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Governance Charter

Section 11 - Resources

Guidance on maintaining the Local Governing Body Minute Book  and Public Copy for Clerks and School Staff

Introduction

This Guidance is intended to assist in ensuring the Governing Body Minute Book and Public Copy are kept in good order and ready for Ofsted and audit purposes.

What is the Minute Book?

The MB is the folder that holds the required account of the meetings of the Local Governing Body.  The MB may take different forms.  It may be two folders, one with all confirmed and signed whole LGB minutes in and the other for the signed minutes of committees or it may be a series of folders, one for each committee and another for the whole LGB.  It is for the LGB to determine their preferred structure. 

Where and how long for should the Minute Book be kept?

The MB contains confidential information and should be kept securely by the Academy Head.  The MB should be kept indefinitely as they are a record of the business carried out by the Local Governing Body. 

What goes in the Minute Book?

At the very front of the current folder for the minutes of the whole LGB meetings there should be:

  • A copy of the Scheme of Delegation from the Governance Charter and any relevant procedural aspects relating to LGBs
  • An up-to-date copy of the Committee Structure and Governors including their terms of office dates.

Meeting Agendas and signed LGB minutes and related documents should be filed in date order. 

Once a document is in the MB it is important that it is not taken out however, documents can be flagged to bring them to the attention of an Inspector or Auditor. 

Pecuniary Interest Declarations should be kept in a separate folder. 

How are documents placed in the Minute Book?

Papers should be filed in the MB so that the Agenda and papers from the most recent meeting are on top.  Each entry should start with the agenda, followed by any minutes that were signed at that meeting and then all other documents that were considered by the LGB at that meeting.  Therefore, the signed minutes are filed with the agenda of the meeting at which they are signed and not with the corresponding meeting agenda!

For example:  a LGB meets on 4 February, 23 March and 15 May. 

The minutes for 4 February will be signed and filed with the agenda for 23 March

The minutes for the meeting on 23 March will be signed and filed with the agenda for 15 May. 

Any documents that the LGB considers at the meeting should also be included, 2 copies of each document should be provided to the clerk (one copy for the MB and one for the Public Copy) either before the meeting via the Area Office, or at the beginning of the meeting. 

All confidential information should be in a separate document and ideally copied onto pink paper, so that it is clearly identifiable as confidential.  This includes confidential items in the Headteacher’s Report.

Meetings of the Governing Body which are not clerked by the Clerk

The LGB minute book should contain documents relating to all Local Governing Body meetings.  If your school has a meeting which is not clerked by your usual clerk, it is important that the Chair ensures that copies of the agenda and all other items that are considered by the LGB at that meeting are filed appropriately.

Strictly speaking, minutes should be approved from one meeting to the next (as detailed above). It is important that the Chair has two copies of any minutes that are taken so that they can ensure that their formal approval is recorded and signed copies are maintained in the MB and the Public Copy.

The Public Copy

The Public Copy is a file of the meeting Agendas, signed Minutes and papers, without the confidential sections and should be kept for a minimum of six years.  This file may be kept in the School Office and should be available for any interested party to view. 

Section 11b - Governors Visit's File

Governor Visit File Set up (Guidance)

The Governor Visit File is the evidence of Governor monitoring and involvement in the Academy School.  All visits should be directly related to Governance Activities.

The file should be easy to review.  It is suggested that it is structured in the following way:

  • 6 dividers:
  1. Academy Improvement and Development Plan (AIDP)
  2. Monitoring schedule
  3. Autumn Term
  4. Spring Term
  5. Summer Term
  6. Previous Academic Year
  • It is important that the AIDP is included within the file as a reference point for those reviewing the file and those that are completing the visit reports
  • Filing in a termly manner enables a quick reference as to how many visits have been completed that term and against which priorities within the AIDP
  • Maintaining access to previous academic year visit reports ensures that there is progress monitored over time.

The file should be retained by the Academy Head at each site.

Copies of reports should be provided to the Academy Head, who should date and sign the report and file it in the appropriately within the Governor Visit File.

It is advisable for blank versions of the forms to be held in the folder so that handwritten reports can be submitted at the end of a visit if appropriate to do so.

Section 11c - Governors Visit's Report

Governance Visit Report (example)

Governor Name:                   Dawn Carman-Jones
Member(s) of staff:               Jo Bloggs
Involved during the day:     Jenny Wren (LSEO SCC)
Date of visit:                          8 Feb 2016.

  1. FOCUS OF VISIT

(AIDP Priority)

  • 3.2 Provide opportunity on a daily basis for all KS2 pupils to engage in outdoor activities

2.   QUESTIONS

 

 

  • What outdoor activities are available
  • How many are actively engaged
  • How many are reluctantly engaged
  • How many aren’t engaged
  • What is being done to support disadvantaged children
  • What impact has been seen to date
  • Is there statutory funding being channelled to this activity (PP or Sports or both)
  • How is impact being recorded

3.   SUMMARY

Key points from discussion

 

 

 

  • There has been an increase of activity opportunities provided to KS2 pupils through the CMAT PE and outdoor learning team
  • There is now provision of Wild Discovery for some learners who have shown accelerated progress in their maths in particular
  • Engagements figures will be provided alongside data evidence of accelerated progress
  • Sports Premium and PP funding contribute to the costs – the impact has been recorded and reported against the funding strategies

3.     OBSERVATIONS

 

 

 

  • During the half hour session, there was obvious engagement from the pupils
  • They showed respect for their peers, the adults and their environment
  • The session involved using maths equipment in the outdoor environment – the LKS2 children were involved in fractions - comparing thirds and quarters.
  • UKS2 were engaged in PE activities and using these activities to estimate and check distances and times.
  • Pupil Voice – there was a resounding support from the pupils who all reported a greater understanding of the concepts being taught as well as enjoyment of the topic.  Two UKS2 pupils reported that they ‘hated’ being outdoors usually, but had really enjoyed the focus of today’s actvities

4.     RESOURCES

Adequacy and effective use of resources

  • The outdoor facilities enabled these activities to take place
  • There were no additional resources required
  • The costs to the activities were covered by the PP and Sports Premium funding using existing TA support

5.   PROGRESS

Progress in relation to OFSTED Action Plan/School Improvement Plan

 

Data to be reported at the next LGB in terms of accelerated progress.

PE and Outdoor Learning team have been asked to join the meeting and provide a 10 min Q&A session relating to their involvement and the impact that they can report in terms of greater engagement and participation.

6.    ACTION POINTS

 

 

  • Termly progress monitoring visits have been planned – this report will be updated with comments (colour coded) to show progress over time.
  • Governors should work with the AH to determine how other areas of the curriculum can be approached in a creative manner that improves impact for teaching and learning.

Section 11d - Induction Packs

Governor Induction Pack

Welcome

Thank you for becoming a Governor within the Local Governing Body of XXXXXXXXXXXX School.  We are an active team of individuals who come together to form a Governing Body, responsible for the following aspects of the School:

  • Setting the strategic direction, vision and ethos of the schools within the Federation.
  • Holding the school leaders to account
  • Ensuring value for money  

The purpose of this Induction Pack and Information Resource is to give you a general feel for what it means to be a Governor, how we are structured in terms of School Governance within Consortium Multi-Academy Trust, and what is expected of us.

Within our Governing Body, we may be allocated different roles and responsibilities to ensure we meet the statutory duties expected of us by the Trust. However, we never act alone, we are a collective and as such we work closely together to ensure that decisions are made in the best interests of the Trust, our school, the pupils and staff.

Information you should refer to

  • The Consortium Multi-Academy Trust Governance Charter
  • The Trust’s Strategic Plan
  • The Academy Improvement and Development Plan (AIDP)
  • www.consortiumacademy.co.uk
  • The school website
  • The DfE Governors Handbook
  • The Ofsted Improving Governance Documentation
  • The DfE Document “A Competency Framework for Governance”

Consortium Multi-Academy Trust Governance Charter

The Charter is the document that outlines all of the tiers and principles of Governance within a Multi-Academy Trust; the roles and responsibilities of each tier, the constitution as determined by the Articles of Association and, through the Scheme of Delegation, details where the decision making takes place.

The Scheme of Delegation covers all aspects of decision making within the Trust and at school level; determining the greatest level of autonomy for the schools as can be achieved within the overall framework of the Trust.

Consortium Multi-Academy Trust Strategic Plan

This document is reviewed annually and is the ‘blue print’ for the development of the Trust in terms of growth, vision and ethos over time.  Its purpose is to ensure that there is an agreed direction for the Trust that is approved by the Trustees and Members and creates the framework for the Improvement and Development Plan.

The Academy Improvement and Development Plan

The Academy’s Improvement and Development plan incorporates a self-evaluation of the school’s position and determines the priorities and actions, deadlines and responsibilities for the areas of note. 

This document is developed and approved at Academy and LGB level with the support of the Executive Team.  Whilst there will be similarities across the academies in terms of expectations and targets of progression and attainment, each Academy will have clearly individual actions to achieve these.

www.consortiumacademy.co.uk

The website is the promotional tool for the MAT and holds the statutory information as determined by Ofsted, the DfE and the EFA.

The school website

It is also the portal for Governor information and an archive storage for minutes, papers and reports.  Access to this area is password protected and the Clerk to the LGB will provide you with access rights, a school email address and other information relating to past minutes, meeting dates and other logistical information.  The clerk can be contacted by email on clerk@consortiumacademy.org

Other documentation

Governors have a responsibility to ensure that they keep up to date with relevant educational developments and the DfE and Ofsted websites are key areas for reviewing new and amended national documentation and guidance.  The list above is not exhaustive, but an outline of the key documents that Trustees should have knowledge of.

As a Governor….

As a Governor you will be required to:

  • complete an enhanced DBS check.  The process of which will be co-ordinated by the School Office Manager
  • Complete and maintain as current, the Pecuniary and Other Interests Form which declares any interests that may be relevant to your position as a Governor
  • Declare at the start of any meeting, any pecuniary or other interest that is relevant to that meeting or any significant change in your pecuniary or other interests that are pertinent.  Where required, Governors will remove themselves from discussion and decision making if a pecuniary or other interest is determined.
  • Act in accordance with the Governance Charter and Scheme of Delegation
  • Participate actively and appropriately in meetings and monitoring activities
  • Be an active participant in a role that is most relevant to your skills and interests.

As a Governor you will be contributing to the strategic development of the school and the educational standards and opportunities that are offered to our young people.

Although the position of Governor does come with responsibilities, it is an enjoyable role which has opportunity for creativity as well as compliance; for huge satisfaction and for working in a team of motivated individuals who are committed to the success and sustainability of the School and the Trust.

We are delighted that you have decided to become an active member of XX School   

Many thanks

Dawn Carman-Jones
Chair of Trustees, June 2017

Trustee Induction Pack

Welcome

Thank you for becoming a Trustee within the Consortium Multi-Academy Trust.  We are an active team of individuals who come together to form a board of Trustees, responsible for the following aspects of the Trust:

  • Setting the strategic direction, vision and ethos of the schools within the Federation.
  • Holding the school leaders to account
  • Ensuring value for money  

The purpose of this Induction Pack and Information Resource is to give you a general feel for what it means to be a Trustee, how we structure our Multi-Academy Trust, and what is expected of us.

Within our Trust, we may be allocated different roles and responsibilities to ensure we meet the statutory duties expected of us by the Department of Education (DfE) and the Education Funding Agency (EFA).  However, we never act alone, we are a collective and as such we work closely together to ensure that decisions are made in the best interests of the Trust, our schools, the pupils and staff.

Information you should refer to

  • The Consortium Multi-Academy Trust Governance Charter
  • The Trust’s Strategic Plan
  • The Trust’s Improvement and Development Plan (MIDP)
  • www.consortiumacademy.co.uk
  • The DfE Governors Handbook
  • The Ofsted Improving Governance Documentation
  • The DfE Document “A Competency Framework for Governance”
  • The DfE Document “Multi-Academy Trusts – Good practice guidance and expectations for Growth”

Consortium Multi-Academy Trust Governance Charter

The Charter is the document that outlines all of the tiers and principles of Governance within a Multi-Academy Trust; the roles and responsibilities of each tier, the constitution as determined by the Articles of Association and, through the Scheme of Delegation, details where the decision making takes place.

The Scheme of Delegation covers all aspects of decision making within the Trust and at school level; determining the greatest level of autonomy for the schools as can be achieved within the overall framework of the Trust.

Consortium Multi-Academy Trust Strategic Plan

This document is reviewed annually and is the ‘blue print’ for the development of the Trust in terms of growth, vision and ethos over time.  Its purpose is to ensure that there is an agreed direction for the Trust that is approved by the Trustees and Members and creates the framework for the Improvement and Development Plan.

Consortium Multi-Academy Trust Improvement and Development Plan

The Trust’s Improvement and Development plan incorporates a self-evaluation of the Trust’s position and determines the priorities and actions, deadlines and responsibilities for the areas of note.  This document creates the framework and expectations for the Academy Improvement and Development plans which are developed and approved at Academy and LGB level with the support of the Executive Team.  Whilst there will be similarities across the academies in terms of expectations and targets of progression and attainment, each Academy will have clearly individual actions to achieve these.

www.consortiumacademy.co.uk

The website is the promotional tool for the MAT and holds the statutory information as determined by Ofsted, the DfE and the EFA.

It is also the portal for Trustee information and an archive storage for minutes, papers and reports.  Access to this area is password protected and the Clerk to the Board will provide you with access rights, a consortium email address and other information relating to past minutes, meeting dates and other logistical information.  The clerk can be contacted by email on clerk@consortiumacademy.org

Other documentation

Trustees have a responsibility to ensure that they keep up to date with relevant educational developments and the DfE and Ofsted websites are key areas for reviewing new and amended national documentation and guidance.  The list above is not exhaustive, but an outline of the key documents that Trustees should have knowledge of.

As a Trustee….

As a Trustee you will be required to:

  • complete an enhanced DBS check.  The process of which will be co-ordinated by the Executive Team or the Clerk to the Board
  • Be listed as a Director and Trustee of Consortium MAT in line with Charity Commission and Companies House requirements.
  • Complete and maintain as current, the Pecuniary and Other Interests Form which declares any interests that may be relevant to your position as a Trustee
  • Declare at the start of any meeting, any pecuniary or other interest that is relevant to that meeting or any significant change in your pecuniary or other interests that is pertinent to the Board.  Where required, Trustees will remove themselves from discussion and decision making if a pecuniary or other interest is determined.
  • Act in accordance with the Governance Charter and Scheme of Delegation
  • Participate actively and appropriately in meetings and monitoring activities
  • Be an active participant on at least one of the Sub Committees which is most relevant to the skills and interests of the individual Trustee.

As a Trustee you will be contributing to the strategic development of the Trust and the educational standards and opportunities that are offered to our young people.

Although the position of Trustee does come with responsibilities, it is an enjoyable role which has opportunity for creativity as well as compliance; for huge satisfaction and for working in a team of motivated individuals who are committed to the success and sustainability of the MAT.

We are delighted that you have decided to become an active member of Consortium Multi-Academy Trust. 

Many thanks

Dawn Carman-Jones
Chair of Trustees, June 2017

Section 11e - Transparency in Business Statement

The Trustees and Staff of Consortium MAT are committed to an open and transparent business model of decision making and information disclosure. To achieve this, the Trust complies fully with the Academies Financial Handbook and is a not for profit organisation.

FUNDING
The Trust receives public monies from the Government and Department for Education (DfE) and Education Skills Funding Agency (ESFA) via a national and/or County determined formula for mainstream academies using pupil-led factors such as basic entitlement, deprivation, prior attainment, mobility and English as an Additional Language (EAL), combined with factors based on the institution, such as a lump sum for premises costs, split site funding or a sparsity factor for small rural academies. 

The ESFA uses the local funding model to calculate allocations for academies and free schools.  This revenue funding, apportioned from the Pupil Census, is ring fenced for the sole benefit and management of the school that the income has been derived from.

Additional government and DfE funding which is apportioned from the pupil census is ring fenced for the sole benefit and management of the school that the income has been derived from.  This funding includes but is not restricted to:

  • early years and nursery funding,
  • special educational needs,
  • high tariff needs,
  • looked after children,
  • service personnel children,
  • pupil premium children
  • Universal infant free school meals
  • PE and Sports Funding
  • Healthy Pupils grants

The Trust may seek additional funding from other education services, departments and agencies such as the MAT Growth and Development Fund, Regional Academy Grants, The Teaching School Alliance and Capital Improvement Funds as they become available.  This income is used to support the Trust in maintianin, developing and extending buildings, materials and resources (physical, technological, human and fixed), in order to support and expand the Trust’s primary objectives as laid out in the Articles of Association.

DECISION MAKING

The Trust’s governance, leadership structure, policies, decision making, operations and actions are observable by employees, stakeholders and the general public.  Non confidential minutes are available on request and minutes of the Annual General Meeting are published on the website.

NOT FOR PROFIT

The Trust does not exist for making any profit from it’s existence, or for the gain of individuals employed by or associated with the Trust i.e. our staff, Trustees, Members or Local Governors.

All employees and those in Governance positions complete and file comprehensive pecuniary and other interest declarations and declarations are made at the beginning of all meetings in respect to any pertinent interest relating to items on the agenda.  The Conflict of Interest Policy determines how this recorded and dealt within the Trust.

The Trustees are clear in that NO TRUSTEE WILL BENEFIT FINANCIALLY FROM THEIR ASSOCIATION WITH THE TRUST.  The only exception being the CEO/Principal who has an ex-officio role on the Trust Board.

The Trustees believe that by having a clearly articulated and implemented policy of no related party transactions enables them to be secure in ensuring that there is no influence in decision making; either perceived or actual. The Governance Allowances/Expenses policy determines how legitimate claims for expenses resulting from Trust business can be reimbursed.

HOLDERS OF PUBLIC PURSE - Principles of Public Purse

The Trust holds its responsibility of public purse to the highest moral standards and in accordance with the 7 (Nolan) Principles of Public Life:-

Selflessness – Holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other benefits for themselves, their family or their friends.

Integrity – Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties.

Objectivity – In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit.

Accountability – Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office.

Openness – Holders of public office should be as open as possible about all the decisions and actions they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands.

Honesty – Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest.

Leadership – Holders of public office should promote and support these principles by leadership and example.

ACQUISITION OF EXTERNAL FUNDING

The Trust may seek additional funding from the acquisition of grants and donations from external private and public organisations, companies and state franchised national lottery grants.  Any secured funding will be reported appropriately and used only for the purposes of the grant application criteria.  All additional external funding will be sought and used in line with the Trust’s Articles of Association and will not be for the profit of any individual, staff member or person association in a governance role.

GENERATION OF INTERNAL INCOME

The Trust, as part of its service level agreement with academy schools, the school to school support and educational delivery opportunities and non teaching support provision, offers a number of services to Trust schools which operate on a ‘not for profit’ basis.

The Trust offers these services to schools who are not currently within the Trust.  These may show differential pricing levels to accommodate for additional administration costs involved in servicing non Trust schools.

FIXED ASSETS

The Trust does not own any fixed assets. The Trust Central Office and schools are on lease arrangements and are not directly owned by the Trust.  The Trust has no right of disposal or sale of any leased assets including buildings or land.

STAFF

Staff are appointed to the Trust and our schools after a careful review based on establishment need and following a robust recruitment process. The salaries of the Trust’s principal, executive leadership team, academy heads, senior teachers, teachers and support staff are tightly benchmarked against national and regional pay scales and take into consideration the School Teachers Review Board and Unions.

USE OF CONTRACTORS

In line with the Trust’s Scheme of Delegation, any pecuniary interest in connection with the engagement of any services of a contractor should be declared before any tender process commences. Contractors are engaged only following a full tender process, ensuring that free and fair competition is upheld.

RELATED PARTY TRANSACTION

The Academies Financial Handbook details the process for approval and reporting of any related party transactions.  The Trust is compliant with the Academies Financial Handbook.  The Trustees have determined that there will be no related party transactions approved and therefore there is clarity that no Trustee or Local Governor (except those in ex officio roles or elected through their staff position) will benefit financially from their association with the Trust. The Trust has no controlling entity or reporting entity, nor any related party transactions or arrangements. Any related party transactions relating to staff are disclosed on a Business & Pecuniary Interest Declaration and at the beginning of a meeting where Agenda items may relate to a third party transaction.

SCHOOL COMMUNITY INCOME

Most academy schools will have it’s own fund raising community through a Parent Teacher and Friends Association or similar voluntary group.  These organisations are independent of the school with a constitution to raised funds for the purpose and benefit of the school and it’s pupils.  These funds are not held within school funds or bank balances and it is the responsibility of the PTA to adhere to Charity Commission regulation in its own right.

FINANCIAL TRANSPARENCY

The Trust’s accounts are compliant with the Academies Financial Handbook and are independently audited by Larking Gowen Accountants, Norwich.  Accounts are filed and published in line with current regulation.  Copies are available on the Trust website.

Section 11f - Policy Administration Grid

Section 11g - Annual Expectations of LGBs

Annual Expectations for Local Governing Bodies

School Term

Autumn

Spring

Summer

Governance Structure

 

  • Elect CoG and VCoG
  • Allocate governor roles
  • Generate training requirements
  • Complete Pecuniary Interest Forms
  • Skills audit (CMAT led)
  • Sign Code of Conduct (CMAT led)
  • Agree Governor Visit schedule
  • Set Governance objectives

 

  • Recruitment (if required)
  • Monitor Governance performance
  • Recruitment (if required)
  • Set LGB dates for next academic year
  • Review performance and impact of governance through Self Review
  • Participate in Scheme of Delegation review (CMAT led)

Training

  • Safeguarding/PREVENT update training
  • Register of receiving and understanding Keeping Children Safe in Education
  • Academy Heads and Governor Briefing
  • Training Log update (Safer Recruitment and Named Safeguarding Governor) Academy Heads and Governor Briefing
  • Training Log update

 

  • Academy Heads and Governor Briefing
  • Budget briefing
  • Training Log update

Ensure clarity of vision, ethos and strategic direction

  • AIDP development and approval
  • Review the school vision statement
  • Governor visit reports
  • External visit reports

 

  • AIDP update
  • Governor visit reports
  • External visit reports

 

  • AIDP update
  • Succession planning for LGB
  • Governor visit reports
  • External visit reports
  • Review outcomes of AIDP and agree strategic focus for next academic year

 

School Term

Autumn

Spring

Summer

Holding School Leaders to Account

  • AH Performance Management
  • Ensure PM cycle implemented
  • Agree monitoring schedule
  • Single Central Record Check
  • Safeguarding report
  • Website audit
  • Learning Walk (Environment)
  • Policy Review Schedule
  • Data returns and analysis
  • AIDP monitoring
  • Publish PP and Sports Premium funding statements
  • Absence/exclusions/incidents etc reporting
  • Update monitoring schedule
  • Ensure PM cycle implemented
  • Safeguarding Audit
  • Safeguarding report
  • Website audit
  • Learning Walk (
  • Policy Review Schedule
  • Data returns and analysis
  • AIDP monitoring
  • Absence/exclusions/incidents etc reporting
  • AH Performance Management review
  • Ensure PM cycle implemented
  • Update monitoring schedule
  • Single Central Record Check
  • Safeguarding report
  • Website audit
  • Learning Walk (
  • Policy Review Schedule
  • Data returns and analysis including Statutory test outcomes
  • AIDP monitoring
  • Absence/exclusions/incidents etc reporting yearly summary data

Overseeing the financial performance of the school

  • Implement Pay Policy
  • Review admissions policy
  • Receive budget monitoring reports
  • Policy Review Schedule
  • Publish PP and Sports Premium funding statements
  • Internal audit
  • Receive budget monitoring reports
  • Policy Review Schedule
  • Benchmarking in preparation for budget setting
  • Review risk register
  • Review GDPR compliance
  • Review staff structure
  • Receive internal audit reports
  • Receive budget monitoring reports
  • Policy Review Schedule
  • Budget setting

To participation in:

  • Pupil Premium Health Check
  • No notice Safeguarding Checks
  • Health and Safety Walks/Audits
  • Ofsted Inspections and/or DfE education advisor visits
  • Other CMAT or external Agency meetings and monitoring events as appropriate

Section 11g - Other Resources

Available from The Consortium Multi Academy Trust:-

Pecuniary Interest Forms
Governor Skills Audit
Website Audit
Service Level Agreements
Governor Code of Conduct
Risk Register template
GDPR Audit
PP Health Check
Safeguarding Health Check
Clerking Service information
Governor training packages
Emails and protected areas on school websites
Policies and protocols
National Governors Association membership

Links to websites and Governance Resources

Governance Handbook
Ofsted framework and inspection handbook
Ofsted safeguarding inpection framework
Governor Competency Framework
Governor quality mark
National Governors Association www.nga.org.uk/Home.aspx
The Key for leaders (accessed via your Academy Head)

Where together excellence and pupils thrive

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