Annual Governance Statement from the Governing Body of Waddesdon Village Primary School
Waddesdon Village Primary School is a Maintained school, which means that Buckinghamshire County Council provides our finances and controls our admissions. The Local Authority employs our staff but the Governing Body undertakes the responsibilities of an employer, e.g. for safe recruitment.
To fulfil their role, governors have to understand their duties and regularly take part in the training and support provided. They have to have the skills and commitment to challenge the school and bring about improvement but this does not mean getting involved in the day-to-day running of the school. Governors also must ensure that they are effectively organised and led. They should regularly evaluate their performance in the light of Ofsted’s expectations. As governors we are fully committed to ensuring that Waddesdon Village Primary School is an excellent school.
In accordance with the government’s requirement for all school governing bodies, the three core strategic functions of the governing body of Waddesdon Village Primary School are:
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 its money is well spent.
The Governing Body (GB) of Waddesdon Village Primary School was reconstituted on 20th May 2015 and now consists of: The Headteacher + 1 Staff governor, 3 elected Parent governors, 1 Associate Governor, 1 Local Authority governor and 4 Co-opted governors.
Co-opted governors are appointed by the GB as people who have the skills required to contribute to the effective governance and success of the school.
The full GB meets once a term. The work is divided between 2 main committees; the Curriculum Committee oversees the curriculum and pupil welfare, the Finance, Personel and Health and Safety Committee has responsibility for the budget, pay, HR and premises. There are also committees which meet as necessary to consider pupil discipline or staffing matters.
Attendance Record of Governors
Attendance at meetings is excellent and meetings have never been cancelled because there is not a quorum (the number of governors needed to make decisions legally).
The Work Done by FGB and Committees
Effectiveness of Leadership and Management
The FGB has reviewed its constitution, as required by the government, and voted to reconstitute, as above.
The new National Curriculum has been implemented and the GB has introduced a programme of review and monitoring.
We have focussed on Pupil Premium, progress of PP pupils is monitored & a PP teacher was appointed. – November 2012
The provision of ICT has been updated: new IT infrastructure, new laptops and desktops and a clear support contract.
The EYFS classroom has been redesigned and renovated.
KS1 shared area: renovation of shared area through removal of old surfaces and sinks to new ones, new tables and chairs
KS2 shared area: new kitchen, renovation of shared area through removal of old surfaces and sinks to new ones, new tables and chairs
Outside areas: a new drainage system, solar panels being installed, courtyard jet-washed and re-levelled
General school areas: New partition of corridor to create two rooms, new projector and audio equipment for the hall
“There is a strong sense of intelligent accountability running throughout the school led ably by the Head. Middle Leaders have been grown from within and carry out their duties in an enthusiastic and committed manner. Leaders lead by example and have developed effective and sensible systems which enable staff to focus on improving the quality of learning”. BLT Review Feb 2015.
Governors have an accurate understanding of the school’s performance information and priorities and ask challenging questions about how decisions will affect pupils’ learning, holding the SLT to account for all aspects of the school’s performance.
Quality of Teaching and Learning and Assessment
“The quality of teaching over time is good. This is reflected in the positive outcomes achieved by pupils. In all lessons visited pupils demonstrated positive attitudes to learning and worked in stimulating learning environments which highlighted their current achievements.”
“Pupils are encouraged to take responsibility for their own learning at every stage. The quality of discussions is impressive and followed up by teachers with good questioning techniques”.
“Impressive learning is taking place in most classrooms as seen in the quality of work in books”.
BLT Review Feb 2015.
Personal Development, Behaviour and Welfare
“Behaviour by pupils around the school and in classes is of a high standard. The rewards system encourages pupils to behave well and pupils feel very positive towards the school. The relationships between pupils and staff are highly positive and built upon trust”.
“It is clear that the children feel safe in school”.
BLT Review Feb 2015.
Responses to Parental Survey:
“My child enjoys all aspects of school and is proud of the school”.
Responses to Parental Survey confirm behaviour is very good and there are no recorded incidents of bullying.
Outcomes for Children and Learners
Almost all pupils achieved level 4+ at the end of KS2 in Reading, Writing and Maths and a level 2B+ at the end of KS1. All pupils in KS1 & KS2 make at least expected progress in Reading, Writing and Maths.
Judgements in June 2015:
EYFS: progress is Outstanding
KS1: progress is Outstanding
KS2: progress is Outstanding
Pupil attendance is 96.2%. Authorised absence: 3.0%, Unauthorised absence: 0.8%
Early Years Foundation Stage
Pupil progress is Outstanding. Percentage of pupils achieving a good level of development is above national average.
Governor monitoring: Mark Follows
Governors’ Action Plan