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Churchend School Governance

CHURCHEND SCHOOL GOVERNANCE PAGE


Our Governing Body consists of:

2 Parent Governors (Fiona Walker and Louise Abrantes);
1 Community Governor (Bob Spokes);
3 Co-opted Governors ( Peter West, Michael Gavin (parent), Reggie Samuel (parent ); 
1 Teacher Governor (Helen Clark);
1 Non-Teaching staff Governor (Carolyn Baines).
Headteacher : Richard Pearse
Tracey Green is the Company Secretary and Finance Director
Jodie Smith is the Clerk to Governors

 

Our school governors are volunteers.


Each governor serves a term of 4 years.

 

Parents elect the Parent Governors, the Governing Body selects its Community Governors, teachers vote for their teacher governor.

The remaining staff select their representative.

The Full Governing Body meet atleast four times a year.

Governors split into smaller committees in order to discuss Curriculum and Finance matters,  they will then report back to the FGB at the next meeting.

The minutes of the meetings are taken by the Clerk to the Governors, who also organise's the governors’ meetings and provides the agenda and other relevant information.

 

Minutes of Governors’ meetings are available for public viewing from the School Office, on this website and copies are available from the clerk on request free of charge.

GOVERNORS' RESPONSIBILITIES

Chair of Full Governing Body: Bob Spokes
Vice Chair of Full Governing Body: Peter West
Literacy: Helen Clark

Safeguarding: Carolyn Baines
Special Needs: Carolyn Baines

Pupil premium:Helen Clark
Health & Safety: Bob Spokes
Link Governor: Bob Spokes
Numeracy: Michael Gavin
Information Technology: Reggie Samuel
Science: Reggie Samuel
Religious Education: Michael Gavin
Foundation Subjects: Curriculum Committee Members
Foundation Stage: Fiona Walker
Educational Visits: Fiona Walker


COMMITTEE MEMBERSHIP

Finance, Premises and Personnel Committee
Bob Spokes

Reggie Samuel (Chair)
Richard Pearse

Helen Clark
Tracey Green: School Finance Director

Management Committee
Bob Spoke (Chair)
Reggie Samuel
Peter West

Richard Pearse

Curriculum Committee
Carolyn Baines
Richard Pearse
Helen Clark
Peter West (Chair)
Reggie Samuel

Fiona Walker

Michael Gavin

Admissions Committee
Carolyn Baines (Chair)
Peter West

Michael Gavin

 

Pecuniary and business interests

Co-opted governor Peter West is the husband of a staff member, Jennie West who is a Teaching Assistant.

Fiona Walker works for NFER as Head of centre for evaluation and consultancy.

Carolyn Baines has a relative who works at Premier Office supplies.

 

 

All governors can be contacted via the main school office or the Clerk.

Please call the School on 0118 9375450 or

email the clerk at teachingschooladmin@churchendacademy.com or

write to the school address of Usk Road, Tilehurst,Reading, RG30 4HP.

Governors term of office

 

Bob Spokes is current chair for one year, From September 2016 to 2017.

Peter West is current vice chair for one year, From September 2016 to 2017.

Both positions were voted for by the FGB.

 

Helen Clark was appointed in December 2012 until December 2016 her position was voted for by staff.

Carolyn Baines was appointed in October 2014 until October 2018 her position was voted for by staff.

Fiona Walker was appointed in October 2015 until 2019 the position was voted for by the school parents.

Michael Gavin and Reggie Samuel were appointed in October 2015 until 2019 and were appointed by the GB.

 

Richard Pearse will remain a governor whilst he is Headteacher.

Governor meeting and committee attendance.
  FGB Governors Day Curric. Finance
Name 28.09.16 13.10.16 16.11.16 1.12.16
Bob Spokes a X n/a a
Carolyn Baines a a a n/a
Helen Clark a a a a
Peter West a a a n/a
Fiona Walker a a a n/a
Reggie Samuel a a a a
Michael Gavin a a X n/a
Richard Pearse a a a X
Name Date of appt Date of leaving Other interests Attendance FGB 2014/15 Attendance F & P  Attendance Curric. FGB 2015/16 F&P 2015/16 Curric 2015/16
Bob Spokes Mar-00   No 3 out of 4 3 out of 3  N/A 4 out of 6 7 out of 7 N/A
Kate Dethridge 1998 30-Jun-16 No 4 out of 4 3 out of 3  3 out of 3 6 out of 6 7 out of 7 3 out of 3
Carolyn Baines Oct-01   No 4 out of 4 N/A 3 out of 3 6 out of 6 N/A 3 out of 3
Helen Clark Dec-08   No 4 out of 4 N/A 2 out of 3 6 out of 6 N/A 2 out of 3
Peter West Sep-04   No 4 out of 4 N/A 3 out of 3 4 out of 6 N/A 2 out of 3
Keith Wright Feb-02 Jun-16 No 2 out of 4 2 out of 3 N/A 3 out of 6 4 out of 7 N/A
Manjula Ramakrishnan 2013 Sep-16 No 3 out of 4 N/A 3 out of 3 3 out of 6 N/A 3 out of 3
Fiona Walker Oct-15   No N/A N/A N/A 4 out of 5 N/A 3 out of 3
Reggie Samuel Oct-15   No N/A N/A N/A 5 out of 5 7 out of 7 2 out of 3
Michael Gavin Oct-15   No N/A N/A N/A 5 out of 5 N/A 3 out of 3
Richard Usher May-11 Sep-15 No 3 out of 4 N/A 2 out of 3      
Mike Williams Nov-00 Sep-15 No 2 out of 4 N/A 3 out of 3      
Richard Pearse 01/07/2016   No N/A N/A N/A 1 out of 1 1 out of 1 N/A

Dates for GB meetings Academic Year 2016-17

Term

Term 1

Term 2

Term 3

Term 4

Term 5

Term 6

Full GB meetings

28th Sept  @ 6.30

7th Dec @ 6.30

25th January @ 6.30

29th March @ 6.30

17th May @ 6.30

July 12th @ 6.30

Curriculum Committee meetings

16th Nov @ 6.30

22nd February @ 6.30

14th June @ 6.30

Finance meetings

 

December 1st @ 9am

January 12th @ 9am

March 2nd @ 9am

May 4th @ 9am

TBC - July 6th @ 9am

The three core functions of the governing body

 

  • Ensuring clarity of vision, ethos and strategic direction
  • Holding the Headteacher to account for the educational performance of the school and its pupils, and the performance management of staff
  • Overseeing the financial performance of the school and making sure that its money is well spent.

HMCI Sir Michael Wilshaw talks about the importance of Governance in his November commentary.Please see link below to read the article:

https://www.gov.uk/government/speeches/hmcis-monthly-commentary-november-2015

Governing boards are the strategic decision makers and vision setters in every school and academy. They play a vital role in ensuring the best possible education for every child by creating robust accountability for school leaders. Crucially, that means using and being familiar with objective data on the performance of pupils, teachers and finances to ask the right questions and ensure resources are allocated to school priorities. It also means ensuring that schools prepare pupils for life and the workplace by building their character and resilience and by implementing their Prevent duty to protect them from the risks of extremism and radicalisation. As we move towards an increasingly school-led system, the importance of boards’ role will only continue to grow. A school-led system doesn’t mean schools working in isolation; it means schools that are fully integrated with their local community and, crucially, connected with and learning from each other. I want to see more schools seeking out opportunities to collaborate. I believe there are still many cases in which pupils would benefit from their school being part of something bigger. Governors, like parents and headteachers, can be passionate about their school. But pupils must come before adults. The academy sector is leading the way with 85% of all new academies in 2014/15, and overall, 57% of all open academies, part of a multi-academy trust in which a single board oversees all the academies in the trust. Working together is about better teaching and a broader curriculum for pupils; greater leadership and development opportunities for teachers; and more efficiency and impact from financial and other resources. These benefits are most fully realised when school-to-school collaboration is consolidated through formalised cross-school governance arrangements. When boards govern a group of schools we also then see further improvement in the quality of governance – as boards gain a more strategic perspective. The principles of effective governance are well-established and increasingly understood. But governing a group of schools is different to governing a single school. An independent review of a board’s effectiveness is needed to ensure it is ready for growth. All boards, however many schools they govern, need people with skills appropriate to the scale and nature of their role; and no more people than they need to have all the necessary skills. Many boards are already reaping the rewards of recruiting people from business. The reforms we have introduced make it easier for boards to recruit a wide mix of highly-skilled people and I call on more schools to make use of Academy Ambassadors, SGOSS Governors for Schools and the Education & Employers Taskforce who we are funding to help them do so. This ‘Governance handbook’ has been re-named to make clear that it applies to all those involved in governance. It now refers throughout to the ‘board’ to emphasise that it applies equally to the governing body of a small maintained school as it does to the board of a large MAT. I want everyone involved in governance to be confident in tackling underperformance, challenging mediocrity, and setting the highest of expectations; refusing to accept second best for any child.

 Lord Nash November 2015

Please find the Governance handbook by following the link below:

https://www.gov.uk/government/uploads/system/uploads/attachment_data/file/481147/Governance_handbook_November_2015.pdf

Child protection and Safeguarding checklist for Schools

New assessment arrangements for children at the end of Key Stage 2:

 

We thought you might find it interesting to see and explanation of how we believe progress and attainment are likely to be calculated and reported to parents from July 2016.Please follow the link below. If you have any further questions, please contact the Headteacher. 

https://www.youtube.com/watch?v=VyptCWMO3tI

Important Assessment information for Key Stage 1 & Key Stage 2 2015-16

Interim Teacher Assessment Frameworks at the end of Key Stage 1

Interim Teacher Assessment Frameworks at the end of Key Stage 2

NCER Data timelines

Primary assessment arrangements for 2016

Ofsted training notes 7.9.15

Senior HMI – Jackie Krafft

  • Good leadership is critical to raising standards
  • Focus on how all learners make good progress particularly for the disadvantaged
  • Social care is now fully integrated into the inspection structure
  • Short inspections will focus on leadership above all else
  • Does the head have a firm grasp on the institution?
  • Do they fully understand the school’s strengths and weaknesses?
  • Do they know what they need to do to maintain existing standards and further improve?
  • For Ofsted to have a greater impact on raising standards consistency in practice is crucial

 

Robin Bosher – regional director

  • Main aim is to raise standards for pupils in order to improve pupils lives
  • Working together – better chance of achieving aim!
  • Bringing Ofsted inspections in house and regionalising social care will lead to greater consistency and help us to learn from each other
  • Inspectors have a wide range of skills, knowledge and expertise and bring relevant current experience to the inspection process.  Majority are current practitioners
  • Sharing of local knowledge will be easier
  • Quality assurance arrangements will develop a crucial ethos of continuous improvement
  • We need to be ambassadors for Ofsted
  • Judgments need to be based on thorough and accurate evidence
  • The new inspection framework has a clear emphasis on judging the progress that learners make
  • L&M is pivotal in making judgments about the effectiveness of a provider
  • Short inspections for good schools will give more regular information about providers to check they are maintaining standards
  • Emphasis that Ofsted has no preferred approach or style and important that inspectors engage in each inspection with a clear and open mind, no bias
  • Recognise great practice and identify when it is not good enough – no soft judgments!

 

Regional priorities in SE

  • Primarily focus on the most vulnerable/disadvantaged children, as it will best serve the needs of all
  • Targeting areas – Isle of Sheppey/Hastings, Medway, Isle of Wight and Portsmouth. (didn’t mention Reading this time but we are still on their radar!)
  • Broader look at safeguarding not just statutory procedures – are pupils safe from under-achieving?

 

Stephen Locke – operations lead

  • Important for us to get the right team in the right place at the right time
  • Risk assessments will inform scheduling of inspections
  • Flexible slow start to inspections this term, learning lessons as we go through the term
  • Sharp focus on quality assurance of inspections/inspectors practice
  • Need to ensure we are getting the judgments right all the time
  • Making sure we are objective about judgments we make based on sound evidence
  • Need to be highly professional and transparent about any possible conflicts of interests
  • Schools need to focus on running a good institution rather than being Ofsted ready
  • Inspectors will be looking at the impact of things – there is no expectation of how things must be done.  Not a checklist
  • Greater emphasis on L&M
  • Our role is to highlight issues not fix them.  We can flag up where similar issues have been solved by schools in similar situations
  • We are inspectors not advisors!

 

Matthew Haines – Senior HMI

  • Consistency is essential – so need to ensure we refer back to the handbook and follow it closely
  • Need to involve school leaders fully
  • Professional judgments need to be made based on thorough evidence
  • Make sure our conduct is the very best
  • Lead inspector is responsible for securing the evidence base
  • Inspection will be sharply focused on evidence gathered and how it contributes to the lines of enquiry and final judgments made

 

Short inspections/conversions to section 5 inspections

  • Every three years for GOOD schools, GOOD and OUTSTANDING nurseries and special schools
  • Not make the full range of judgments
  • Inspection will be tailored to individual schools – no standard timetable.  Developed by HMI and school leaders.  Bespoke
  • Opportunity to recognise improvements and spot decline earlier
  • Golden thread through the inspection – focusing on the impact of leaders and governors on key areas of provision
  • There is likely to be an extended first meeting with HMI and SLT to discuss self-evaluation and accuracy of it
  • Making best use of time – lines of enquiry will be agreed by HMI and SLT
  • Ensure we capture the views of leaders, govs, staff, pupils during the inspection
  • Open dialogue
  • 2 judgments
  • Is the provider continuing to be good?
  • Is safeguarding effective?
  • Won’t change previous graded judgments or overall effectiveness
  • If need more evidence – for outstanding or if in decline – will be converted to section 5 inspection
  • 1 HMI if under 600 pupils, 2 if more than 600
  • Meeting leaders throughout the short inspection
  • First hand evidence of learning and behaviour in lessons and around the school
  • Talking to pupils
  • Gathering evidence about effectiveness of safeguarding not just relating to statutory requirements but all aspects of safeguarding
  • Data dashboard/Raise online informs initial day
  • Start off with the hypothesis that the provider remains good
  • Leaders given the opportunity to demonstrate it is still good
  • HMI will test out the leaders and governors self-assessment through a range of inspection activity
  • Important for schools to share weaknesses, be aware of them and evidence that they are tackling them.  Doesn’t mean you are not good if there is a weakness – need to show how you are addressing it
  • If HMI is not convinced it is still good or if evidence to suggest it is outstanding it will be converted to full inspection (as judgments can’t be changed on a short inspection)
  • Convert in 24-48 hours, decision made as early as possible after lunch but by 4pm at latest
  • Inspection tariff will remain at 2 days – so only 1 additional day of inspection following conversion.  Extra inspectors will be allocated based on pupil numbers for day 2
  • HMI will upload an electronic summary evaluation of day 1 for additional team inspectors to view prior to arriving. 
  • Lead Inspector will brief the team at beginning of day 2 – 8.15-9.00 (not with head)
  • Doesn’t always mean grade will change – school could still remain good even after full inspection.  Just means insufficient evidence found on day 1
  • Day 2 – there will be lots of evidence to collect as now inspecting the full range of judgments

Education Jargon Buster Updated March 2016

 AfA -Achievement for All

AfL -Assessment for Learning

 AoA -Articles of Association (Academies)

APP- Assessing Pupils’ Progress

APS- Average Point Score

AST -Advanced Skills Teacher

ATL -Association of Teachers and Lecturers

 BAP- Behaviour & Attendance Partnership

BME -Black or Minority Ethnic

CiC- Children in Care

 CLA -Children Looked After

CPD- Continuing Professional Development

CSS -Children’s Support Service (new name for PRUs)

DBS- Disclosure & Barring Service

DDA -Disability Discrimination Act

DfE -Department for Education

EAL -English as additional language

EBacc -English Baccalaureate

EBD -Emotional & Behavioural Difficulties

EFA -Education Funding Agency

EHCP -Education Health & Care Plan(replaces Statement of Special Educational Need)

EMTAS -Ethnic Minority & Traveller Achievement Service

EWO -Education Welfare Officer

EY -Early Years

EYFS -Early Years Foundation Stage

FGB -Full Governing Body

 FSM -Free School Meals

FTE -Full Time Equivalent

FFT -Fischer Family Trust  

GAG -General Annual Grant

G&T -Gifted and Talented

GEL -Governors e-Learning

GCSE -General Certificate of Secondary Education

 GTP -Graduate Teacher Programme

 HE -Higher Education

HI -Hearing Impaired

HLTA -Higher Level Teaching Assistant

HMI -Her Majesty’s Inspector of Schools

HR- Human Resources

HT- Head Teacher

IEP -Individual Education Plan (SEN pupils)

 iGCSE -International General Certificate of Secondary Education

IiP- Investors in People

INSET- In Service Educational Training

 IoG -Instrument of Government

ISA- Independent Safeguarding Authority

 ISR- Individual School Range

ICT- Information & Communication Technologies

ITT -Initial Teacher Training  

JAR -Joint Area Review  

KS1, 2- Key Stage 1, 2  

LA -Local Authority

LAA- Local Area Agreement

LAC- Looked After Children

LACSEG -Local Authority Central Spend Equivalent Grant

LDD -Learning Difficulties and Disabilities

 LLE- Local Leader of Education

LMS- Local Management of Schools

LMSS -Local Management of Special Schools

LSA -Learning Support Assistant

MDA- Mid-Day Assistant

MFL -Modern Foreign Languages

MLE- Managed Learning Environment

MLD- Moderate Learning Difficulties

MPG- Main Professional Grade  

NAHT- National Association of Head Teachers

NASUWT -National Association of Schoolmasters/Union of Women Teachers

NC -National Curriculum

NCA -National Challenge Adviser

NEET- Not in Education, Employment or Training

NGA- National Governors’ Association

NLE -National Leader of Education

NLG -National Leader of Governance

NOR -Number on Roll

NPQH- National Professional Qualification for Headship

NQT -Newly Qualified Teacher

NtG -Narrowing the Gap

NUT -National Union of Teachers

NVQ -National Vocational Qualifications

 Ofqual Office of Qualifications & Examinations Regulation

OT Occupational Therapy  

PAN Published Admissions Number

PI Performance Indicator

PMR Performance Management Review

PPA Planning, Preparation and Assessment

PRU Pupil Referral Unit

PSA Parent Support Adviser

PSHE Personal Social Health and Economic education

PT Part Time

PTA Parent Teacher Association  

QA Quality Assurance

QTS Qualified Teacher Status

RAISE Reporting and Analysis for Improvement through School Self-Evaluation

RAP Raising Attainment Plan

RoG Review of Governance

RPA Raising the Participation Age

SACREs Standing Advisory Council for Religious Education

SATs Standard Assessment Tests

SCC Schools Causing Concern

SCITT School - Centred Initial Teacher Training

SCR Single Central Record

SDP School Development Plan

SEAL Social & Emotional Aspects of Learning

SEN Special Educational Needs

SENCO Special Educational Needs Coordinator

SEND Special Educational Needs or Disability

SFVS Schools Financial Value Standard

SIC Statement of Internal Control

SIP School Improvement Plan

SLA Service Level Agreement

SLD Severe Learning Difficulties

SLT Senior Leadership Team

SMSC Spiritual, Moral, Social and Cultural (development)

SPAG-Spelling and Grammar

SRE Sex and Relationships Education

SSET School Self Evaluation Tracker  

TA Teaching Assistant

PTCD Teachers’ Pay and Conditions Document  

URN Unique Reference Number

UPN Unique Pupil Number

V VA Value Added

VA Voluntary Aided

VC Voluntary Controlled

VI Visually Impaired

VLE Virtual Learning Environment

WBL Work Based Learning

YP Young People

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