Governor Handbook 2025

GOVERNOR HANDBOOK

“

Looking around the world’s business and political leaders, I can’t recall a time when better leaders were more urgently needed.

- Lord Laidlaw of Rothiemay, Chair

CONTENTS

Introductory Letter..........................................6 Welcome............................................................. 8 LST Vision and Mission Statement........... 10 LST Success Story........................................... 12 LST Central Structure.................................... 16 LST Governance Structure.......................... 18

The Local Governing Committee............. 19 Governor Key Responsibilities.................. 20 Governor Training Plan................................. 22 Code of Conduct........................................... 24 The Seven Principles of Public Life......... 28 Effective Local Governance....................... 30 Governor Best Practice.................................33 Who Can Become a School Governor?.... 34

Disclosure and Barring Service.................. 36 Governing Committee Meetings............. 38 Visiting the Academy and Reporting..... 42 Useful Contacts Information..................... 44 Key Documents & Useful Websites........ 46 Glossary............................................................. 48

LETTER FROM THE CHAIR OF TRUSTEES

DEAR GOVERNOR, Welcome to the Laidlaw Schools Trust. Thank you for agreeing to give so generously of your time and expertise. Your commitment plays a critical role in helping us achieve our mission.

We founded LST because we believe that education has the power to transform lives.

That belief underpins our cradle to careers philosophy; as we know both that the greatest predictor of educational outcomes at the age of 26 is a child’s development score at 22 months, and that 30% of today’s jobs are likely to be lost to automation by 2030. We need to provide extraordinary education early, and throughout our pupils’ school journeys.

Our commitment to the communities we serve, is to put inclusivity ahead of league tables. We look to find ways to support all our pupils, in the classroom and in extra curriculum activities. So that in every school, in every class, we find the arena for each and every child where they can shine.

that they graduate with embedded good food and fitness habits.

It matters that our pupils are mentally robust, with the confidence and resilience to overcome the hardships that life may throw at them. It matters that our pupils are ethically resilient. It matters that they understand the impact of climate change and smart consumer choices. It matters that they have strong oracy and literacy, that they are digitally savvy. That is why we provide each of our schools with Laidlaw X funding and programmes to give pupils extra experiences that will curate character and cultivate talent.

Our mission is to unlock economic, social and cultural opportunities for all our pupils. Because most of all, it matters that our pupils leave school with dreams to follow, and that they have the ambition, resilience and skillsets to make them a reality.

Thank you again for joining us on this mission. I look forward to working with you.

Best wishes,

Academic attainment matters; we must ensure that our pupils leave school with the qualifications they need to progress in life. That is why we have an ambitious, centrally led, and funded, MAT school improvement roadmap which supports all our schools to achieve the extraordinary.

Education though is about so much more than academic grades.

It also matters that our pupils understand about physical health,

- Susanna Kempe, Chair, Laidlaw Schools Trust 07

WELCOME

Welcome to your new Governor handbook produced by Laidlaw Schools Trust Governance Team. This handbook will provide information about the Trust and its Governance arrangements; explaining the roles and responsibilities of Governors and how Governing Committees carry out their duties.

Laidlaw Schools Trust believes it is essential that all Governors are equipped with the tools and information they require to become effective Governors. This induction pack will act as a comprehensive guide that we believe will assist you and provide you with confidence in your new role.

As a Governor of Laidlaw Schools Trust you will receive: • A Governor information collection form (for completion and return to this service) • A DBS application request (for completion and return to this service) • A declaration of interests form (for completion and return to this service) • Governors code of conduct • Membership to NGA learning link and access to online courses • Access to the Trust’s Governor Hub containing important documents such as the Articles of Association, Committee Terms of Reference and previous meeting papers • Access to Governor Hub and Governor Knowledge

• Invitation to LST Local Governing Committee (LGC) skills evaluation questionnaire and the opportunity to enhance skills and knowledge through our very own Governor development service.

• An opportunity to join our forum of enthusiastic, skilled and supportive governors across the Trust.

You will also receive a number of documents from the Academy. These can be obtained from Governor Hub or school website which include: • Academy profile • Inspection Data Dashboard (IDSR) • School Development Plan • School Self Evaluation (SEF) • LST Scheme of Delegation (SOD) • A copy of the Governance calendar • Various training materials • Papers from the last LGC meeting We also recommend, if you have not done so already that you make an appointment with the Headteacher or Chair of Governors to take a tour of the Academy prior to attending your first full LGC meeting. Please contact the Governance Manager to arrange this.

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MISSION & VALUES MISSION

VISION

We are committed to giving every child the opportunity and support to shine.

Our vision is to transform the lives of children and communities through extraordinary teaching and learning.

Whether they want to become a Premier League footballer, a worldfamous opera singer, an entrepreneur, the first person on Mars or the next Prime Minister, we encourage our pupils to aspire and achieve.

We empower children to believe in themselves and to embrace the future as active, responsible and successful global citizens.

Together, we can do hard things. We can achieve the extraordinary by nurturing the heads, hearts and hands of our pupils— developing minds and building character, so that every child achieves practical and life skills as well as academic success.

BE

BE

BE

AMBITIOUS

BRAVE

CURIOUS

TO ACHIEVE MORE THAN YOU THOUGHT WAS POSSIBLE

TAKE RISKS AND REAP THE REWARDS

ABOUT EVERYTHING AND LEARN THROUGH EXPLORATION

BE

ALWAYS STRIVE FOR

BE

BE

DETERMINED

EXTRAORDINARY

FAST

GOOD

WITH AN UNWAVERING SENSE OF PURPOSE

IN EVERYTHING YOU DO

BECAUSE LIFE IS TOO SHORT TO DAWDLE

TO OTHERS AND THE WORLD AROUND US

SPONSOR LST is generously supported by the Laidlaw Foundation, which invests in the education of the underprivileged and under-represented in order to break the cycle of poverty, reduce inequality and develop a new generation of leaders.

SEE OUR MANIFESTO HERE

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LST SUCCESS STORY Laidlaw Schools Trust was founded in 2008 to provide inspirational education to secondary school pupils in Newcastle upon Tyne. We now provide cradle-to-careers education, with nursery, primary and secondary academies in Newcastle, Wearside and Sedgefield, and are set to grow further.

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OUR ACADEMIES Newcastle Excelsior - Westgate Hill Atkinson Road - Thomas Walling

Wearside Academy 360 - South Hylton Beacon of Light School Oxclose Primary Oxclose Community

Durham Sedgefield Hardwick Sedgefield Community College

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LST CENTRAL TEAM STRUCTURE THE LST CENTRAL TEAMS ARE MANAGED BY

SALLY NEWTON CEO

sally.newton@laidlawschoolstrust.co.uk EXECUTIVE OF SCHOOL IMPROVEMENT

THE LST CENTRAL TEAMS ARE: • Finance • People and Culture • Estates • Data and Systems • School Improvement • Governance • Marketing 17

LST GOVERNANCE STRUCTURE

LST GOVERNANCE STRUCTURE Holds the Trust Board to account, appoints Trustees and ensures the Trust meets its charitable objectives and maintains financial health.

Sets the vision and strategy of the Trust, ensures the Trust meets statutory and regulatory functions, appoints the CEO.

MEMBERS TRUST BOARD The hub for communication between the local tier and Trust Board, to share best practice and lead thinking on cross Academy initiatives for the betterment of all communities.

CHAIRS FORUM

LOCAL GOVERNING COMMITTEES

Elected by the Trust Board to oversee the implementation of the Trust vision at Academy level, to Champion and Challenge the Academy leadership and local stakeholder community.

TRUST BOARD COMMITTEES Audit & Risk, Finance & Premises, High Quality and Inclusive Education, People and Culture.

THE LOCAL GOVERNING COMMITTEE WHY HAVE GOVERNING COMMITTEES? At Laidlaw Schools Trust (LST), the Trust Board has made a deliberate decision to establish a Local Governing Committee (LGC) for each Academy within the Trust. This governance model empowers local Leadership while ensuring alignment with the Trust’s mission—to transform the lives of children and communities through inspirational education. The Scheme of Delegation sets out clear responsibilities at each level of governance, providing a structured framework for accountability, transparency, and communication.

To ensure that their Academy is developing the healthy, confident and productive citizens of tomorrow.

There are three core ways: •.Strategic leadership: foster the Trust culture and ensure implementation of the Trust strategy in the Academy •.Accountability and assurance: robust oversight of the performance of the Academy •.Stakeholder engagement: effective collaboration with the Academy community Governors play a vital role in delivering local accountability that is meaningful, grounded in context, and focused on improving life chances, particularly for the most disadvantaged. Governors are expected to act as stewards and advocates; championing their Academy within the Trust and local community, celebrating its achievements and helping shape a culture of ambition and inclusion. .

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GOVERNOR KEY RESPONSIBILITIES PUPIL EXPERIENCE AND OUTCOMES • Review reports on progress, attainment, behaviour, attendance and wellbeing • Ensure all pupils (especially disadvantaged groups), receive a highquality education • Review the impact of the school development plan • Review the academy co-curricular offering and Laidlaw X impact INCLUSION • Monitor the provision for SEND, Pupil Premium, EAL, and vulnerable groups • Review SEND parent / carer surveys • Collaborate on best practise with SEND link Governors across the Trust SAFEGUARDING • Ensure that safeguarding practices are effective and inclusive • Consult on the Safeguarding Policy for the Academy and its context COMMUNITY ENGAGEMENT • Act as a bridge between the Academy and its families, carers, and community • Bring the voice of parents / carers / local stakeholders to discussions

• Review and monitor the Academy decarbonisation and sustainability culture • Monitor the Academy nutrition and food offering for its pupils in line with community needs LINK GOVERNOR VISITS • Conduct monitoring visits to deepen understanding of specific priority areas • Collaborate with fellow Governors across the Trust, to share insight, strengthen practice and build collective capacity within the governance structure • Bring local knowledge and insight • Help the Academy stay connected to its social and cultural context • Feedback to the LGC on any local insight which may affect the Academy (for example; housing developments) PROVIDE LOCAL ACCOUNTABILITY WITHOUT OPERATIONAL MANAGEMENT • .Ensure compliance and effectiveness in key areas such as risk management, Single Central Record and health & safety • .Review and approve (where delegated) any Academy policies ensuring these reflect Trust-wide expectations • Conduct panel work where necessary and as delegated through the SOD 11

GOVERNOR PATHWAY TO TRUSTEE • • • • •

Governor

• • • • • • •

Complete phase 1' of the LST training programme Attend all LGC meetings Complete 3 or more link visits per academic year Complete a full year term of office Volunteer for panel work

• •

Vice Chair of Governors

Volunteer for a Chair position within the Trust Complete Chair and Leadership training Assist in the Academy Leader appraisal Complete Chairs’ self assessment Ensure the LGC undertakes necessary training Ensure the LGC is successfully meeting it's targets set Complete phase 4 of the LST training programme

Chair of Governors

•

•

CoG and committee attendee •

• • • •

Support the Chair by taking on any additional responsibilities Chair the LGC where required Chair any panels Complete phase 2 - 3 of the LST training programme

Fast Track to Trustee

• • •

Complete Trustee induction training Understand and accept the legal obligations under Company Directors and that of a Charity Trustee Attend all Board meetings in person and committee meetings Attend additional meetings for the Chairs Forum, Ofsted or any panels

Trustee Volunteer to sit on one of the Trust Board committees for one year Provide an insight on what is happening at Academy level for Trustees Increase understanding and knowledge of the strategic responsibility of the Board Complete phase 5 of the LST training pathway

Suggested experience required: • 4+ years in a Chair position • Strategic leadership management either in employment / knowledge in practice • Non-executive positions (current or previous) • Multi Academy Trust Governing experience • Risk Management • Community links to businesses / employment / educational settings • Holding to Account and performance management • Large scale finance • Completion of 3 phases of the LST training pathway

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GOVERNOR TRAINING PLAN PHASE 1

PHASE 2

PHASE 3

INDUCTION & CORE KNOWLEDGE

GOVERNANCE IN PRACTICE

ENHANCING GOVERNANCE EFFECTIVENESS.

Safeguarding for Governance (2hrs) The Prevent Duty (2hrs)

Progress and Attainment; Using data to improve educational outcomes (2 hrs)

Holding to account: How to conduct a courageous conversation (15 minutes)

Introduction to Local Governance – Induction for Academy Governors on Local Governing Bodies (2.5 hrs)

Governance visits to schools (15 minutes)

Effective Governance; Making an impact, changing lives (1.5 hrs)

Stakeholder Engagement; The Governance Role (15 minutes)

Suspensions and Exclusions (3.5 hrs)

Holding to account: How to question and challenge (15 minutes) Cyber Security for Governors / Trustees (45 minutes)

Pupil Premium (2 hrs) SEND (2 hrs)

Governance monitoring; a tool to help drive improvement (10 minutes) UK GDPR and Data Protection (30 minutes)

PHASE 4

PHASE 5

EMBEDDING GOVERNANCE KNOWLEDGE

CONTINUED DEVELOPMENT

Succession Planning – Planning for continuity in governance (40 mins)

Safer Recruitment (2 hrs)

Building an effective local governance team (1.5 hrs)

Ofsted Inspections: A guide for governing boards (45 minutes)

Financial Governance (1 hr)

Environmental Sustainability: The governance role (30 minutes)

Management of Workload and WellBeing: The governance role (15 minutes)

Equality, Diversity and Inclusion programme (1hr 30 minutes)

A whole school approach to food (1 hr 30 minutes)

Panel Work programme (3 hrs)

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CODE OF CONDUCT FOR TRUSTEES & GOVERNORS

LST CODE OF CONDUCT •

We will actively support and challenge the Executive Leaders.

•

We will accept and respect the difference in roles between the LGC and staff, ensuring that we work collectively for the benefit of the organisation.

•

We recognise that the CEO is responsible for the implementation of strategy and the day-to-day management of the Trust.

•

We recognise that the Headteacher/Executive Principal is responsible for the implementation of policy for the dayto-day management of the school and the implementation of the curriculum.

•

We have no legal authority to act individually, except when the Trust Board/Governing Committee has given us delegated authority to do so.

•

•

We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.

•

We will encourage open governance and will act appropriately.

•

We will consider carefully how our decisions may affect other Academies and other Trusts.

•

In making or responding to criticism or complaints affecting the Trust or any of its Academies we will follow the procedures established by the Trust Board/ Governing Committee. In discharging our duties we will always be mindful to maintain and develop the values and reputation of the Trust.

Please ensure you have signed the LST Code of Conduct form distributed as part of the induction pack.

We will encourage the open expression of views at meetings but accept collective responsibility for all decisions made by the Trust Board, Governing Committee or its delegated agents. This means that we will not speak out against the majority decisions in public, (or private), outside of the Trust Board/Governing Body. .

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COMMITMENT

CONFIDENTIALITY

We acknowledge that accepting a role as a Governor involves the commitment of significant time and energy. We will make full efforts to attend all meetings and where we cannot attend explain in advance why we are unable to.

We will observe complete confidentiality when required or asked to do so, especially regarding matters concerning individual staff or students.

We will involve ourselves actively in the work of the Governing Committee, attend regularly and accept our fair share of responsibilities. We will get to know the Trust/Academy(s) well and respond to opportunities to involve ourselves in a range of Academy activities.

In the interests of transparency we accept that information relating to Governors/Trustees/Academy Committee members will be collected and logged on the DfE’s national database of Governors and the Trust’s/Academy’s website.

We will give meaningful consideration to our individual and collective needs for training and development.

RELATIONSHIPS We will strive to work together effectively as a team in which constructive working relationships are actively promoted.

We will seek to develop effective working relationships with the Executive, Headteacher(s), staff and parents, and other relevant agencies within the local communities we serve.

We will exercise the greatest prudence if a discussion of a potentially contentious issue affecting the Trust or any of its Academies arises outside of The Trust Board/Governing Committee.

CONFLICTS OF INTEREST We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the LGC’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time.

We accept that the Register of Business Interests will be published on the Trust’s website. We will also declare any conflict of loyalty at the start of any meeting should the situation arise, as well as annually on Governor Hub..

We accept that our appointment as Trustees/ Governors to the Trust is subject to a satisfactory Enhanced DBS certificate and where appropriate a section 128 direction check.

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THE SEVEN PRINCIPLES OF PUBLIC LIFE

(Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations).

ACCOUNTABILITY

SELFLESSNESS

OPENNESS

Holders of public office should act solely in terms of the public interest.

Holders of public office should act and take decisions in an open and transparent manner. Information should not be withheld from the public unless there are clear and lawful reasons for so doing.

INTEGRITY Holders of public office must avoid placing themselves under any obligation to people or organisations that might try inappropriately to influence them in their work. They should not act or take decisions in order to gain financial or other material benefits for themselves, their family, or their friends.

They must declare and resolve any interests and relationships.

OBJECTIVITY Holders of public office must act and take decisions impartially, fairly and on merit, using the best evidence and without discrimination or bias.

Holders of public office are accountable to the public for their decisions and actions and must submit themselves to the scrutiny necessary to ensure this.

HONESTY Holders of public office should be truthful.

LEADERSHIP Holders of public office should exhibit these principles in their own behaviour. They should actively promote and robustly support the principles and be willing to challenge poor behaviour wherever it occurs.

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EFFECTIVE LOCAL GOVERNANCE HOW MUCH TIME DO GOVERNORS GIVE? A Governors’ term of office is for four years but as a volunteer you can resign at any time. Previous Governors can be reappointed if they wish to return and are still eligible.

Your main tasks are to attend meetings of the Local Governing Committee and to complete link visits to your Academy.

Governors will visit the Academy (see page 12) as part of their role in monitoring and evaluation to observe practice, meet with staff and to familiarise themselves with the school.

Governors are usually welcome, by invitation, to attend Academy performances, events and some staff training.

AM I ENTITLED TO ANY TIME OFF WORK TO UNDERTAKE MY DUTIES AS A GOVERNOR? Under employment law, employers must give employees who are Academy Governors “reasonable time off” to carry out their duties. The employee and employer have to agree on what is “reasonable time” off.

Issues to be considered when arranging time off with your employer include: • • • •

How much time is needed to carry out your Governor duties The circumstances of the employer’s business and the impact the employee’s absence may have on it Employers do not have to give time off with pay

HELP WITH EXPENSES A copy of Laidlaw School’s Trust Governor Expenses Policy can be provided upon request.

WHAT TRAINING AND SUPPORT WILL I RECEIVE AS A GOVERNOR?

WHAT DOES THE EFFECTIVE GOVERNOR NEED TO BE FAMILIAR WITH?

The Trust has developed its Training Pathway - a five step approach to building skills and knowledge within Governance.

The Trust provides all Governors with membership to NGA learning link; an innovative elearning service for Governors.

All new Governors are strongly recommended to participate in the 8 induction modules. The Governance Manager will provide you with details on how to register for this service.

• • • • • • • • •

LST uses Governor Hub, which contains all required documents in addition to Governor Hub Knowledge which provides Governors with additional information if and where required.

The LST Governor Hub also contains a forum where Governors, from across the Trust can communicate, offering trustworthy advice, recommendations and support.

• • •

Governance and relationship to the Trust The recent history of the Academy The type of Academy and the nature of pupil intake The number of pupils on roll and projected future numbers How the Academy is staffed, organised and managed The status of the Academy budget The contents of the School Development Plan The curriculum provided at the Academy The range of extra-curricular activities on offer and the nature of any extended services The Academy policies How the Academy communicates with parents, other schools and the community The layout of the buildings, grounds, their suitability and state of repair

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GOVERNOR BEST PRACTICE GOVERNING COMMITTEES DO:

•

•

•

• • • • • • • • • • • • •

Help to decide the priorities for the Academy when the School Development Plan is being developed Have strategic oversight of Safeguarding Champion the Trust vision and values and ensure they are embedded in each individual Academy Review the pupil premium budget and interventions by challenging impact Evaluate standards of Achievement against the balanced score card Review and moitor the management of risk at the Academy Monitor pupil voice, staff and parent/carer surveys Receive information about the quality of teaching in the Academy Have a published strategy for dealing with parental complaints and concerns Ensure health and safety issues are addressed Consult the Headteacher when making decisions Champion and Challenge Help develop Academy policies and procedures Consider the repair and maintenance of Academy buildings

Consider the use of Academy premises outside Academy hours Consider the environment of the Academy in respect of pupil and community needs

GOVERNING COMMITTEES DON’T: • • • • • • • • • • •

Inspect the Academy Report on the quality of teaching after visiting the Academy Authorise all expenditure Share concerns about staff capability Decide on how pupils are taught different subjects Have the right to exclude a pupil Write the Academy’s policies on their own Rubberstamp recommendations from the Headteacher Automatically approve all apologies for absence for meetings sent by Governors Need to be aware of the performance objectives which had been set for individual teachers Write the OfSTED action plan

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WHO CAN BE A ACADEMY GOVERNOR?

Anyone can apply to be a Academy Governor, however a Governor must be aged 18 or over at the time of their election or appointment, and a person cannot hold more than one Governorship at the same Academy.

A person is disqualified from holding or from continuing to hold office as a Governor or associate member if they:

• • •

• • •

• •

• •

Are at any time during their period of office detained under the Mental Health Act 1983 Have failed to attend the Governing Committee meetings for a continuous period of six months, beginning with the date of the first meeting they failed to attend, without the consent of the LGC (not applicable to ex officio Governors) Are bankrupt Are subject to a disqualification order or disqualification undertaking under the Company Directors Act 1986, a disqualification order under Part 2 of the Companies (Northern Ireland) Order 1989, a disqualification undertaking accepted under the Company Directors Disqualification (Northern Ireland) Order 2002, or an order made under section 492(2) (b) of the Insolvency Act 1986 (failure to pay under County Court Administration Order) Have been removed from the office of a charity Commissioners or High Court on grounds of any misconduct or mismanagement, or under Section 7 of the Law Reform (Miscellaneous Provisions) (Scotland) Act 1990

• • •

•

from being concerned in the management or control of any body Are included in the list of teachers or workers prohibited or restricted from working with children or young people Are disqualified from working with children Are disqualified from being an independent Academy proprietor, teacher or employee by the Secretary of State for Education and Skills Have received a sentence of imprisonment (whether suspended or not) for a period of not less than three months (without the option of a fine) in the five years before becoming a Governor or since becoming a Governor Have received a prison sentence of 2.5 years or more in the 20 years before becoming a Governor Have at any time received a prison sentence of five years or more Have been fined for causing a nuisance or disturbance on Academy premises during the five years prior to or since appointment or election as a Governor Refuse an application being made to the Disclosure Barring Service for a criminal records certificate

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DISCLOSURE & BARRING SERVICE DISCLOSURE & BARRING SERVICE (DBS) CHECK: This is primarily available to anyone involved in working with children or vulnerable adults.

A DBS certificate shows convictions, cautions, reprimands or warnings recorded on police central records As you are going to work as a volunteer for an organisation where your work will bring you into contact with children, you will be asked to apply for an Enhanced DBS check which also includes a check against the children’s barred list. It is the policy of Laidlaw Schools Trust that a Governor’s appointment is subject to satisfactory clearance through the procedure.

No payment is required for your Disclosure Clearance. Information on how you can access the application form will be emailed to you. Along with your application you are required to provide evidence to confirm your identity. Original copies of the evidence must be witnessed.

A Governor who refuses to undertake a DBS disclosure is disqualified from holding office.

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GOVERNING COMMITTEE MEETINGS THE PRODUCTIVE GOVERNING COMMITTEE • • • • •

Works together as a group and makes decisions collectively as a team Takes reasoned decisions and follows them through Holds meetings that are focused, a manageable length and achieves their aims Supports the pupils, parents, staff and Academy Leader Works closely with the Academy Leader

BE PREPARED FOR A MEETING • • • • •

Read the papers before the meeting Know who all the Governors are Make sure you have all the necessary papers Prepare your thoughts and questions before the meeting Bring with you a pen, your diary, your annotated papers and LST iPad. We do not provide paper copies of materials, in line with LST’s commitment to sustainability and reducing environmental impact

FREQUENCY, NOTICE & DURATION OF MEETINGS Local Governing Committee meetings occur four times in the academic year.

A governance cycle of dates is provided to all Governors in the Summer term prior to the next academic year. There will be at least one Governing Committee meeting each term: Autumn, Spring, Summer with an additional meeting scheduled dependent upon Trust business and in line with delegations to the Local Governing Committee.

The agenda, which will be uploaded to Governor Hub for the meeting, will list all the items that are to be discussed at the meeting. Consider the agenda carefully before the meeting and make notes where there are items of particular interest or importance to you or where you want to ask a question.

You have the right to request that an item be placed on the agenda by contacting the Chair or your allocated Governance Team member a few weeks before the meeting. If “Any Other Business” features on your agenda and you wish to raise an issue under this item, you must discuss this with the Chair prior to the start of the meeting. The Chair will evaluate whether the meeting is an appropriate forum for the issue and can allow sufficient time for discussion.

The quorum for a meeting of the full LGC, and any vote on any matter at such a meeting, shall be at least any three LGC Governors, or, where greater, any one third (rounded up to a whole number) of the total number of Governors holding office at the date of the meeting, If a meeting of the LGC Governing Committee can not be held for a lack of a quorum or has to be terminated on that account before all agenda items have been completed, the Governance Team member must convene a further meeting as soon as reasonably practicable. If the Governing Committee decide to terminate the meeting before all agenda items have been completed, it must first fix the date and time for a further meeting at which the outstanding items will be considered and must direct the Governor Team member to convene that meeting accordingly.

They should take account of the personal commitments of individual Governors. It is important that the timing should not always rule out particular Governors’ attendance nor should be determined to suit the Headteacher rather than the other Governors.

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ATTENDANCE Any Governor who, without permission, is absent from meetings of the full Governing Committee for a continuous period of six months will cease to be a Governor. If you need to offer apologies for a meeting this should be done through the Governor Team member in advance of the meeting with the reason for your absence noted.

If a Governor continually delays in completing the Governor visit reports, the Governor Team member will conduct a meeting with them regarding this matter.

Governing Committee meetings are not open to the public.

Visitors may attend by invitation but may be asked to leave if a confidential item is discussed. Governors observe confidentiality regarding proceedings of the Governing Committee in meetings and from their visits to Academy as Governors. How an individual Governor votes should always be regarded as confidential.

The minutes of any part of the meeting that are confidential should be kept separate. In the main confidential items will be those where the privacy of an individual needs to be respected.

Governors should exercise the greatest prudence if a discussion of a potentially contentious issue affecting the Academy arises outside the Governing Committee. The intention of the law is that Governors should be accountable and business should be transparent with

any confidential items being kept to a minimum. Any old documents Governors wish to dispose of should be shredded, given the sensitive nature of some of the information.

THE ROLE OF THE CHAIR The Chair of Governors (and Vice Chair when required) provide leadership to the LGC, ensuring it functions effectively and remains focused on its purpose: Academy oversight, community insight, and constructive support and challenge.

As a key link between the Academy and the Trust Board, the Chair upholds the Trust’s values and ensures alignment with its strategic priorities at a local level.

EFFECTIVE CHAIRS • • • • • •

Give a clear lead in organisation and delegation within the Local Governing Committee Manage LGC meetings succinctly and accurately, in line with best practice Attend regular meetings with the Headteacher/Principal in addition to their performance management Keep other Governors informed of any necessary information or decisions Support the Academy to improve and meet the priorities set out in the SDP A full list of key responsibilities can be found in our Governance Documents

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VISITING THE ACADEMY All Governors should visit the Academy during the Academy day and you should arrange an early introductory session with the Headteacher. There are two main reasons why Governors make visits to the Academy. Firstly a new Governor may visit to familiarise themselves with the Academy. A more experienced Governor may visit to acquaint themselves with changes to the Academy or re-familiarise themselves if they have not visited for a while.

The second main reason is a focused visit which is part of the Governors link monitoring role. The Governors' role is to “champion and challenge” not that of an inspector and a visit should be used to learn about the Academy but not to make judgments about the professional expertise of teachers.

What do we mean by “monitoring”? Governors need to see that the National Curriculum is being delivered and that the pupils are receiving the best possible education. The Governors’ role is to concentrate on an overview of the development of the Academy, and not to get too tied up with the detail which is the business of the staff in their day-to- day teaching.

How do Governors do this?

Governors select an area to monitor for a period of time linked to personal development, curriculum, inclusion, wellbeing or safeguarding.

What should a Governor expect from a visit?

Visits allow the Governor to become familiar with the Academy at work, and to get to know the children (not individually but in a class situation). It allows the Governor to observe teaching taking place, so when the Governors receive reports, and discussions take place, the Governor sees things in the context of the Academy.

Visits should be viewed by the Governor as adding to their personal bank of knowledge, which at some time may be brought forward to contribute to a discussion or evaluation at a meeting of a committee or of the full LGC. The role of the Link Governor The purpose of the Link Governor role is to gain transparent, and robust oversight of the Academy, by providing focused insight into a specific link area. Link Governors act as a bridge between the Local Governing Committee (LGC) and the Academy, pupils and the community, deepening the Committee’s understanding of how Trust and Academy priorities are being implemented in practice, drawing on a range of evidence including data, leadership input, pupil voice, and engagement with the wider community.

Each Governor is expected to conduct one visit per term, on their attributed link area as agreed by the LGC at the beginning of the academic year. Core link areas are defined by the Trust and supported with Link Governor Advice Sheets, which provide guidance, prompt questions, and reporting templates to ensure consistency and impact.

BEFORE THE VISIT

AFTER THE VISIT

•

Clarify a focus for the visit. This may be suggested by the Governing Committee

•

Discuss your observations with the relevant member of staff as soon as possible

•

Agree an appropriate time to visit with the members of staff involved and, where appropriate, the Headteacher

•

Make notes when the visit is still fresh in your mind

•

Never include comments about individual children

Provide staff with any questions or areas you will be focussing on and any documents required for your visit

•

Remember monitoring staff performance is the role of the Headteacher and not the Governor

•

Prepare a draft report of your observations and share this with the Headteacher firstly, and then a member of staff

•

Once the draft report is approved, send your visit report to the Governor Support Officer to be circulated to the Governing Committee before the next meeting

•

DURING THE VISIT •

Try to relax and enjoy yourself

•

Observe discreetly

•

Do not intervene, only get involved in activities

•

Do not monopolise the teacher’s time

•

Show an interest and ask questions but never comment on the teacher’s conduct or on individual pupils

•

Do not allow yourself to become an instrument to advance a particular issue

•

Do not express your own opinions when pressed on controversial issues

43

USEFUL CONTACT INFORMATION

GOVERNANCE MANAGER - REBECCA TILLS GOVERNANCE BUSINESS PARTNER - TRACEY CURTIS GOVERNANCE ADMINISTRATOR - REBECCA MAYO

rebecca.tills@laidlawschoolstrust.co.uk tracey.curtis@laidlawschoolstrust.co.uk rebecca.mayo@laidlawschoolstrust.co.uk

Academy 360

0191 300 6506

enquiries@academy360.co.uk

Atkinson Road Primary Academy

0191 273 0452

arpa.info@atkinsonroadacademy.com

Beacon of Light School

0191 563 4789

office@beaconschool.org.uk

Oxclose Community Academy

0191 419 5120

contact@oxclose.net

Oxclose Primary Academy

0191 500 8790

primary@oxclose.net

Excelsior Academy

0191 228 8400

info@excelsiornewcastle.org.uk

South Hylton Primary Academy

0191 563 4180

deanne.mcloughlin@southhylton.org.uk

Thomas Walling Primary Academy

0191 286 0333

admin@thomaswallingacademy.com

Westgate Hill Primary Academy

0191 256 2960

admin@westgatehillprimary.com

Sedgefield Community College

01740 617 777

school@sedgefield.cc

Sedgefield Hardwick Primary Academy

01740 620 041

hardwick.primary@durhamlearning.net

45

KEY DOCUMENTS & USEFUL WEBSITES

Academy Trust Governance Code

Academy Trust Governance Guide

Academy Trust Handbook

LST Code of Practice LST has a comprehensive Code of Practice that covers various aspects of its operations, including governance, safeguarding, and ethical conduct.

National Governance Association The independent charity and membership organisation that aims to promote good governance

The Department for Education - MAT’s The DfE dedicated resources to support academy improvement and journeys to be successful

47

GLOSSARY LST is committed to avoiding acronyms; however, the education sector uses them extensively. Please see the most commonly used in this section.

A

B

AAN Approved Admission Number

BSA Basic Skill Agency

ACE Advisory Centre for Education

BSP Behaviour Support Plan

ACS Average Class Size

BSS Behaviour Support Service

ADD Attention Deficit Disorder

BTEC Business and Technology Education Council

ADHD Attention Deficit and Hyperactivity Disorder

CRB Criminal Records Bureau CRE Commission for Racial Equality CTF Common Transfer File

D D&T Design and Technology

AEO Area Education Officer

C

DBS Disclosure Barring Service

AfL Assessment for Learning

CAB Citizens Advice Bureau

DfE Department for Education

AI Assigned Inspector

CAF Common Assessment Framework

DHT Deputy Headteacher

ALIS A Level Indicator System

CAL Computer Assisted Learning

DI The Dyslexia Institute

AQA Assessment and Qualifications Alliance

CAMHS Child and Adolescent Mental Health Service

DPO Data Protection Officer

ASCL Association of School and College Leaders

CAP Child Action Project CAT Cognitive Ability Test

DCPO Designated Child Protection Officer

DSL Designated Safeguarding Lead

CAT Curriculum Attainment Target

E

CBT Cognitive Behavioural Therapy

EAB Examinations Appeals Board

ASR Annual School Review

CDC Child Development Centre

AST Advanced Skills Teacher

CFR Consistent Financial Reporting

EAL English as an Additional Language

AT Attainment Target

COSHH Control of Substances Hazardous to Health

ASP Analyse School Performance ASPECT Association of Professional in Education and Children’s Trust

ATL Association of Teachers and Lecturers AWPU Age-Weighted Pupil Unit

CPD Continuing Professional Development

EBD Emotional and Behavioural Difficulties ECM Every Child Matters ECT Early Career Teacher

49

ECYPPC Education of Children and Young People in Public Care

F

EEA European Economic Area

FBV Fundamental British Values

EEC Early Excellence Centres

FE Further Education

GNVQ General National Vocational Qualification

EHC Education, Health and Care

FEFC Further Education Funding Council

GRE Grant Related Council

EHE Elective Home Education

FFT Ficsher Family Trust

GSB General Schools Budget

EIP Education Improvement Partnerships

FGM Female Genital Mutilation

GTC General Teaching Council

EMS Education Management System EO Equal Opportunities

FMSiS Financial Management Standards in Schools

H

EP Educational Psychologist

FOI Freedom of Information

H&S Health and Safety

EPT Educational Psychology Team

FS Foundation Stage

HAD Hyperactivity Disorder

ESFA Education and Skills Funding Agency

FSM Free School Meals

HE Higher Education

ESOL English for Speakers of Other Languages

FSS Formula Spending Share

HEFC Higher Education Funding Council

FSW Family Support Worker

HMCI Her Majesty’s Chief Inspector

ESW Education Social Worker

FTE Full Time Equivalent

HMI Her Majesty’s Inspectorate

GLD Good Level of Development GM Grant Maintained

FMS Financial Management System

EWO Education Welfare Officer

HoDs Heads of Departments

EYDCP Early Years Development and Childcare Partnership

H-SA Home-School Agreement

EYDP Early Years Development Plan EYFS Early Years Foundation Stage

G GaT Gifted and Talented GB Governing Board GDPR General Data Protection Regulation

HSE Health and Safety Executive HT Headteacher

I

J

IAG Individual Advice Guidance

JCQ Joint Council for Qualifications

IB International Baccalaureate

JNC Joint National Committee or Joint Negotiating Committee

ICO Information Commissioner’s Office ICS Integrated Children’s System ICT Information and Communications Technology

K

LSDA Learning Skills Development Agency LSW Learning Support Workers

M M&E Monitoring and Evaluation MA&T More Able and Talented

KCSIE Keeping Children Safe in Education

MAT Multi-Academy Trust

IEB Interim Education Board

KPI Key Performance Indicator

MFL Modern Foreign Languages

IEP Individual Education Plan

KS Key Stage

MIS Management Information System

IfL Institute for Learning INSET In-Service Education and Training ISB Individual School Budget ISBL Institute of School Business Leadership ISCG Institute of School and College Governors

MLD Moderate Learning Difficulties

L LA Local Authority LAC Looked After Children LGA Local Government Association

ISR Individual School Range

LGC Local Governing Committee

IT Information Technology

LGBT Lesbian, Gay, Bisexual, Transgender

ITT Initial Teacher Training

LMS Local Management of Schools

IYSS Integrated Youth Support Service

LPSH Leadership Programme for Serving Heads LSA Learning Support Assistant LSC Learning and Skills Council

MPR Main Pay Range

N NAHT National Association of Head Teachers NASEN National Association of Special Educational Needs NASUWT National Association of Schoolmasters Union of Women Teachers NC National Curriculum NCSL National College of School Leadership

51

NCTL National College for Teaching and Leadership

P

NERS National Exclusions Reporting System

PAN Pupil Admission Number

NETT National Education and Training Targets

PANDA Performance and Data Analysis

NEU National Education Union

PANDAS Performance and Assessment Documents

NFER National Foundation for Educational Research

PAT Professional Association of Teachers

NGA National Governance Association

PDC Professional Development Consultancy

NPQH National Professional Qualification for Headship NPQSL National Professional Qualification for Senior Leadership NQT Newly Qualified Teacher

PCT Primary Care Team

PSP Pastoral Support Programme PTA Parent-Teacher Association PTR Pupil Teacher Ratio

Q

PEP Personal Education Plan

QT Qualified Teacher

PFI Private Finance Initiative

QTS Qualified Teacher Status

NUPE National Union of Public Employees

PIP Performance Improvement Plan

NVQ National Vocational Qualification

PIs Performance Indicators

OFSTED Office for Standards in Education

PSHE Personal, Social and Health Education

QCA Qualifications and Curriculum Authority

PGCE Postgraduate Certification of Education

OCR Oxford Cambridge and RSA Examinations

PSA Parent School Association

PE Physical Education

NTA Non-Teaching Assistant

O

PRU Pupil Referral Unit

PLASC Pupil Level Annual School Census PMLD Profound and Multiple Learning Difficulties PPA Planning, Preparation and Assessment PoS Programme of Study PRP Performance Related Pay

R RE Religious Education RI Requires Improvement RgI Registered Inspector RoA Record of Achievement RSE Relationship and Sex Education

S

SoW Scheme of Work

U

SACRE Standing Advisory Council on Religious Education

SPaG Spelling and Punctuation and Grammar

SAR Subject Access Request

SPAW School Performance Award Scheme

UIFSM Universal Infant School Meals

SATs Standard Assessment Tests

SpLD Specific Learning Difficulty

ULN Unique Learner Number

SBM School Business Manager

SSE School Self Evaluation

UPN Unique Pupil Number

SCR Single Central Record

SSF School Standards Fund

UPR Upper Pay Range

SDP School Development Plan

STA Standards and Testing Agency

URN Unique Reference Number

SEAL Social and Emotional Aspects to Learning

STPCD School Teachers’ Pay and Conditions Document

SEMH Social Emotional Mental Health

STRB School Teachers Review Body

SEN Special Educational Needs SEND Special Educational Needs and Disabilities

T TA Teaching Assistant

UCAS University and Colleges Admissions Service

V VA Voluntary Aided VC Voluntary Controlled VRQ Verbal Reasoning Quotient

SENCO Special Educational Needs Coordinator

TDA Training and Development Agency for Schools

W

SIMS Schools Information System

TEFL Teaching English as a Foreign Language

WBL Work Based Learning

TLG Training Link Governor

Y

TLR Teaching and Learning Responsibility

YIST Youth Inclusion and Support Team

TP Teachers’ Pensions

YOT Youth Offending Team

SLD Severe Learning Difficulties

TTA Teacher Training Agency

YOS Youth Offending Service

SLT Senior Leadership Team

TUC Trade Union Congress

YTS Youth Training Scheme

SI School Improvement SIP School Improvement Partner SMSC Spiritual, Moral, Social and Cultural

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