Governors Advice Sheets

LINK GOVERNOR ADVICE

“

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

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CORE LINK AREAS................................................................................ 13

CONTENTS

Safeguarding.................................................................................................................................... 14 Pupil Needs (SEND)...................................................................................................................... 16 Careers............................................................................................................................................... 17 Stakeholder Engagement........................................................................................................... 18 Laidlaw X........................................................................................................................................... 19 Attendance and Behaviour....................................................................................................... 20 Pupil Premium................................................................................................................................. 21

Aims, Mission and Values.......................................................................................................... 06 Purpose of the Local Governing Committee (LGC)....................................................... 08 Key Responsibilities..................................................................................................................... 09 Before a Visit...................................................................................................................................10 On the Day of a Visit..................................................................................................................... 11 After a Visit...................................................................................................................................... 12

OPTIONAL LINKS:............................................................................... 22 Pupil Attainment and Outcomes............................................................................................22 Curriculum.......................................................................................................................................23 Leadership and Management...................................................................................................24 Quality of Teaching......................................................................................................................25 Literacy............................................................................................................................................. 26 Mental Health and Wellbeing..................................................................................................27 P.E., Sport and Physical Health................................................................................................ 28 STEM.................................................................................................................................................. 29 Equality, Diversity and Inclusion.............................................................................................30 English as an Additional Language (EAL)...............................................................................31 Arts and Partnerships...................................................................................................................32 Sustainability...................................................................................................................................34

QUESTIONS........................................................................................................ 35 Within the Classroom..................................................................................................................36 Questions Ofsted Might Ask.................................................................................................... 37 Template Report for a Monitoring Visit..............................................................................39

MISSION & VALUES

Governors must uphold the Laidlaw Schools Trust mission and support the LST academies to live out these values in all they do. Our LST mission states:

Together, we know that we can do hard things. We can transform the lives of our pupils and communities through extraordinary education.

The way that we achieve this is through our Laidlaw Schools Trust values, which are the means to becoming extraordinary.

LOCAL GOVERNING COMMITTEE

At Laidlaw Schools Trust (LST), the Trust Board has made

There are three core ways:

BE

BE

a deliberate decision to establish a Local Governing

•

AMBITIOUS

BRAVE

Committee (LGC) for each Academy within the Trust.

TO ACHIEVE MORE THAN YOU THOUGHT WAS POSSIBLE

TAKE RISKS AND REAP THE REWARDS

This governance model empowers local leadership while

Strategic leadership: foster the LST culture and ensure implementation of the Trust strategy in the Academy

•

ensuring alignment with the Trust’s mission—to transform

Accountability and assurance: robust oversight of the performance of the Academy

the lives of children and communities through inspirational education. The Scheme of Delegation sets out clear

•

Stakeholder engagement: effective collaboration with the Academy community

responsibilities at each level of governance, providing a structured framework for accountability, transparency, and

Governors play a vital role in delivering local accountability

communication.

that is meaningful, grounded in context, and focused on improving life chances, particularly for the most

BE

BE

ALWAYS STRIVE FOR

CURIOUS

DETERMINED

EXTRAORDINARY

ABOUT EVERYTHING AND LEARN THROUGH EXPLORATION

WITH AN UNWAVERING SENSE OF PURPOSE

IN EVERYTHING YOU DO

The purpose of the Local Governing Committee is to

disadvantaged. Governors are expected to act as stewards

ensure that their Academy is developing healthy, confident

and advocates; championing their Academy within the Trust

and productive citizens of tomorrow.

and local community, celebrating its achievements and helping shape a culture of ambition and inclusion.

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

BE

BE

FAST

GOOD

BECAUSE LIFE IS TOO SHORT TO DAWDLE

TO OTHERS AND THE WORLD AROUND US

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.

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KEY RESPONSIBILITIES •

Undertaking one purposeful link visit per term,

•

following the structure and focus of the LST visit report template and any identified challenges from •

interference and respecting professional boundaries •

Identifying any areas of success which could be

the LGC

championed by the LGC in the wider community

Prepare for visits by engaging with relevant

and across LST

documents (e.g. data reports, policies, prior visit notes) and using LST’s advice sheets •

Maintaining a strategic lens, avoiding operational

•

Undertaking relevant training to build confidence and effectiveness in the role

Support and challenge by holding informed discussions with relevant Academy leaders or staff to explore impact, progress, challenges, and next steps

•

Engage with pupil voice, where appropriate, to understand learners’ experiences and how school policy and practice affect them

•

Liaise with the wider school community, through parent/carer surveys and local partners, to gather insight into engagement and inclusion

•

Report feedback to the LGC, highlighting key observations, risks, and areas for further exploration

•

Champion equity and inclusion, ensuring that all voices, especially those of disadvantaged or underrepresented groups are considered

THE LINK GOVERNOR ROLE PURPOSE: 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 LGC’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.

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ON THE DAY OF THE VISIT Governors should know how to conduct themselves appropriately during visits in order to minimise disruption for staff and pupils and to receive the maximum benefit from the time spent at the Academy.

GOVERNORS WILL

GOVERNORS WILL NOT

• Be on time

• Pass comment on classroom practice or any specific incidents that happen, judge teaching methods, assess the quality of teaching, or comment on the extent of learning

• Always wear a visitor’s badge / Governors lanyard • Use the agreed recording method for the visit • Photographs and videos are to be avoided unless specifically agreed with the Academy Leader for a specific purpose • Remain as observers; Governors are not there to pass judgement on staff or inspect them • Make sure all parties are clear about why a Governor wishes to spend time in the classroom, if they wish to do so

• Interfere with the day-to-day running of the school • Behave in a manner than would make staff feel that they are there to inspect, e.g. sit at the back of the classroom with a clipboard • Raise concerns in the moment. Governors should note down any concerns they may have and raise them with the Chair of Governors or Academy Leader after the visit

• Check with Teachers before speaking to pupils • Pass on any concerns the staff raise to the relevant people e.g. Chair, Academy Leader • Be friendly but professional and dress appropriately, bearing in mind the standards of dress set for Teachers and pupils • Respect the professionalism of the Teacher, supporting but not interfering • Be calm and enjoy the visit

BEFORE A VISIT GOVERNORS WILL NEED TO: • Familiarise yourself with any relevant policies, statutory reporting and guidance • Contact the link member of staff and agree a date, time and focus for the visit • Clarify the etiquette, courtesies and expectations for the visit • Be sensitive to the numerous demands staff have on their time • Plan which classes will be visited (if any) • Plan a timetable for the visit, using prompts set out in the visit report template • Confirm with the link member of staff so they can ensure that all relevant staff are aware of the visit and the expectations of them • Be familiar with the Academy safeguarding policies and procedures • Be familiar with the SEND policies and procedures • Send questions in advance to the staff member so everyone can feel properly prepared

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AFTER A VISIT

LINK GOVERNOR AREAS

Governors will complete a written report within two weeks using the form linked on page 39.

Each Governor should make at least one monitoring visit a term during school time, however this can be more if preferred. Core link areas as agreed by the Trust Board can be found below;

IN COMPLETING THE REPORT, GOVERNORS WILL: • Use neutral language at all times • Remain observational, and describe only what they saw • Focus closely on the agreed reasons for the visit, and its strategic role although you are obliged to be aware of safeguarding at all times

LINK GOVERNOR VISIT REPORTS • It is important that a time is agreed between yourself and the member of staff to discuss the visit if you have not already had time to do so. This can be if the link visit has been mostly classroom based. You will then be required to write up the link visit onto the LST Visit Report Template.

• Once complete the report should be sent to the member of staff first for their approval. Following this, the report will be shared with the LST Governance Team who will share this with the LGC and upload into the LGC visit folder, on Governor Hub. • During LGC meetings, as a link governor there is an expectation for you to share your visit and give brief feedback to the full LGC. This will ensure there is fluid communication with all Governors being aware of any concerns, issues or patterns which could be identified across the entire school.

• It is important to remember that visits are a snapshot in time, and judgements should not be made arbitrarily.

THE VISIT IS NOT ABOUT: • Inspection • Making judgements about the professional expertise of the teacher • Checking on your own children • Pursuing a personal agenda • Arriving with inflexible pre-conceived ideas

Governors are an important part of the Academy team and are welcomed into the Academy by staff.

It is important that Governors remember to respect the professionals and the children, support the Academy Leader and the staff, and acknowledge that they represent the LGC. If the agreed principles and procedures are followed then Governor visits will be an enjoyable experience for all involved, and will result in effective monitoring by the LGC, which will contribute to school improvement.

ONCE COMPLETE, GOVERNORS WILL SUBMIT THEIR REPORTS TO THE FOLLOWING PEOPLE, IN THE FOLLOWING ORDER:

CORE LINKS: •

Safeguarding

•

Pupils needs (SEND)

•

Careers and Community Engagement

•

Laidlaw X

•

Attendance and Behaviour

•

Pupil Premium

SPECIAL INTEREST LINKS: •

Pupil Attainment and Outcomes

•

Health and Safety

• The Chair of Governors if the Governor has been

•

Curriculum

appointed for under one year

•

Leadership and Management

• The relevant staff member, both as a courtesy and to check for accuracy

•

Quality of Teaching

•

Literacy

• The Governance Team, who will upload it on Governor Hub

•

Mental Health and Wellbeing

•

PE, Sport and Physical Health

•

STEM

•

Equality, Diversity and Inclusion,

•

English as an Additional Language (EAL)

•

Sustainability

•

Arts and Partnerships

EXECUTIVE GUIDANCE AND SUPPORT At LST, the Executive Team provides professional guidance on link roles and facilitates collaboration among Governors by coordinating link Governors from each area across the Trust’s Academies. If Governors do have concerns on any link role, in addition to contacting the Governance Team, they may also find it helpful to contact the designated member of staff in the Executive Team.

OTHER TYPES OF VISITS As part of your monitoring visit, you may wish to walk around the Academy with a relevant staff member, to get a feel for a particular area. This is likely to give you the opportunity to talk to a range of staff members and pupils.

Governors are also encouraged to attend an assembly or special event, such as performances or exhibitions, that the Academy has planned. The school will inform the Governors of any events they are invited to. Please inform the Academy directly, if you wish to attend an event.

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SAFEGUARDING QUESTIONS:

SAFEGUARDING AND CHILD PROTECTION (CP) WHAT DOES THE SAFEGUARDING LINK GOVERNOR DO? • Strive to ensure that all reasonable steps are being taken by the Academy to keep children safe. This would include signing-in procedures and arrangements for disclosure of sensitive information.

• Meet with the designated teacher for child protection in the Academy for regular updates. (These would NOT include discussions about individual children.)

• How are all staff (including volunteers) made aware of safeguarding procedures?

• Have relevant staff completed safer recruitment training?

FURTHER TRAINING AND READING • Essential safeguarding for Governors and Trustees • Monitoring safeguarding provision: checklist

• Who is responsible for checking and updating the Single Central Record and are governors included?

• Safeguarding: role of the Link Governor

• Is the Academy compliant with publishing statutory policies regarding safeguarding on their website / are these up to date?

• How we inspect safeguarding in schools

• How is e-safety co-ordinated within the Academy?

(See check-list which follows.)

• KCSIE 2024

• Have all staff been made aware of the Academy code of conduct?

• Safeguarding for Governance • Governors’ role in monitoring the Single Central Record • Safer recruitment

• Are there monitoring procedures in place for pupils off-site – alternative provision etc • Is there a clear system in place for reporting of safeguarding issues?

• What system is in place for the monitoring of safeguarding and Child Protection training amongst staff?

• How is the Academy ensuring that it keeps pupils safe from, and building their resilience to, the risks of extremism and radicalisation? What arrangements are in place to ensure that staff understand and are implementing the Prevent duty?

• Raise awareness of safeguarding issues at LGC meetings. This would include raising awareness about DBS checks and Safer Recruitment and checks on the Single Central Record • Help review policies and practice on safeguarding issues.

• Be informed or kept informed by the Academy Lead/DSL over child protection issues • Be informed and have knowledge of procedures relating to allegations made against the Academy Leader • Ensure that safeguarding features on the agenda for LGC meetings or within the Academy Leader’s report • Ensure staff have had annual safeguarding training, can access the safeguarding policy and understand safeguarding procedures • The Academy has a bullying and anti-racism policy in place • All staff and parents/carers are familiar with the child protection policy and bullying and anti-racist policies • Ensure safeguarding training features within induction of new staff and supply Teachers • The Academy provides a safe school environment by having regard to school security and appropriate security checks on all staff and volunteers • All staff are aware of the indicators of possible abuse • All staff are familiar with the referral process and who is the designated Teacher • The Academy has a system in place for recording and monitoring safeguarding concerns • All staff and the DSL have regular up to date training

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CAREERS WHAT DOES THE CAREERS LINK GOVERNOR DO? If your Academy provides secondary education, you should have a member of your Governing Committee who takes a strategic interest in careers education and guidance, and encourages employer engagement. It is also beneficial to begin developing pupils’ awareness of different careers in primary Academies.

SEND WHAT DOES THE SEND LINK GOVERNOR DO?

THE CAREER’S LINK GOVERNOR WILL MONITOR

PUPIL GROUPS

• Subject delivery, including the quality and frequency of careers interaction

• Do different pupil groups interact with work experience and other career initiatives differently? For example, girls compared with boys, or pupils eligible for free school meals (FSM) compared with others?

• How careers guidance links to the School Improvement Plan (SIP) and contributes to pupils’ learning • How conversations with local businesses are going, including what skills they’re looking for • The range of education and training providers who’ve had the chance to talk to pupils in Years 8 to 13

• Do we give guidance on a variety of different career paths, and how different pupil groups can access these? For example, pupils eligible for the pupil premium?

• How are our children with Special Educational Needs (SEND) supported to reach their individual career potentials?

TAKING A STRATEGIC OVERVIEW:

• How the Academy is providing the required 6 encounters with technical education and training providers for pupils in Years 8 to 13

• Strive to ensure that all pupils with SEND get the help they need to access the curriculum and to participate fully in the life of the Academy

• The impact of your Academy careers programme, and activities such as focus days, workshops and work experience

• How are high-attaining children challenged to reach their individual career potential?

• Meet with key post-holders in the Academy (SENDCO)

• Bring your more detailed knowledge to help inform decisions (for example, about school improvement priorities).

OTHER QUESTIONS TO CONSIDER:

• Raise awareness of SEND issues at LGC meetings • Research SEND provision within the Academy • Help review policies on provision for pupils with SEND • Ensure that parents have confidence in the provision • Attend training in order to keep up to date with developments in this area • Ensure the SEND information strategy is up to date and published on the Academy website

QUESTIONS A LINK GOVERNOR MIGHT ASK: • How regularly is the SEND policy reviewed and by whom?

• Can you explain the role of the Special Educational Needs Co-ordinator (SENCO)?

• How is the SENCO updated on current best practice – both locally and nationally?

• How are pupils identified as having special educational needs and how are the parents involved?

• How effectively do teachers in all year groups meet the learning needs of pupils with SEND? (This should include a discussion about Individual Education Plans (IEPs).

• Do pupils with SEND get access to all areas of the curriculum? (if not, why not?) How effectively is the inclusion policy applied to pupils with SEND? FURTHER TRAINING AND READING • SEND Link Governor - Course • SEND: role of the Link Governor • Questions Ofsted might ask Governors about SEND • How Ofsted inspects SEND provision

• Encourage community links • Work with the careers leader to establish partnerships with local businesses

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• How might the experience of a pupil with SEND differ to one without?

• How do we provide information on a wide range of careers options?

• Is careers guidance accessible to all pupils? If not, why not?

• Do we collaborate with other Academies and organisations in the provision of careers guidance? Is this effective?

• Tell me about the plan for careers provision

• Do we have adequate safeguarding and health and safety arrangements in place, if and when pupils take part in work experience, or other activities off the Academy site?

• Are different staff members responsible for different parts of the plan?

FURTHER TRAINING AND READING

CAREERS STRATEGY QUESTIONS

• How will careers provision develop across the Academy?

What are the plans and how will you put them into action?

• NGA Learning • Careers: role of the Link Governor

• How are you monitoring careers provision across the Academy? How often do you do this? What’s the impact of monitoring?

- The staff member should have time to monitor. If they say they don’t have time, bring this up in your feedback to the board • Are there any barriers to meeting the improvement priorities or objectives for careers provision?

• What careers support do we offer? How do we know it’s effective?

• How do we know that our careers guidance has positive outcomes for pupils?

• SEND glossary • The Governance of SEND

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STAKEHOLDER ENGAGEMENT

LAIDLAW X

Your Academy will already be doing many things to engage stakeholders, so the first step is to use the questions below to find out what is in place and working well. Remember, your role here is to oversee the strategy, rather than carrying out these tasks operationally. The purpose of increased stakeholder engagement is:

WHAT DOES THE LAIDLAW X LINK GOVERNOR DO?

• Parents/carers views to inform decision making

Laidlaw X is a flagship initiative of LST, created to deliver a distinctive and ambitious education experience for all students across its Academies. It focuses on the holistic development of every child, designed to support pupils to grow into confident, culturally aware and resilient individuals. The programme places a strong emphasis on leadership development, enrichment opportunities, and real-world experiences, ensuring that students are equipped with the skills, character, and the mindset needed to succeed in a rapidly changing world. This initiative reflects the Trust’s commitment to social mobility and educational equity, empowering young people to lead lives of purpose, service, and achievement.

• To support parents/carers to understand the structure of the Academy and how it operates • Help parents/carers support their children’s education Pupils’ views should also be considered through surveys and student councils as higher engagement can improve attendance, behaviour, as well as progress and attainment.

QUESTIONS A LINK GOVERNOR MIGHT ASK:

WHAT YOU MAY MONITOR:

FURTHER TRAINING AND READING:

•

Extraordinary experiences, what is on offer for pupils, do

•

Please see information on Laidlaw X on the LST website

they suit our Academy demographic?

•

Skills Builder framework

•

Uptake in extraordinary experiences

•

Arts, Culture and Creativity

•

Co-curricular activities on offer, how many children are attending, pupil groups percentages

• What strategies has the Academy tried recently to improve

•

Welfare programmes within the Academy

links with parents / carers, pupils, staff and the local

•

Attendance or use of the welfare programmes

community

•

Skills Builder (character education) how is this being

• How successfull has contact been with the Academy?

implemented? What impact is it having? When can we

• Do we track response rates of our stakeholders?

expect to see results? How does this track into pupil

• What are the common issues facing the Academies links with stakeholders, particularly parents and carers?

outcomes?

• What proportion of parents/carers respond to surveys?

Are there any particular conclusions that have emerged as a pattern?

• How can this information be used to build upon previous good practice?

• Are there ways the Governors could assist Academy Leaders in increasing stakeholder engagement e.g. attending particular events to talk to parents?

• What challenges need to be overcome to move forward with ……………….?

FURTHER TRAINING AND READING • Tips to boost engagement with parents and other stakeholder • Raising visibility in your Academies community.

QUESTIONS YOU MAY ASK: •

What percentage of pupils with SEND participate in co-curricular activities?

•

Why is attendance of our SEND cohort low for extraordinary experiences? What barriers are preventing those pupils attending?

•

Do we complete stakeholder surveys on co-curricular activites they would like to see in our Academy?

•

How do you measure Skills Builder amongst different pupil cohorts? i.e disadvantage pupil groups?

•

How well is Skills Builder embedded amongst the Academy staff?

•

What training do new staff recieve on Skills Builder?

•

How do we know Skills Builder is having a positive effect on our pupils and improving outcomes?

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ATTENDANCE AND BEHAVIOUR WHAT DOES THE ATTENDANCE AND BEHAVIOUR LINK GOVERNOR DO? • Ensure the Academy is promoting the importance and value of good attendance to pupils and their parents • Understand, promote and review the attendance and behaviour policy to ensure it is understood by all, reviewed regularly, consulted on and disseminated

QUESTIONS AN ATTENDANCE AND BEHAVIOUR LINK GOVERNOR MIGHT ASK:

• Ensure the Academy has clear policies on attendance and behaviour, promoting it within the school community

• What is your Academy’s attendance target?

• Work with key personnel at the Academy to discuss the setting, maintaining and reviewing of attendance targets at different levels (e.g. by pupil or year group)

• Does the school have an Attendance and Behaviour Policy and when was it updated?

• Ensure clear systems are in place to report, record and monitor the attendance of all pupils, including those who are off site • Ensure and review the procedures for collecting, analysing attendance data frequently (e.g. weekly) to identify causes and patterns of absence • Understand and use data to help devise solutions to improve attendance and evaluate the effectiveness of interventions • Ensure the Governing Committee is aware of the attendance levels and the level of persistent absence in school • Ensure Governors are familiar with their Academy’s agreed attendance target and should monitor the progress the Academy is making towards it • Have good knowledge of behaviour strategies the Academy may be using and any effects behaviour may be having on learning • Be informed of fixed term exclusion numbers and Permanent Exclusion numbers, reviewing data regularly and challenging leaders, (where appropriate) • Ensure the Academy has specific procedures in place for reporting of behaviour incidents and who monitors these e.g (CPOMS)

• What is the overall level of attendance?

• What is the level of persistent absence (children with attendance of 85% and below)?

• How many persistently absent (PA) pupils are there?

• Who are the PA pupils i.e. SEND, CIC, (LAC) Behavioural needs?

• What resources are in place to support them and how frequently are they monitored?

• What strategies / interventions does your Academy use to improve attendance/behaviour?

• What is the impact of these intervention measures and how often are they reviewed?

• Are all staff aware of their responsibilities regarding attendance and behaviour in the Academy and is there a senior member of staff allocated to further monitor this?

PUPIL PREMIUM WHAT DOES THE PUPIL PREMIUM LINK GOVERNOR DO? • You need to know what it is and how it’s calculated and allocated • Know which groups of pupils attract the premium

• How do you decide what interventions or activities to spend the pupil premium on? How does research evidence inform this spending?

• Know how it can be spent and monitor spending

• How do you monitor the progress of eligible pupils?

• You need to understand the data so that you can monitor the impact of pupil premium spending on target groups

• How do you make sure the pupil premium grant is spent appropriately on the intended target groups?

• Monitor the attainment of different groups of pupils over time to provide evidence of how pupils eligible for the pupil premium are progressing compared with others

• Do we have a pupil premium policy that sets out how we support the target groups?

YOU NEED TO HOLD SENIOR LEADERS TO ACCOUNT FOR: • How they spend the pupil premium

• Are our strategies to improve attainment for pupils eligible for the pupil premium set out in an action plan or school improvement plan?

• What are the main challenges in the use of the pupil premium, and how are you working to overcome them?

• The impact of spending on targeted groups • The attainment and progress of eligible pupils compared

FURTHER TRAINING AND READING

with others

• Pupil Premium NGA • Pupil Premium Training

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• Monitoring the Pupil Premium: role of the link Governor • Ofsted inspection: pupil premium spending

• How does the attainment of pupils eligible for the pupil premium compare with others?

• What is the pupil premium spent on?

• What is the impact of pupil premium spending on target groups?

FURTHER TRAINING AND READING • Improving school attendance: your role from the guidance • How to evaluate your school’s absence and attendance figures • The governing board’s role in a whole-school approach to behaviour

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OPTIONAL LINKS PUPIL ATTAINMENT AND OUTCOMES It is important you understand the educational performance of your Academy so that you can support and challenge the leaders of the Academy to ensure action is taken to tackle gaps and areas of under performance, whilst building on areas of strength, to ask what is being done to address areas of concern and to monitor the effectiveness of action taken.

MONITORING AND EVALUATING • How do this year’s results compare overall and by subject with those of previous years?

• How do they compare with National standards and LA standards?

• How do they compare with similar Academies in the percentage of pupils meeting expected standards?

• How does the Academy cater for pupils who do better or worse than expected?

• How do the Teachers set their expectations for what children can achieve?

• Are the targets set for pupils challenging yet realistic?

• What is the current rate of exclusions in the Academy?

• What is the attendance rate like? teaching?

• Are our pupils making more or less progress than they would if they attended other Academies with better results nationally?

• How are parents consulted about major developments in the Academy?

• How well do different groups of pupils’ progress e.g.

Do girls outperform boys? If so, by how much?

• How does the LGC deal with staff appointments, grievance, disciplinary, capability and redundancy matters?

• Are some parts of the Academy more effective than others?

FURTHER TRAINING AND READING

• Are some groups of pupils doing better than others?

• What is the attainment gap between disadvantaged pupils and their peers?

• How are SEND pupils performing compared to pupils without?

WHAT DOES THE CURRICULUM LINK GOVERNOR DO?

• How does the Academy Leader monitor the quality of

• Do they show an upward or downward swing?

• Are pupils under performing in some subjects? Are pupils performing highly in some subjects?

CURRICULUM

• Governance monitoring: a tool to help drive improvement • Progress and Attainment: using your data

• Have a good oversight of the overall Curriculum within their Academy

• How does the Academy provide for children with SEND?

• Liaise with various staff members who have control over the curriculum

• What are the policies regarding R.E. worship, RSE, and home-school agreements?

• Ensure the Academy’s curriculum is in line with statutory documentation and guidance

• Do the Academy Leader’s reports provide information about Academy and pupil targets, test and examination results and Academy performance in a way that enables the Governing Committee to monitor progress?

• Identify any weaknesses amongst specific subject areas • Have an overall picture of how pupils are progressing (subjects doing well, subjects needing further support) • Awareness of any pupils on different curriculum paths e.g Alternative Provision

• How are resources allocated between different areas?

• What do parents, pupils and staff think about the curriculum?

• What targets have the Governing Committee set for pupil

• Ensure the Academy’s SDP is in line with the Curriculum plans and aims moving forward

achievement in National Curriculum subjects and in other

• Regularly feedback to the LGC regarding the Curriculum

• Are standards of attainment broadly similar or different

QUESTIONS A LINK GOVERNOR MIGHT ASK:

aspects of their development? across all subjects?

• What are we trying to achieve?

• How do the standards of attainment compare with other Academies in the Trust, Local Authority, that are similar nationally?

• How shall we organise learning?

• What is the Academy’s homework policy?

• How well are we achieving our aims?

FURTHER TRAINING AND READING

• How is the National Curriculum covered? Which subjects are taught?

• Early years education

• What proportion of time is spent on the various subjects?

• Governors role in monitoring the curriculum

• What extra-curricular activities are offered?

• Who is responsible for curriculum planning, monitoring and evaluation?

• Is there a whole-Academy curriculum policy or statement?

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LEADERSHIP AND MANAGEMENT WHAT DOES THE LEADERSHIP AND MANAGEMENT LINK GOVERNOR DO? • Attend the performance management review of the Academy Leader having knowledge of previous appraisal, targets, aims.

• Meet with the Academy Leader to discuss management of staff • Knowledge of the Academy’s SEF/Ofsted Action Plan • Ensure there is sufficient resourcing to provide relevant and tailored CPD training for all staff

• How are Governors informed of progress towards aspirational pupil targets?

• How do Governors ensure that the Academy Leadership Team are effective in focusing the Academy’s efforts on the immediate and continuing priorities?

• How does the Academy Leadership Team ensure leadership is distributed through the Academy?

• How are high expectations, regarding securing

QUALITY OF TEACHING WHAT DOES THE STANDARDS / QUALITY OF EDUCATION GOVERNOR DO? Effective boards hold their Executive Leaders to account for improving pupil and staff performance by asking the right questions. It is essential that boards use, and are familiar with, specific data about their Academy to help inform these questions. The list below is not exhaustive, but gives a general guide.

• Know the attainment trends for the last 3 years • Look at benchmarking performance • Find out how the Academy is addressing under performance • Know the impact of pupil premium on standards

• Have knowledge of succession planning throughout the

improvement, consistently communicated?

• Know how the provision for pupils with special educational needs impacts standards

Academy

• Are Governors aware of the barriers to learning, including attendance and behaviour issues?

• Examine data evaluating the performance of specific pupil groups

• Are Governors aware of the strategies the Academy is using to overcome these issues?

• Ask about pupils’ preparation for later life

• How do Governors hold the Academy Leader and Middle Leaders to account for Academy improvement by robustly challenging under-performance?

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• Be aware of the Trust’s Pay Policy and any adjustments which may be going to the People and Culture Committee in regards to your Academy.

QUESTIONS A LINK GOVERNOR MIGHT ASK: • How does the Academy Leader/Senior Leadership Team identify areas for development?

• How does the Academy Leader/School Leadership Team take effective steps to secure high quality teaching?

• How is under performance in teaching tackled?

• How is pupil attainment and progress monitored effectively so that pupil assessments are accurate and pupil targets are sufficiently challenging?

• How does the Academy Leader ensure that all staff are accountable for the progress of pupils within the class?

• Are Senior Leaders getting appropriate CPD? FURTHER TRAINING AND READING • Headteacher/Principal appraisal

• Is the Academy adequately engaged with the world of work and preparing their pupils for adult life, including knowing where pupils go when they leave?

• Are our children making better than expected rates of progress?

• How do Teachers ensure that all pupils are appropriately challenged?

• Do Leaders maintain an explicit focus on pupil achievement?

• How do standards in year groups, classes and/or subjects compare with national standards?

• How does the Academy’s performance compare with LA averages?

• How does the Academy’s performance compare with that of similar schools?

• Which groups of pupils are the highest and lowest performing, and why?

• How does the Academy’s current performance compare with its previous performance? What is the trend in results over the last three years?

• Does the Academy Leader have credible plans for addressing under performance or less than expected progress?

• Have some subjects/ year groups shown a marked improvement this year? If so, why?

• How will we know that things are improving?

• Are some groups of pupils doing better than others? If so, why? (e.g. LAC, gender, ethnicity, SEND).

• How is the Academy going to raise standards for all children, including the most and least able, those with special educational needs, those receiving free school meals and those who are more broadly disadvantaged, boys and girls, those of a particular ethnicity, and any who are currently underachieving?

• What are the attitudes of pupils towards their own learning?

• Which year groups or subjects get the best and worst results and why?

• Monitoring performance data and targets

FURTHER TRAINING AND READING • Key Stage 2 SATs: governors’ role • Monitoring the quality of education

• How does this relate to the quality of teaching across the Academy?

• What is the strategy for improving the areas of weakest performance?

• How will the LGC know if current approaches are working and how will the impact of decisions and interventions be monitored?

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LITERACY WHAT DOES THE LITERACY LINK GOVERNOR DO? • Take a special interest in Literacy across the Academy.

• Ensure that Literacy issues remain high on the Academy’s agenda.

MENTAL HEALTH AND WELLBEING WHAT DOES THE MENTAL HEALTH AND WELLBEING LINK GOVERNOR DO?

• Meet with the co-ordinators / Heads of subject

• Meet with the member of staff who’s leading on wellbeing/mental health

• Be involved in the Academy’s attempts to inform and involve parents in their child’s learning

• Gather insights through pupil / staff well-being surveys

• What initiatives do we have in place for wellbeing (both for pupils and staff)?

• Ask about resourcing of Literacy and liaise with the Trust to have knowledge of Trust initiatives with Literacy

• Hold staff to account

• What is the evidence that this new initiative is needed?

• Drive Governor (LGC) knowledge in this area

• What progress has/is being made towards this initiative and our wider wellbeing objectives/vision?

• Attend external training in order to keep up to date with developments in Literacy.

• Make sure wellbeing is included in LGC meetings

WELLBEING INITIATIVES

• Regularly remind Governors about wellbeing aspects of all areas of your LGC’s work e.g. when your board is approving a policy, ask a question about its potential impact on staff and/or pupil wellbeing

• How are staff doing? How do you know?

• Is Literacy taught here in all year groups and some reference to it in all subjects?

• Keep up to date with any wellbeing requirements

• How many staff are on support plans and how are they being actively supported?

• How is Pupil Premium money being used to support pupils and is this having an impact?

• consider the staff wellbeing and work-life balance

• How are staff consulted when it comes to big changes or new initiatives?

• consider pupil wellbeing

• How do you help to model a healthy work-life balance?

• How is appraisal and CPD being used to improve standards of Literacy throughout the Academy?

QUESTIONS A LINK GOVERNOR MIGHT ASK:

STAFF TURNOVER

• How are support staff trained to support low attainers with their Literacy skills?

QUESTIONS TO ASK THE WELLBEING/MENTAL HEALTH

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• How is the Academy developing a love of reading amongst all pupils?

• What advice and guidance are provided to parents about how Literacy is taught and how they might support their children at home?

• Are there processes in place for EAL pupils and their families to help them access learning without having a language barrier?

• What attainment is there in reading, writing, spelling and grammar for specific year groups? Which year groups are performing highly / under performing?

• Help your Chair consider governor wellbeing

LEAD • How are you?

• How are you managing your current workload?

• Is there anything I can do to support you further?

• How do you know there are clear systems and processes in place for identifying possible mental health problems in school?

STAFF WELLBEING • How are you monitoring staff wellbeing?

• Why is our staff turnover rate X%?

• Do we know why staff leave (e.g. is it due to high workload)? Is asking the reasons for leaving part of our exit interview process?

• Do we need to review any job descriptions/list of duties as a result?

PUPIL WELLBEING/THE CURRICULUM • How is wellbeing promoted and nurtured in the curriculum and other activities?

• How are pupils taught about mental health and wellbeing?

FURTHER TRAINING AND READING • Literacy: role of the link Governor

FURTHER TRAINING AND READING • Wellbeing link governor: role description • How to approach wellbeing strategically

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P.E., SPORT AND PHYSICAL HEALTH WHAT DOES THE P.E., SPORT AND PHYSICAL HEALTH LINK GOVERNOR DO? Governors with an interest in P.E., sport, and physical health can support the Academy in promoting wellbeing and physical development — helping to foster healthy, confident, and productive citizens in line with the Laidlaw Schools Trust vision.

STEM WHAT DOES THE STEM LINK GOVERNOR DO? • Work closely with the subject leads or heads of department and asking questions

• How do you evaluate the effectiveness of STEM programmes?

• Champion STEM as a priority for your Academy

• How do you use this data to inform continuous improvement?

• Be the LGC specialist

• Asking questions about P.E. provision

• Stay strategic

• Visiting the Academy facility sites, in regard to the sport and physical education environment

• Hold staff to account

• Reviewing any relevant PE policies and reports from subject leads

• Drive improvement

• Monitor sports activities, including lunchtime and out of school clubs and coaching opportunities

• Talking to pupils, parents/carers and staff (or conducting a survey)

• For Primaries specifically; monitoring the PE Premium strategy and impact

• Reports from the subject leads/department heads

QUESTIONS A LINK GOVERNOR MIGHT ASK: • How can the Academy develop or add to the PE, physical activity and sport activities already offered?

• What needs to happen to build capacity and capability within your Academy, to ensure that improvements made now will benefit pupils joining the school in future years?

• Monitor Attainment and progress, especially at the end of a Key Stage or for specific groups within your school (including pupils with special educational needs (SEN), pupil premium-eligible pupils, and pupils with English as an additional language)

• How is P.E. Premium spent and what impact does it show? (Primary only) • What is the funding spent on?

• How it fits with your School Improvement Plan (SIP)?

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• The impact the funding is having on pupils?

FURTHER TRAINING AND READING • Primary PE and sport premium • Governors’ role in monitoring PE • A whole-school approach to food

• How is the STEM curriculum designed and delivered within the Academy/Trust?

• How do you make sure that the STEM curriculum meets national standards and addresses local industry needs?

• What unique elements or innovations have you incorporated into the STEM curriculum?

• What professional development opportunities are available for STEM Teachers?

• How do you support Teachers in staying current with best practices and new developments?

• How do you promote STEM careers and pathways to students?

• Are there specific initiatives or events that highlight STEM career opportunities?

• Secondary Academies: what guidance and support is provided for students considering STEM careers or university courses?

• How do you engage with external STEM organisations and partnerships?

• What partnerships do you have with local businesses, higher education institutions, and research organisations?

• How do these partnerships enhance STEM learning opportunities for students?

• What initiatives are in place to address gender and diversity gaps in STEM within the Acacdemy/Trust?

• How do you encourage under-represented groups to engage with STEM subjects?

• What specific programmes or interventions have been put in place to promote diversity in STEM? FURTHER TRAINING AND READING • STEM link Governor resource hub • Questions for governors: a framework to facilitate discussions between governors and school leaders STEM Learning

• Are there specific training programmes or workshops that Teachers attend?

• How do you measure and track STEM performance and outcomes within the school/trust?

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EQUALITY, DIVERSITY AND INCLUSION

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

WHAT DOES THE EQUITY, DIVERSITY AND INCLUSION LINK GOVERNOR DO?

WHAT DOES THE EAL LINK GOVERNOR DO?

The EDI link Governor monitor’s plans and policies linked to EDI and checks that these are being well implemented in your Academy. They also challenge Academy Leaders to make sure that everyone is represented and celebrated. This includes all key stakeholders, such as: pupils, staff, parents/carers, the wider community. You help the LGC hold staff to account and drive improvement.

• Help other Governors to understand what good practice for EAL looks like

YOU ARE THE LINK BETWEEN THE LGC AND ENSURING THE SCHOOL: • Provides a happy, safe and secure learning and working environment in which everyone feels respected and cared for (this is likely to include wellbeing and mental health) • Inspires pupils by providing an exciting and challenging range of learning opportunities, where achievement is celebrated and valued • Equips all pupils with high levels of confidence and selfesteem and helps them develop life skills • Ensures all pupils have access to a broad and balanced curriculum • Appoints and treats staff in a way that actively promotes EDI • Values the involvement of the whole Academy community, encouraging and enabling all people to contribute positively • Visits link to any EDI-related priorities on your Academy improvement plan.

KEY THINGS TO MONITOR MIGHT INCLUDE: • Attainment and progress, especially for: • Pupils with SEND • Looked-after children (LAC) • Pupil premium-eligible pupils • Pupils with English as an additional language (EAL) • Different racial groups or genders • The curriculum (how accessible/inclusive it is for all pupils) • The quality of resources and who has access to them • Academy values and culture. This could include how: • Pupils behave and feel (this also links to safeguarding) • Staff feel supported • The diversity of the wider community is celebrated • Your Academy is welcoming and accessible for parents and carers – for example, those with SEND or EAL • Different policies impact different groups of people with protected characteristics

• Bring your knowledge of EAL to important decisions, such as policy approval or school improvement priorities • Observe EAL provision in action

QUESTIONS A LINK GOVERNOR MIGHT ASK: PROGRESS AND ATTAINMENT • What support is in place to make sure all pupils reach their full potential? Are there tracking systems in place for this?

• How are our pupils challenged and supported to reach their individual potential? (You could phrase this to focus on any element of DEI, e.g. pupils with English as an additional language) • How do we celebrate the achievement of all learners?

CURRICULUM • How do you make sure the curriculum supports the needs of all pupils?

• Liaise with staff, pupils and parents/carers through surveys to ascertain their opinion on Academy EAL

ASPECTS OF ACADEMY LIFE FOR EAL LEARNERS, SUCH AS: • Subject delivery • The impact of interventions • The use of resources • Attainment and progress • Understand your Academy’s context

• Is the curriculum relevant and accessible to pupils? How do you know?

OR TRUST, MAKE SURE YOU’RE FAMILIAR WITH YOUR

• How do you make sure everyone feels represented in the curriculum? (E.g. books studied/read, displays, resources, etc.)

• Know how many pupils are defined as having EAL in your Academy?

FURTHER TRAINING AND READING

• EAL: role of the link Governor

YOU MIGHT PROVIDE INSIGHT TO YOUR LGC ON

WHETHER YOU’RE IN A LOCAL AUTHORITY SCHOOL

• Have you made any adjustments so all pupils can participate in class, extracurricular activities and school trips? (This could apply to a number of different areas of DEI, such as disadvantaged pupils)

FURTHER TRAINING AND READING

• Look at the attainment and progress data

• How do you make sure all pupils can access the curriculum?

• Are there enough opportunities for higher-attaining pupils?

Can you show me some examples?

• How are pupils with EAL performing in subjects other than English? (This will give an indication of pupils’ comprehension skills, due to the wide vocabulary used in other subjects such as science)

CONTEXT BY FINDING OUT INFORMATION SUCH AS:

• Compare this figure to those nationally?

QUESTIONS A LINK GOVERNOR MIGHT ASK: ON PROVISIONS AND PROGRESS • What does pupil performance data show us about the progress of pupils with EAL over time?

• Equality, diversity and inclusion e-learning programme

• How does their progress compare with:

• Vision and strategy: developing a culture of inclusion and safety

• Other pupils in the Academy?

• National data?

• Diversity, equity and inclusion (DEI): role of the link Governor

• How is our EAL funding spent? What is the impact of this spending, and how do we know?

• How are pupils with EAL supported? Is this through group work, individual support outside of the classroom or through support from teaching assistants within classes?

• What is the impact of the support? How do we know this?

• Does the Academy have adequate resources to support these pupils?

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ARTS AND PARTNERSHIPS WHAT DOES THE ARTS AND PARTNERSHIPS LINK GOVERNOR DO? Academy Governors, including those with a specific interest in the arts, play a crucial role in ensuring high-quality arts education in Academies. They can advocate for arts funding, support teachers, and help create a strong arts curriculum. Governors can also ensure the Academy has a proactive vision for the arts and actively involve the community in arts events.

They can help the Academy connect with local artists, cultural institutions, and community members, creating opportunities for students to learn and participate in the arts.

Governors can help monitor the effectiveness of arts programs and ensure they are meeting the needs of students. They can facilitate partnerships between schools, arts organisations, and other stakeholders to support arts education.

QUESTIONS A LINK GOVERNOR MIGHT ASK: THIS WILL VARY DEPENDING ON YOUR CONTEXT AND FOCUS WITHIN THE ARTS. • How can the arts and cultural education be used to support school improvement?

• How can I and the LGC help Senior Leaders to achieve ****?

PLEASE SEE THE FOLLOWING AREAS FOR MORE SUGGESTED QUESTIONS: • General monitoring questions • Curriculum questions • Mental Health and wellbeing questions FURTHER TRAINING AND READING • The Arts Council • Arts, culture and creativity: improving your school or trust and its curriculum

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SUSTAINABILITY WHAT DOES THE SUSTAINABILITY LINK GOVERNOR DO? INFORMATION YOU WILL NEED:

IMPROVING THE ENVIRONMENT AND BIODIVERSITY

• What the Academy community thinks about sustainability and climate change (including staff, pupils and parents/ carers)

• How are staff and pupils encouraged to participate in sustainability initiatives?

• The climate impact of the Academy’s current operations • How sustainability features in the curriculum • What the Academy currently does to engage the community and work with local partners

• Are there any initiatives in place to promote biodiversity and green spaces on the site?

• Are there partnerships with local organisations or businesses to promote sustainability?

• Action plans for improving sustainability in the future

• How does the Academy/Trust collaborate with the local community on sustainability initiatives?

• Look at each of the areas on your Academy/Trust climate action plan separately

• How are parents/carers and families engaged in the Academy’s/Trust’s sustainability efforts?

• Identify areas that Leaders are prioritising, and monitor their progress with these areas

• How does the Academy/Trust promote sustainable options for travelling to and from the Academy?

• Ask Leaders what has changed recently and what would be most beneficial for you to come and see (e.g. if classes are doing an English unit with a focus on sustainability, or are learning about climate change in science this term, you may want to focus on monitoring curriculum)

CLIMATE EDUCATION AND GREEN CAREERS • Are there any ongoing professional development opportunities related to sustainability for staff?

• How is sustainability incorporated into the curriculum across different year groups and subjects?

QUESTIONS A LINK GOVERNOR MIGHT ASK:

• Are there extracurricular programs or clubs focused on sustainability topics?

DECARBONISATION (BECOMING MORE ENERGY EFFICIENT AND REDUCING CARBON EMISSIONS)

• What hands-on learning opportunities related to sustainability are available for pupils?

• How energy-efficient is our infrastructure, and what steps are we taking to further reduce our carbon footprint?

• How is the importance of sustainability communicated to staff, pupils and other stakeholders?

• How are waste reduction, recycling and composting managed on the site?

• What steps are taken to make sure that sustainability values are deeply embedded in the Academy’s/Trust’s ethos?

• Are there regular audits or evaluations to monitor and improve the sustainability of our facilities?

• How do we make sure that sustainability is considered as part of the procurement process for suppliers?

• Are there any mechanisms in place for recognising and celebrating sustainability achievements?

GENERAL QUESTIONS GENERAL STRATEGIC QUESTIONS – GOVERNORS BRING CHALLENGE Listed below are some suggestions of possible questions that could help identify or clarify issues. However, they should be used as a guide and not as the basis of an interrogation. Remember the role of Governor is to both support and challenge – how and when the questions are asked is as important as what is asked.

FURTHER TRAINING AND READING • Environmental sustainability: the governance role • How to make sustainability a strategic priority for your school or trust

TAKING A STRATEGIC OVERVIEW: • Is there a clear vision for the Academy?

• Sustainability: role of the link Governor

• Where are we now? Where are we going? How will we get there?

ADAPTATION AND RESILIENCE

• Is the vision identified in a statement of aims, values and manageable objectives?

• What water-saving measures have been implemented?

• What are the key priorities?

• What specific climate-related risks has the Academy identified in risk assessments, and how are these risks prioritised?

• Are there resources in place to support the School Development Plan (SDP)?

• How is this monitored?

• What measures are in place to ensure the Academy’s infrastructure and grounds are resilient to extreme weather events?

• Who is responsible for doing what? By when?

• How are you preparing the Academy community (students, staff, and parents/carers) for potential climate-related emergencies?

• Do agenda items reflect the priorities in the SDP?

• How and when are Academy policies reviewed, evaluated and revised?

• Is school improvement and raising standards at the top of the Governors’ agenda?

FURTHER TRAINING AND READING • Holding to account: how to question and challenge • Holding to account: how to conduct a courageous conversation

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GENERAL QUESTIONS WITHIN THE CLASSROOM

QUESTIONS OFSTED MIGHT ASK

It is important to remember that the questions you ask will need to vary dependent on the subject or topic taught within that lesson, the point in the year and the length of time the pupils have been learning about it. It is also important to adapt your questioning according to the child in front of you e.g. age, communication skills, English as an Additional Language etc.

How is our Academy currently performing?

How do Teachers plan for their lessons?

Is there a clear vision and sense of common purpose among Leaders?

Are our children making better than expected rates of progress?

How do Teachers ensure that all pupils are appropriately challenged?

Do Leaders maintain an explicit focus on pupil achievement?

How do standards in year groups, classes and/or subjects compare with national standards?

How do Teachers explain to pupils what they are going to teach?

Is planning strategic?

How does the Academy’s performance compare with LA averages?

How do Teachers keep track of progress?

Are Leaders open to adopt a proactive stance to change?

How does the Academy’s performance compare with that of similar schools?

What do Teachers do when they see pupils underachieving?

Demonstrate a commitment to equality and inclusion?

How does the Academy’s current performance compare with its previous performance? What is the trend in results over the last three years?

To what extent do Teachers seek the views of their pupils about learning?

Do Leaders promote the personal development and wellbeing of learners?

Have some subjects/ year groups shown a marked improvement this year? If so, why?

Does the Academy know what teaching styles work and why?

Are there rigorous self evaluation systems?

Are some groups of pupils doing better than others? If so, why? (e.g.

LAC, gender, ethnicity, SEND).

Can these styles be applied in those parts of the Academy where results need to improve?

Is monitoring of staff performance robust with good systems in place?

What are the attitudes of pupils towards their own learning?

What professional support do teachers get to help them teach more effectively?

Does the Academy make effective use of performance data?

GENERAL QUESTIONS FOR PUPIL VOICE

• Does the ethos of the Academy live up to the aims and objectives that are set for them? Examples of where they think it does, and where they think it doesn’t.

• Does the ethos and atmosphere of the Academy mirror the LST values, mission and aims?

• What have you been learning about in ***** this term?

What did you find out about ….? What does (…) mean?

• Behaviour - Does this match what the policy says?

• What’s the best / most interesting topic you’ve looked at this year?

• When children behave well, are they recognised, encouraged and rewarded?

• What do you like about *****?

• Do you think the behaviour policy is implemented

• Show me the best piece of work you’ve done in this subject this year. Explain it to me.

consistently?

• How are you going to put that information down in your book?

• What new work have you learnt in ***** recently?

• Are children clear about what is expected of them?

• Do they know the Academy’s expectations and routines?

• Why do we need to learn *****?

• How can you check your answer?

FURTHER TRAINING AND READING

• Tell me what you did in your last lesson in this subject?

What did you find out?

• Governance monitoring: a tool to help drive improvement

• Why do we need to know about ….?

• What is the hardest problem you’ve tackled in ***** this term? What made it so hard?

• Can you show me anything you have done in ***** earlier this year?

• Have you done any visits away from school to do with *****? Tell me about them.

• What do you remember most about the ***** you have done so far this year?

Standards

Quality of Teaching

Leadership and Management

• What ***** have you learnt recently?

• Why is it good to do *****?

FURTHER TRAINING AND READING

GOVERNORS’ MONITORING OF ALL ASPECTS OF ACADEMY LIFE

• How Ofsted inspects ‘leadership and management’ • How to hold the senior leadership team to account • Headteacher appraisal and capability • Management of workload and wellbeing: the governance role

QUESTIONS TO THINK ABOUT DURING YOUR LINK VISIT • The environment – what is the Academy like to work

• Ofsted inspections: a guide for Governing Boards • Staying Ofsted-ready as a Governor

in?

• What are the good points? Is the Academy clean, tidy and safe?

• How could the environment be improved?

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TEMPLATE REPORT FOR A MONITORING VISIT Monitoring visits are where you discuss the progress of the school in a particular area with the relevant staff member. Use this form as a reminder of what to look for and what to ask.

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