Further Developing Effective...

Further Developing Effective Governance

Introducing Exceed in Bradford Teaching School AllianceOur pupils and students deserve good schools where they fulfill their potential. School leaders face a wide range of chal-lenges to achieve this but the expertise to address these ex-ists in schools within or beyond our own community. School leaders are best placed to drive effective school improve-ment. At different moments in time, schools will be in a posi-tion where they can provide support to their peers, formally or informally, or they need to access support from other schools to add capacity to address a specific priority. Schools are in-creasingly working with each other in this way as they con-tinue on their journey of improvement – celebrating and shar-ing all that is effective and addressing the challenges to-gether to the benefit the wider educational community and the life chances of our young people. This empowers leaders and their staff and gives schools a central role in developing a self-improving and sustainable school-led system. To effec-tively implement this model we need to utilise every schools’ passion, intelligence and talents.

Exceed in Bradford Teaching School Alli-ance is a developing community of like-

minded school and system leaders who are committed to using and accessing the resources available

to them – including teachers’ and leaders’ skills, expertise, and prac-tice – to the benefit of all schools

in Bradford and those across the region. Through bespoke tailored support, Exceed in Bradford Teaching School Alli-ance facilitates a range of inter-related quality assured school improvement opportunities “for schools by schools” including: school to school support to address identified priorities includ-ing via the deployment of Exceed in Bradford Teaching School Alliance’s Specialist Leaders of Education (SLE);

classroom-focused action research and development; leader-ship development programmes; collaborative professional learning networks; and school-centered initial teacher training (ITT).

Exceed in Bradford is a cohort five designated Teaching School based at Copthorne Primary School, Bradford. As a hub for system leaders, the Alliance of member schools are contributing to shaping the local and national strategy for school improvement that makes us all “stronger through col-laboration”.

“We all have the luxury of looking out for ourselves. System leaders have the honour of looking out for others”.

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Further Developing Effective GovernanceThe purpose of this resource

Exceed in Bradford Teaching School Alliance (TSA) are committed to supporting Governing Bodies to respond to the growing demands and expectations of them from central government. Resources such as this one, and others referenced within the document, are designed with this in mind. Exceed in Bradford TSA value the hard work and dedication of volunteers that fulfil school governor duties. The TSA seeks to make the transition to the new expectations are easy as possible and appreciate the challenges governors face.

From working with school leaders, including governors, Exceed in Bradford TSA often find common issues that affect the quality of governance in schools. This resource has been written to help communicate the message about these issues and to provide practical steps to address them quickly before, for example, an Ofsted inspection takes place.

The common issues relate to:• Governing Body’s not having a planned programme of

monitoring and evaluation activities (see ‘Monitoring and evaluation cycles’, page 2);

• Governing Body’s that don’t have an active Standards Committee (see ‘Committees’, page 2)

• Limited validation of information presented to governors and collecting information first hand (see ‘School and classroom visits’, page 3)

• The sometimes passive receipt of the Headteacher’s Report (see ‘Headteacher’s Report’, page 3)

• Limited confidence amongst some Governors to provide challenge to school leaders (see ‘Providing challenge’, page 4)

• Minutes do not always reflect the quality of discussions (see ‘Quality of Minutes’, page 5)

• Governors not confident in being aware of the quality of teaching in the school (see ‘Profile of teaching’, page 5)

• Governors not being confident or are not included in the discussions relating to the use and impact of the Pupil Premium (see ‘Pupil Premium’, page 5). A note on the Sports Premium has also been added (page 5)

• Schools not publishing statutory information on the school website (see page 5).

These issues may not be issues for all schools or all Governing Bodies. Some may be more pertinent than others. This resource presents information on the main issues experienced from working with a range of schools.

In addition, page 5 includes a series of questions asked by an Ofsted inspector to Governors from a primary school that had been inspected.

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Monitoring and evaluation cycles

“Governing bodies should play a strategic role and leave the running of the school to the headteacher they have appointed. It is governing bodies’ role to support and strengthen the headteachers’ leadership and to hold them to account for the performance of pupils and staff. This is particularly important in relation the educational performance of the school.”

Governors’ Handbook, DfE, May 2013

Governing Body monitoring activities must be planned in advance. By conducting such activities they are in a stronger position to contribute to the evaluation of the impact of actions taken by the school. Full Governing Body and committee meetings are part of the monitoring and evaluation cycles, but they alone are not sufficient.

Some monitoring and evaluation activities will take place in full governing body or committee meetings, such as:

- Staff presentations about new initiatives or the schools work.

- Review and analysis of headline pupil performance data.

- Sampling children’s books.- Review anonymised performance management

information.- Conducting the Headteacher’s Performance

Management before the 31st December deadline and discussing progress during the year.

- Receiving reports of the amount of Pupil Premium and Sports Premium funding received, plans for its use and its impact.

However, Governors also need to visit school and classrooms to validate information they receive (see ‘Headteacher’s Report’ and ‘School and classroom visits’ sections).

To support Governing Bodies in planning these activities, Exceed in Bradford TSA have provided three resources:- Governance in Practice: Creating a monitoring and

evaluation schedule: This training event and self-study resource guides Governing Bodies to create a schedule quickly based on the School Development Plan.

- Monitoring and evaluation cycles: These have been created for three areas – The Pupil Premium; Headteacher’s Performance Management; and a generic cycle linked to School Development Plan priorities. These suggest the processes to be followed, including staff presentations, meeting with coordinators or classroom visits, and subsequent reports to the Governing Body. The cycles are available within this document (Annexes 1-3).

- The Annual Planner: This is a popular resource and its use is covered by a training event. Amongst other things, Exceed in Bradford TSA have tried to outline monitoring and evaluation activities for specific times of the year, fitting in with assessment and performance

management schedules, for example. Consider using the second Full Governing Body meeting of the term to have more activity based, hands-on agenda items (second full governing body meeting of the term) to increase the monitoring that takes place within meetings.

Committees

“[In schools judged as ‘outstanding’] Committees were typically seen as the ‘engine room of governance’ where in-depth discussions, challenging questions and thorough debate of proposals took place. The skills and knowledge of the chair of a committee were crucial to their success. For example, in one special school, the chair of one of the committees had considerable previous experience of school governance before taking on the role.”‘Learning from the Best: School Governance’, Ofsted,

May 2011

Resources Committee appear to be well established in many schools; exploring the schools finance, building and staffing issues, for example, thoroughly. However, there’s is often a need for greater consideration of the link between pay and performance. Governing Bodies should avoid making hasty decisions if they haven’t had detailed discussions and information on the impact of anything they agree to fund or changes to staffing structures, for example. Such big decisions should not be tabled unexpectedly at a meeting for an immediate decision.

The Pay and Performance Committees are often functioning well, with the Headteacher’s Performance Management completed with external support before the 31st December each year (this is a statutory requirement). However, this has not been the case in all schools and the Headteacher’s progress to achieving their objectives is not always discussed during the year through a formal meeting.

Not all schools have an active Standards Committee; and this is a cause for concern. In some cases, Governors are named as members but the Committee but it does not meet. In these cases the functions of the Committee are often carried out through Full Governing Body meetings. Exceed in Bradford TSA would suggest this does not provide sufficient time for the detailed exploration of performance data (including RaiseOnline, the Ofsted Data Dashboard and the LA’s Governor Data Profile), the ‘achievement’ section of the school self-evaluation, changes to the school and national curriculum, etc.

If committees are the ‘engine room of governance’, then this is where the bulk of the work needs to take place. Key information and decisions need to be reported to the Full Governing Body, but discussions should not be repeated. Through a skills and experience audit, the Governing Body needs to ensure they have the right people on their committees and delegate the responsibilities to these committees.

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One [‘outstanding’] secondary school stated that as a result no governing body meeting lasted more than an hour and a half...”‘Learning from the Best: School Governance’, Ofsted, May 2011

Long Full Governing Body meetings may be a result of committees not being well established or working effectively.

It is useful to consider the timing of meetings in relation to each other. For example, some schools arrange committee meetings in the weeks before a full governing body meeting. This gives each Chair of Committee time to prepare a short verbal report to all Governors. Minutes are also very important for Committee meetings and they need to be of high quality. It is worth considering having the minutes prepared by someone other than the Chair of the Committee. Schools can purchase this support from Exceed in Bradford TSA. Committee minutes should be available to all Governors.

Outside of Full Governing Body and Committee meetings, Governors need to plan for further monitoring and evaluation activities, including school and classroom visits.

School and classroom visits

“Governors need to know their school. Many governors find that visiting, particularly during the day, is a helpful way to find out about the school. Visits can also be an important part of robust school accountability. Through pre-arranged visits, governors can check that the school is implementing the policies and improvement plans they have signed off, and see for themselves how their vision and plans for the school are working in practice. Visits also provide an opportunity to arrange meetings with pupils, staff and parents about what they think of the school and how it is changing. While it may be helpful to see classes at work, governors are not inspectors and it is not their role to assess the quality or method of teaching. They are also not school managers and should make sure they do not interfere in the day-to-day running of the school. Both are the role of the headteacher.”


Governors are increasingly expected to validate the information they are presented with and to collect information first hand. Governors are often confused by how to best do this and they are concerned about being seen to be judging the quality of teaching – the latter point is not their role.

Exceed in Bradford TSA suggest the following as examples of visit activities:

- Meeting the Headteacher to explore a specific issue, e.g. performance management system and procedures.

- Meetings with subject/Key Stage coordinators, e.g. to understand new initiatives such as Read Write Inc.

- Reviewing portfolios of children’s work, e.g. to look at EYFS assessment procedures in practice.

- Classroom visits with an agreed focus, e.g. to see a new resource being used and its impact or to see a whole school initiative to develop effective questioning in lessons in practice.

Classroom and school visits need an agreed specific focus. For example, visits that purely comment on the pupil’s enjoyment of a lesson and related issues are not specific enough. Governors are better to use their time to, following a staff presentation at a Full Governing Body Meeting for example, visit a classroom to see what they were told about in practice.

For the monitoring of progress to address some priorities classroom visits are appropriate. Classroom visits do not need to be long; they could be 10 minutes in two or three classroom, for example.

Provided in Annexe 4 is an example classroom visits policy, including a visit report template. Again, this is an ‘adopt or adapt’ resources – it needs to meet your school’s needs. We would encourage Governors to consult with teaching staff before adopting such a policy. Both the Governor and the teacher need to be confident that they understand the purpose of such visits. The Policy is available as a Word document and can be downloaded from:http://copthorne.ngfl.ac.uk/wp-content/uploads/2015/10/school-and-classroom-visits-policy.doc

The visit report template provides a framework for a short record of the visit to help generate an evidence trail for the monitoring and evaluation activities. Exceed in Bradford TSA would encourage Governors to provide a short verbal report at a Governing Body meeting to capture the visit within minutes.

A training event on classroom visits is available.

Headteacher’s Report

“It is headteachers’ job (and in maintained schools it is their legal duty) to give governing bodies all the information they need to do their job well. This means they should help governing bodies access the data published by the department and Ofsted. They should also provide regularly a wide range of other management information so that governing bodies can monitor different aspects of life in the school throughout the year. In particular, governing bodies will need to see information relating to the priorities they have identified for improvement.”


Discussions with Heads have sometimes raised one or more of the following points in relation to the Headteacher’s Report to Governors:

• The report is often presented in a format inherited from a previous Headteacher. Heads find it difficult to move

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away from the adopted format, even though it may not be an efficient or effective format for sharing information about the school.

• The report can be onerous to prepare – often taking many hours to generate.

• Reports can be commentary on the schools work, rather than focused on short, sharp statements relating to actions, impact and next steps.

• Detailed commentary sometimes stifles discussions, as all the information Governors may need to recorded in the report.

• Reports can be passively received by Governors, despite the amount of effort that has gone into preparing it. They may read the report in advance; have no further questions and the agenda moves on from the Report too quickly.

• Reports are sometimes tabled at meetings rather than in advance, restricting Governors’ ability to prepare for the meeting through forming questions to ask. They can be accompanied by other documents that are lengthy and full of educational ‘jargon’.

• Governors find it difficult to track progress in addressing issues between reports as the format is not consistent.

The report is a key agenda items; the focus is purely on the school and its drive to raise standards. It needs to be given quality meeting time, including discussion and questioning.

Exceed in Bradford TSA encourage Heads and Chair of Governors to discuss what they want from the report, including via the ‘Headteacher’s Report’ workshop within the Governor Training and Development Programme. We believe this is the key agenda item at meetings, as discussions relate to the school, its pupils and staff.

Annexe 5 provides some example pages from of Headteacher’s Report that is often complemented by Heads and Governors. The template was created by Fitzwilliam Primary School. Exceed in Bradford TSA has tweaked it slightly to support the presentation of key information organisations such as Ofsted expect Governors to be secure in their understanding of. It provides a consistent format that can be updated, rather than totally rewritten, between reports. Information is presented in bullet points and Governors are encouraged to prepare questions in advance of the meeting.

The report template is provided as a stimulus for discussion. Schools may wish to maintain their current format, amend their current format, adopt the template provide, or adapt the template in light of their reflections.

A Microsoft Word version of the template is available for download. Two examples are provided: http://copthorne.ngfl.ac.uk/wp-content/uploads/2015/10/headteachers-report-template.doc

http://copthorne.ngfl.ac.uk/wp-content/uploads/2015/10/Headteacher_Report_to_the_Governing_Body-MASTER.doc

Providing challenge

If the Governing Body implement the suggestion presented in this booklet effectively, it would be in a strong position to be confident that it holds the school leaders to account. Of course, the quality of discussions is an essential feature of all the issues raised.

As outlined in the ‘Headteachers’ Report’ section, Exceed in Bradford TSA would encourage Governors to prepare question that they’d like to ask, as well as developing the habit of asking further questions during meetings. There are a wide range of sources for collecting example questions, see the links below. Here are a few that Headteacher’s may wish to support governors in asking or that Governors can use immediately:

General• What has been the impact of xyz?• What was the cost? (Was it worth it?)• What is the evidence for this? (How do we know?) • Are the right priorities identified in the Improvement Plan or

School Development Plan?• What are the key actions/programmes/interventions

planned to address these? • How will the impact of these actions/interventions be

monitored, and by whom/when?

Budget/Finance• Is there a projected surplus or deficit this year and the next

two years?• What are the plans to meet the deficit or use the surplus?• How much of the total budget is spent on improving

outcomes for Looked After Children?• How much is spent on improving outcomes for children

with special educational needs (SEN)?• What proportion of the total budget is spent on staffing

costs? (It is recommended to be around 80%).• How much funding has been delegated in the current

budget under the headings: AEN (Additional Educational Needs), SEN and Personalised Learning? How is this funding being used in school? (It is expected to be used to support pupils with additional needs).

• What changes have been made to the budget, and can the Headteacher explain any virements between cost centres. This should be asked during every budget monitoring. Does curriculum innovation fit into the school’s mission statement?

Provision• How do we know all our learners are successful learners?• How do we inform parents of their child’s progress?• How do the findings influence classroom practice?• What percentage of teaching and learning is good or

better? How can this be evidenced?• What strategies do we have in place to improve the quality

of teaching and learning particularly where it is not consistently good?

• What evidence is there in the school that pupils work effectively with others?

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• What evidence is there to show that pupils work is matched to their needs?

• Where can we evidence that pupil progress is the highest priority for teaching?

• Are we confident that pupils are well prepared for the next stage in their learning? How and where is this evidenced?

Standards• What does tracking tell us?• How well does pupil tracking support progress in class and

how does this feed into the picture of progress across the whole school?

• How many pupils are reaching age-related expectations and above at the end of the year compared with the starting point at the beginning?

• How do our results compare locally, nationally and local schools?

Closing the gap• Is the school identifying its vulnerable groups and pupils?• Who are they and which group is most vulnerable?• Is tracking of progress in place and how do you monitor

this?• How does the progress of your vulnerable groups compare

to local and national?• What is being done to improve/accelerate progress made

by the vulnerable groups?• How does the school evidence pupil progress?• Who does the person responsible for assessment and

monitoring report to?• How is the evidence used to raise standards further?• How does the school work with parents and carers to help

them to support their children’s learning?• How does the school celebrate achievement of all pupils

including vulnerable groups?

Quality of minutes

The questions asked by Governors and the answer provided are key indicators that the Governing Body provides both support and challenge. Encourage your Clerk to capture them clearly in your minutes. When those great questions are asked, nudge the clerk to make sure they’ve captured it! If you’re minutes don’t capture the discussion sufficiently, send them back to the Clerk to amend.

Profile of teaching

Governors need to be aware of the profile of teaching, e.g. the percentage of teaching judged to be good or better. They also need to be aware of the actions taken by the school to improve the profile. Exceed in Bradford TSA sometimes find the profile has been shared with Governors, but they may not be conscious of the significance of this key information.

Exceed in Bradford TSA would encourage Governing Body’s to ensure this information is given a high status in meetings

and is clearly documented in the Headteacher’s Report and meeting minutes.

Governors need to link pay awards to the quality of teaching.

Pupil Premium

As with the profile of teaching, this is key information for Governors:

• How much funding has the school received?• What are the plans for its use?• How is this funding being used to address the needs

of the eligible pupils, rather than the needs of the whole cohort?

• What impact do we expect it to have?• What impact has it had?

Governors should be part of the process for deciding on its use and receive reports during the year on its use and impact.

The DfE have referred to the ‘Sutton Trust Teaching and Learning Toolkit’ as a key resource for supporting schools in deciding how to best use the funding, considering cost and impact based on research. Exceed in Bradford TSA would encourage schools to use this resource to inform their decisions and record this in their minutes of meetings.

The Toolkit can be downloaded from: https://educationendowmentfoundation.org.uk/toolkit/toolkit-a-z/

Governors should ensure the Pupil Premium information is on the school website.

Sports Premium

As with the Pupil Premium, details of the Sports Premium also need to be shared with Governors and detailed on the school website. Inspections from September 2013 will explore this funding and its use.

School website

All schools must have a website which presents statutory information to parents and the wider public. Ofsted will use this website prior to visiting the school to collect and review the information. Full information about what must be published online is available via the DfE website.

Ofsted questions to Governors

Below are questions asked to one Governing Body during a recent inspection. Governor could rehearse the answers to these through discussions with the Headteacher and school staff:

Make-up of the Governing BodyWhat experience and expertise do Governors bring?

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How do Committees and working parties work? Do the committees report to full governing body?Asked about induction of new Governors.

Pupil Premium FundingHow many Pupil Premium children?How much funding?Did Governors decide what the funding for Pupil Premium was spent on or approved spending?How does attainment and progress of Pupil Premium pupils compare with other pupils?How effective is the provision?How do you know?

AttainmentWhere is overall attainment in reading, writing and maths?Pupil Premium children (are they doing as well as other children)?Groups including SEN and Gifted & Talented (EAL if appropriate)Is this being monitored?How do you know?

Pupil ProgressOverall pupil progressPupil Premium children, are they doing as well as other children?Groups including SEN and Gifted &Talented (EAL if appropriate)Is this being monitored?How do you know?

TeachingHow would you rate teaching?How do you know?Is it consistent throughout the school?Are there any concerns or issues with teaching?

SafeguardingAre there safeguarding systems in place? What are they?Asked who had completed ‘Safer Recruitment’ training.Single Central Record – is this in place, is it checked by governors?Are child protection procedures in place?Are Health and Safety procedures in place?

FinanceWho is involved in approval of the budget?Is there a finance committee, how do they report to other governors? How is pay linked to performance?

Headteacher’s Performance ManagementAre Governors involved?Do you have support from outside the school?Was there an interim review?How are the objectives selected?How do you know that objectives are met?

Inspector Summarised:Whether the Governing Body is fulfilling statutory duties.Whether Governors are well informed, understand the position of the school and able to verify information given.Whether Governors ask probing questions of the headteacher and other staff and whether they challenge information given/ask probing questions.

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Annexe 1

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Annexe 2

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Annexe 3

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Annexe 4: POLICY FOR GOVERNORS’ VISITS TO SCHOOL

X SCHOOL

Date the policy was considered by governors: Date the policy was shared with staff for comment: Policy Review and adoption: Date for next review (24 months):

This policy outlines the purposes, protocols, commitment and reporting arrangements for school visits by governors. It is recognised that visits occur for a variety of reasons and, thus, the policy allows some flexibility. It is intended to cover both classroom visits, subject/Key Stage co-ordinator meetings and visits to the whole school.

Purposes of visits to school

To aid governors to begin;• To understand the environment in which teachers teach• To develop relationships with the staff• To recognise different teaching styles and the values of each• To get to know the school community, including the children• To see policies and schemes of work in action• To recognise and celebrate success• To inform decision making• To find out what resources are needed and to prioritise them• To assist Governors in learning more about initiatives / projects / programmes / activities undertaken by the school to ad-

dress priorities

Governors with particular remit (e.g. literacy, numeracy, special needs) will generally have these areas as a focus for their visits. Other governors will be likely to have wider interests.

To aid staff;• To ensure governors understand the reality of the classroom• To get to know governors• To understand better the governors’ roles and responsibilities• To have an opportunity to reflect on practice through discussion• To highlight the need for particular resources• To promote understanding of the roles of governors, teachers, support staff and the Head.• To demonstrate to governors the approaches taken to address priorities

What it’s not about

• Making judgements about the quality of teaching (this is the role of the Head or senior staff)• Checking progress of individual children (teacher’s or Head’s role)

Protocols to be observed

• After an initial discussion with the Head, classroom visits / Co-ordinator meetings should be arranged in advance, with the relevant member of staff, agreeing a mutually convenient time.

• The specific requirements for a visit will depend on the purpose of the visit, but most visits will benefit both governors and staff to the greatest advantage if the visit can be arranged to enable governors to see the normal classroom situation.

• Classroom visits may be preceded or followed by discussions with teachers or the Head, e.g. regarding policies, schemes of work, resources, teaching styles, purpose and success of visit etc. Arrangements will be made to hold these discussions at a mutually convenient time, and efforts will be made not to disturb normal classroom routines.

• Parent Governors should not visit the classroom where their child is learning.• Please sign the visitor book on arrival and include the time left. Visit the office to obtain a visitor badge, which needs to be

worn at all times, for Health and Safety / Safeguarding reasons.• Please do not find yourself left alone with the children.

Level of commitment

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Governors must visit school and classrooms to validate information presented to governors and to collect information first hand. This is an Ofsted expectation. Each governor will aim to achieve at least one visit to the school each academic year, to enable them to maintain an awareness of the school in action and to develop relationships with school staff. Governors, linked to a specific subject / aspect area, will endeavour to visit the co-ordinator three times a year, to discuss standards in the subject / aspect and priorities on the School Improvement Plan.

Responsibility for programme of visits

• Individual governors will be responsible for arranging their visits with the relevant member of staff.

Reports of visits

• Governors should aim to provide a written report of visits (using the agreed pro forma) within two weeks of a visit.• Reports should be copied to members of staff involved in the visit (they must have had the opportunity to see and com-

ment upon reports before they are copied elsewhere).• Reports should also be presented via a concise verbal report at Full Governing Body or Committee meetings, when the

visit can be recorded within minutes.

Monitoring and review

The policy is to be reviewed regularly by the Standards committee with the Head.

Informal visits

There are other occasions during the school year when we would encourage governors tovisit. These include:

• Whole school assemblies• School productions• Open evenings• Parents evenings• Church events• Sporting events

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Governor visit to school reportGovernor visit to school reportGovernor visit to school reportGovernor visit to school reportGovernor visit to school report

Name of Governor:Name of Governor:Date of visit:Date of visit:Planned focus of visit:Planned focus of visit:Does the visit relate to the Governing Body’s monitoring of the School Development Plan?

Does the visit relate to the Governing Body’s monitoring of the School Development Plan?

Yes / NoYes / NoYes / No

What preparation did you undertake before the visit?(e.g. staff presentation at Full Governing Body Meeting, meeting with Head)What preparation did you undertake before the visit?(e.g. staff presentation at Full Governing Body Meeting, meeting with Head)What preparation did you undertake before the visit?(e.g. staff presentation at Full Governing Body Meeting, meeting with Head)What preparation did you undertake before the visit?(e.g. staff presentation at Full Governing Body Meeting, meeting with Head)What preparation did you undertake before the visit?(e.g. staff presentation at Full Governing Body Meeting, meeting with Head)

Purpose of the Governor visit(e.g. to see a new initiative in practice, conduct a safeguarding walk with the caretaker)Purpose of the Governor visit(e.g. to see a new initiative in practice, conduct a safeguarding walk with the caretaker)Purpose of the Governor visit(e.g. to see a new initiative in practice, conduct a safeguarding walk with the caretaker)Purpose of the Governor visit(e.g. to see a new initiative in practice, conduct a safeguarding walk with the caretaker)Purpose of the Governor visit(e.g. to see a new initiative in practice, conduct a safeguarding walk with the caretaker)

Describe what you a saw/did during your visit?(e.g. what were the children doing whilst taking part in a new initiative, reviewed specific safeguarding procedures, ensure school is safe and secure)





How has the visit strengthened governance?(e.g. better awareness of an initiative that governors have agreed to fund, seen information presented by staff in practice, strengthened ability to ask questions to senior leaders)





Name of Governor Signature:

Name of member of staff

Signature:

•

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Annexe 5

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Exceed in Bradford Teaching School Alliance

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Email - [email protected]

Address - Exceed in Bradford TSA, Copthorne Primary School, All Saints Road, Bradford, BD7 3AY

Tel - 01274 578606

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