Vice Chair of this Committee will be subject to a review by the Full Governing Body.
- Should the Chair or Vice Chair resign from their position the Full Governing Body will identify and elect their replacement.
- The Committee will meet at least once per term or otherwise as required.
- Agenda will be agreed by Chair with clerk and headteacher with reference to this document and Chairs / Vice Chairs of other Committees.
- The agenda and relevant documents will be sent to committee members at least 7 working days before the meeting.
- The Committee willl keep a record of all meetings.
- The meetings will be minuted by the clerk. The minutes will:
- Highlight questions asked by the governors to support and challenge the school.
- Will be available on the Governor's Drive within 10 working days of the meeting being held.
- A summary report (oral or written), highlighting key issues (oral or written) will be an agenda item on the following Full Governing Body agenda.
- Three Governors and the Headteacher (or nominated representative) will represent a quorum.
- The Committee may invite other governors or people with expertise to attend as it finds necessary.
- The Committee will not meet without the Headteacher (or a nominated representative) being present.
Lead Governors reporting to the S and Q Committee
Lead Governors will work with the Standards and Quality Committee to support them in processing and delivering on the items listed in this document. The role of each Lead Governor is detailed in a Role Description. Each lead Governor will be responsible for summarising the information they have collected in a report to the committee. Where a Lead Governor reports to more than one committee they will select the information to be presented based on the items in the Constitution for that Committee.
- Lead Governor for Curriculum
Terms of Reference
- Monitor and review the quality of teaching
- Monitor and review the quality of classroom support
- Monitor and review the appropriateness of provision of continual professional development to support teachers (including NQTs), teaching staff, administrative staff and others employed by the school
- Report to Pay and Performance Committee on quality of leadership, teaching and teaching assistant support to inform pay awards
- Monitor and review school provision for the assessment and tracking of pupil progress.
- Monitor and review pupil progress and attainment:
- On a termly and annual basis according phase / class
- Of specific groups such as ‘Most Able’, ‘Pupil Premium’, SEND, EAL, LAC, Gifted and Talented
- By Ethnicity and Gender
- By comparing school performance to national benchmarks (Dashboard, FFT) and similar schools.
- By identifying internal trends over time (normally 3 years)
- Review and monitor aspects of the school curriculum in order to:
- Ensure that the school curriculum addresses the National Curriculum Requirements, other guidance and government policies.
- Ensure procedures are in place to track pupil progress and development throughout the curriculum.
- Monitor and review the contribution and impact of partnership and collaborative work on the school`s development.
- Report to Pay and Performance Committee, in order to inform pay awards, on :
- Quality of teaching and teaching assistant support of pupil learning.
- Pupil progress and attainment
- Confirm all decisions that have a budgetary impact with the Finance and Environment Committee before beginning their implementation. Such items agreed by the committee can be marked as “Agreed pending approval of the Finance and Environment Committee”.
- Review and monitor key statutory requirements and school policies as identified in the “School Policy Review Cycle Document”
- Report relevant information to the Full Governing Body on a termly basis.
- Monitor and review any other items as directed by the Full Governing Body, for example in relation to the School Improvement Plan.
- Review this constitution on an annual basis in collaboration with the Full Governing Body and other committees
- S&Q GIP including relevant School Improvement Plan (SIP) and Self Evaluation Form (SEF)
- Monitoring quality of teaching
- Monitoring quality of teaching assistant and other adult support for learning
- Monitoring Pupil progress and attainment
- Reports from Lead Governors attached to the committee.
- The committee’s items in the Governor Improvement Plan
Key Questions for governors to support and challenge the school
Monitor and review the quality of teaching
- What percentage / number (of total) of teachers are ‘good’
- What percentage / number (of total) of teachers are ‘outstanding’
- What percentage / number (of total) of teachers are less than ‘good’
- Are actions being undertaken to address teaching that is less than ‘good’
- How are senior leadership judgements about the quality of teaching verified?
- What criteria are used to judge the quality of teaching?
Monitor and review the quality of classroom support
- Is all TA support at least good/outstanding?
- Is an TA support less than good? Is this being addressed? How?
- How are the TAs supported in developing their skills?
- How are the TAs being deployed and why?
Monitor and review the appropriateness of provision of continual professional development
- How does the school support teacher and other staff CPD?
- What impact does CPD have on the school?
- How are teachers judged ‘good’ enabled to develop ‘outstanding’ aspects of their teaching
- How does the school develop leadership at all levels?
- Are we involved in teacher training partnerships?
- What are the values and the risks?
Monitor and review school provision for the assessment and tracking of pupil progress/ Monitor and review pupil progress and attainment
- What progress and attainment is made by pupils in relation to:
(i) The Class
(iv) Most Able
(vi) Pupil Premium
(viii) Other ?
- How does pupil progress and attainment compare to national benchmarks (Dashboard and FFT) and similar schools?
- How does pupil progress and attainment compare to historical school based trends?
- Does the school appropriately and effectively assess and track pupil progress?
Monitor and review the breadth and balance of the school’s curriculum
- How is the new curriculum being delivered to engage all pupils?
- What steps are being taking to ensure that planning involves stimulating content?
- Monitor and review the contribution and impact of partnership and collaborative working on the school’s development
What partnerships is the school involved in?
- How does the school benefit from these partnerships?
- What impact do they have on the school?
The following items may be useful in helping you understand the role of the Inclusion and Safeguarding committee:
- The Latest edition of the Governor’s Handbook
- The most recent edition of ‘The Framework for school inspection’. This publication is available at http://www.ofsted.gov.uk/resources/framework-for-school-inspection
- The most recent edition of ‘School inspection handbook’. This publication is available at http://www.ofsted.gov.uk/resources/school-inspection-handbook and may also be found on the google drive in the FGB folder in the sub-folder “Guidance”
This Constitution has been agreed by the Full Governing Body on 4/12/2014