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Does the school have visitors from other faiths and from a diverse range of people e.g. taking assemblies?

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Does the school have visitors from other faiths and from a diverse range of people e.g. taking assemblies?

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Aware of data on this, though unsure about school actions and effectiveness? Does this need discussing at upcoming meetings?

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Reading curriculum monitored by me (Lizzie) through regular meetings with Anna Crease.

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- To have a continued love for reading.
- To have experienced a wide range of academic and extra-curricular experiences.
- To have an awareness of their own and others' mental wellbeing, and strategies to handle tricky moments as they go through various transitions.

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Recent parent survey results would support this?

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We have discussed at the SIAMS/Vision working group the fact that the Longstone/Peak District rural community has an atypically homogenous ethnicity (white British) compared to some other regions of the country. We are aware we need to maintain a very inclusive perspective, and teach our children accordingly.

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We have discussed at the SIAMS/Vision working group the fact that the Longstone/Peak District rural community has an atypically homogenous ethnicity (white British) compared to some other regions of the country. We are aware we need to maintain a very inclusive perspective, and teach our children accordingly.

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Have discussed these themes on the SIMAS/Vision working group.

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Have discussed these themes on the SIMAS/Vision working group.

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I have distributed a NGA wellbeing-for-HT tool; discussed with Exec HT; and with joint Curbar/Longstone committee. Esp. important as the exec HT (in our case) has to work with two governing boards - double the workload for that aspect of his work.  

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I have distributed a NGA wellbeing-for-HT tool; discussed with Exec HT; and with joint Curbar/Longstone committee. Esp. important as the exec HT (in our case) has to work with two governing boards - double the workload for that aspect of his work.  

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I participated in a 2-hr budget setting meeting with the LA. The resulting annual budget will be submitted to the FGB for approval. I attend Resources committee meetings.

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I participated in a 2-hr budget setting meeting with the LA. The resulting annual budget will be submitted to the FGB for approval. I attend Resources committee meetings.

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Safeguarding Link. I meet with the DSL about once every month; safeguarding is on every agenda.

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Safeguarding Link. I meet with the DSL about once every month; safeguarding is on every agenda.

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I've talked about it to the HT, who has told me that there will be a pupil survey on safeguarding.

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I've talked about it to the HT, who has told me that there will be a pupil survey on safeguarding.

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I've done Safeguarding Training for School Governors (but still need to do PREVENT training); Preparing for OFSTED; Leading your Governing Board (which was not the best!)

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I've done Safeguarding Training for School Governors (but still need to do PREVENT training); Preparing for OFSTED; Leading your Governing Board (which was not the best!)

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There is no issue of greater importance to parents and carers, or to schools, than the safety of their children.

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4 year cycle of planning
Annual planning
Termly delivery
Termly assessment and evaluation
Termly review meetings with governors

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Commitments and capability of the staff.
Engaged school community.
Small, committed governing board.
Great relationship with church.

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This is our current version (work in progress)

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policies in place - all staff follow this

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Vision pending! Progress was shared at last FGB

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Do we have a governor training log?

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Progress and Target setting shared at CAS and discussed in depth

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Targets are aspirational but achievable - discussions at CAS and minutes form meeting.

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covered through SIAMS framework and citizenship themes each week

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can we share and delegate workload more?

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We need to ensure meetings are held earlier/ dont go on too late.

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Talk as a governign body.

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Catch Up tutoring - at the recent CAS meeting it was reported that staff were seeing an impact of these tutoring session in childrens attitudes and attainment in the classroom

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assessment data of disadvantaged pupils is shared and discussed through CAS meetings

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Pupil Premium children benefitting from resources provided by school (tutoring catch up and TA intervention) are highlighted on documents.

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For children to have the skills to enable them to achieve in whatever area they would like.

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For them to have the foundations in place to enable them to make a positive contribution in our ever chanigng world.

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S175 audit

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SIP - 3 key areas. Curriculum, reading, vision.