‘Go and do Likewise’ Luke 10:25-37, The Parable of the Good Samaritan
We live with love and compassion, seeking help in times of need

LOCAL GOVERNING COMMITTEE’s TERMS OF REFERENCE
September 2024

Governor with responsibility for Admissions:

Quorum: Three Governors including the Headteacher.

Regularity of Meetings: three per year, with two week’s notice and other meetings arranged as necessary

- to implement and monitor the Trust and governor strategy within the realm of the Committee’s remit
- to keep under review documentation provided for parents in connection with the admissions and appeals processes and annually recommend to the Trust Board and Local Governing Committee (LGC) the Admissions arrangements for the School (incl. criteria for oversubscription), proposing changes when relevant
-to call upon named Governors to whom the responsibility has been delegated, to consider and determine all applications for admissions to the school in accordance with the agreed policy (authority is delegated to the Headteacher to admit applicants when such admission will not cause the number in the relevant year group to exceed the PAN)
-ensure that the annual consultation process is carried out properly, including LGC approval
-to present the Trustees’ and Governors’ case at Admissions Appeals hearings and any other proceedings involving admissions.
-to work with the Local Authority to meet the local need for places at the school in current and future years.

Careers Link Governor
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to implement and monitor the governor strategy within the realm of the Committee’s remit
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to oversee the strategy for careers education and guidance and ensure the school is meeting its legal requirements
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to ensure the careers strategy is developed in line with the Gatsby Benchmarks and informed by the requirements set out in the DfE statutory guidance.
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to take a strategic interest in careers education and guidance and encourage employer engagement.

Disciplinary Panel

Quorum: Three Governors (None of the governors will be an employee of the school) The Chair shall be appointed by the Panel on an ad hoc basis. The Panel members can also be Trustees.

Regularity of Meetings: Hearings arranged as necessary

-to implement and monitor the trustee and governor strategy within the realm of the Committee’s remit
-to carry out the Local Governing Committee’s responsibilities for reviewing exclusions and suspensions
-to comply with the Trust and Local Governing Committee’s statutory obligations as set out by the DfE in their document: Suspension and permanent exclusion from maintained schools, academies and pupil referral Units in England, including pupil movement – guidance 2023 and/or associated statutory guidance/legislation
-to consider representations, if made, by parents of a pupil suspended for 1 - 5 school days in aggregate in a term, and to ensure that a note of the Committee’s views on the suspension is placed on the pupil’s record, with a copy of the Headteacher’s suspension letter
-to review at a meeting: (a) suspensions of 6-15 days, if the parents make representations and request a review meeting (b) all suspensions of more than 15 school days in aggregate in a term (c) all suspensions and permanent exclusions which would deny a pupil the chance to take a public examination or National Curriculum test; (If convening a meeting before the exam date is not possible, this decision can be taken by the Chair of the Local Governing Committee using their emergency powers) (d) all permanent exclusions
-to represent the Trust and/or LGC at any hearing of the case by the Independent Review Panel and to prepare the Trust/LGC’s statement.
-to consider staff disciplinary matters referred to the LGC by the Headteacher(s) and take appropriate follow up action
-to consider appeals against dismissals made by the Headteacher(s)
-to consider capability appeals following the staff capability procedures
-to consider staff grievances following the staff grievance procedures

Governor with responsibility for Leadership and Management:

-to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
-to monitor and, where necessary and/or appropriate, challenge the School’s development priorities and its self-evaluation of progress towards these priorities undertaken by the senior leaders
-to be aware of the leadership opportunities being made available to all members of staff
-providing support for the Headteachers to enable rigorous and robust management, especially at times when difficult personnel decisions must be made
-to work with the Headteachers to ensure that all Governors remain aware of their responsibilities to challenge and hold senior staff to account for student achievement.
-to monitor appointments of all staff
-to offer exit interviews to employees leaving the school and to identify any trends.
-to monitor the performance review procedures and in conjunction with the CEO and Trust Board ensure arrangements are in place for the Headteacher(s)
-to ensure strategies are in place for succession planning, especially in respect of professional development (CPD) opportunities that enable staff and governors to develop their skills, knowledge and understanding of leadership and management
-to be informed of any disciplinary action against a pupil or employee and any trends identified.

Pay Committee

Quorum: Three Governors plus the Headteachers. None of the Committee members, save for the Headteachers, shall be an employee of the school.

Regularity of Meetings: three per year with two weeks’ notice.

-to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
-approve performance related pay progression for all employees including the SLT and where appropriate consider Headteacher recommendations
-approve performance related pay progression for the headteachers in conjunction with The Trust Board
-review and approve, if appropriate, any recommendations made by the STPCD and/or Headteachers to increase the pay scales
-review annually the TLR structure
-consider and recommend additional benefits to employees outside remuneration
-consider and hear any salary appeals

Primary Committee

Quorum: Three Governors plus the Charvil Primary Headteacher (or a delegated representative of the Headteacher.)

Regularity of Meetings: three per year with two weeks’ notice.

In relation to Early Years and Key Stages 1 and 2:
-to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
-to have oversight of Trust Board and LGC achievement targets for all learners
-to monitor the plans and actions taken at school to ensure progress towards these targets
-review learner outcomes e.g. result in the light of the targets set and report regularly on these to the LGC
-to monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils save for PSHE and SRE;
-to understand and monitor the steps being taken to improve standards of teaching and learning for all students and cohorts of students, in order for achievement targets to be achieved
-to anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments save for PSHE and SRE.
-to regularly review and make recommendations to the LGC in respect of the school’s curriculum aims
-to monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
-to make recommendations to the LGC and Trust Board for the School’s Improvement Plan
-to oversee the website and ensure its compliance
-to monitor achievement targets for all disadvantaged pupils and those that are more and most able, gifted and talented
-to monitor the plans and actions taken at school to ensure progress towards these targets for disadvantaged and more and most able
-review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the LGC.
-to monitor funding, learning needs/provision, curriculum and standards for disadvantaged pupils and for more and most able;
-to understand and monitor the steps being taken to improve standards of teaching and learning for disadvantaged and more and most pupils
-to ensure that the looked after children (LAC) have the same opportunities as all other pupils
-To monitor whether looked-after and previously looked-after children have made the expected or better levels of progress in line with their peers (i.e. educational, social and emotional progress);
-to monitor whether the pattern of attendance and exclusions for looked-after and previously looked-after children is different to that of other children at the school;
-to monitor whether the school’s policies are sensitive to the needs of LAC, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs);
-to monitor whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children;
-to monitor how the teaching and learning needs of looked-after and previously looked-after children are reflected in school policies, in particular in relation to interventions and resources;
-to monitor whether any looked-after and previously looked-after children are identified as gifted and talented and how those needs are being met;
-to monitor whether any looked-after or previously looked-after children face additional safeguarding challenges of which the school’s designated safeguarding lead should be aware;
-to monitor whether any looked-after and previously looked-after children have special educational needs (SEND) and whether those needs are being identified and met at the appropriate level; To monitor whether any looked-after and previously looked-after children have mental health needs and whether those needs are being identified and met;
-to ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of LAC.
-to monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.
-to ensure equality of opportunity for all students regardless of ability, aptitude, physical access and background
-to have oversight of and recommend Equalities Objectives to the LGC
-to report to the LGC on the School’s SEND procedures and advise on how they are impacting on the achievement of students with learning difficulties
-to have oversight of the impact of the SEND budget on learning outcomes (especially in relation to ‘Closing the Gap’)
-to provide support for the School’s SENCO
-to have oversight of all safeguarding procedures (staff and student) in school
-understand the steps being taken to ensure all students are kept safe
-ensure there are effective filtering and monitoring IT systems in place
-support the Primary in preparing for inspections
-formulate, review, monitor and approve the policies on: -
A: Accessibility Primary)
B: Assessment
C: Attendance (Primary)
D: Behaviour (student) (Primary)
E: EYFS
F: Medical needs and children with health needs that cannot attend school
G: Medical needs (Primary)
H: Online safety
I: Phonics and early reading
J: SEND (subject to final FGB approval) (Primary)
K: Teaching and learning (Primary)

Standards, Achievement, Learning and Teaching (SALT):

Quorum: Three Governors plus the Headteacher (Wargrave) or delegated member of the SLT.

Regularity of Meetings: three per year with two weeks notice.

For key stages 3, 4 and 5:
-to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
-to have oversight of the Trust Board and LGC’s challenging achievement targets/KPI’s for all learners
-to monitor the plans and actions taken at school to ensure progress towards these targets
-review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the LGC
-to monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils save for PSHE and SRE;
-to understand and monitor the steps being taken to improve standards of teaching and learning for all students and cohorts of students, in order for achievement targets to be achieved
-to anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments save for PSHE and SRE
-to regularly review and make recommendations to the LGC in respect of the school’s curriculum aims
-to monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
-to make recommendations to the LGC and Trust Board for the School’s Improvement Plan
-to oversee the website and ensure its compliance
-to have oversight of achievement targets for all disadvantaged pupils and those that are more and most able, gifted and talented
-to monitor the plans and actions taken at school to ensure progress towards targets for disadvantaged and more and most able, gifted and talented pupils
-review learner outcomes for disadvantaged pupils and more and most able, gifted and talented e.g. external examination results in the light of the targets set and report regularly on these to the LGC
-to monitor funding, learning needs/provision, curriculum and standards for disadvantaged pupils and more and most able, gifted and talented
-to understand and monitor the steps being taken to improve standards of teaching and learning for disadvantaged pupils and more and most able, gifted and talented
-to report to the LGC on the School’s SEND procedures and advise on how they are impacting on the achievement of students with learning difficulties
-to provide support for the School’s SENDCo(s)
-to ensure that the looked after children (LAC) have the same opportunities as all other pupils
-to monitor whether looked-after and previously looked-after children have made the expected or better levels of progress in line with their peers (i.e. educational, social and emotional progress);
-to monitor whether the pattern of attendance and exclusions for looked-after and previously looked-after children is different to that of other children at the school;
-to monitor whether the school’s policies are sensitive to the needs of LAC, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs);
-to monitor whether the school’s behaviour management policy is sufficiently flexible to respond to looked-after and previously looked-after children’s challenging behaviour in the most effective way for those children;
-to monitor how the teaching and learning needs of looked-after and previously looked-after children are reflected in school policies, in particular in relation to interventions and resources;
-to monitor whether any looked-after and previously looked-after children are identified as gifted and talented and how those needs are being met;
-to monitor whether any looked-after or previously looked-after children face additional safeguarding challenges of which the school’s designated safeguarding lead should be aware;
-to monitor whether any looked-after and previously looked-after children have special educational needs (SEND) and whether those needs are being identified and met at the appropriate level; To monitor whether any looked-after and previously looked-after children have mental health needs and whether those needs are being identified and met;
-to ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of LAC.
-to monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.
-formulate, review, monitor and approve the policies on: -
A: Acceptable internet usage
B: Accessibility (Secondary)
C: Assessment
D: Attendance (Secondary)
E: Behaviour (student) (Secondary)
F: Bring your own device
G: Curriculum (secondary)
H: Designated teacher for looked after children (Secondary)
I: ECT’s
J: Exam contingency
K: Internet access
L: Management of non-examination assessments (exams)
M: Medical needs & children with health needs who cannot attend school
N: Moving and handling
O: Post 16 bursary
P: Provider access
Q: SEND
R: Teaching and learning (Secondary)

Spiritual, moral, social and cultural (SMSC) development of all pupils:-

Membership of the Committee: Wherever possible there will be at least 2 Governors appointed with the consent of the ODBE representing separate parishes from within the School’s designated area. In addition, the Wargrave Secondary Headteacher, Charvil Primary Headteacher, a Staff Governor and the subject leader for Religious Education will be members of the Committee.

Quorum: Three Governors.

Regularity of Meetings: three per year with two weeks notice

Responsibilities: Recognising that the school aims to preserve and develop its religious character in accordance with the principles of the Church of England, the Committee will advise the Governing Body on its statutory obligations and in particular it will:

-formulate, review and monitor the policy on: -

A: Anti-bullying & racist incidents (Secondary and Primary)
B: Collective Worship
C: Educational visits
D: RE & PSHCE (Primary & Secondary)
E: RSE (Secondary and Primary)
F: School Uniform
G: SMSC policy
H: Spiritual Development (Secondary and Primary)
-review and monitor the effectiveness of the school’s Christian Vision and its impact
-ensure the provision of Collective Christian Worship for students at the School reflects both the spirit and letter of the law.
-working with members of the School’s Leadership Team and Head of Religious Education to monitor and evaluate the provision for and outcomes of Spiritual, Moral, Social and Cultural education and Collective Worship at the school, drawing upon the guidance of the SIAMS Self-Evaluation and Inspection Framework.
-contribute to, monitor and support the work of the School within the community, in particular its work with other Church schools, local and national charities, the Diocese of Oxford, local parishes and people from other faith communities, to further enhance community cohesion. Regular review of charitable giving from across the school by the SMSC committee to monitor its appropriateness.
-encourage, promote, facilitate and celebrate activities that bring to life the School’s values of Courage, Respect, Honesty, Dedication, Equality and Love, (e.g. voluntary service within the local community including through Duke of Edinburgh Award scheme).
-encourage, promote, monitor and support the wellbeing of the Headteachers, staff and student bodies.
-monitor any bullying, harassment and peer on peer sexual abuse incidents annually and support the school in identifying any trends and promoting any antibullying and harassment work.
-ensure provision of high-quality religious education.
-monitor and support the effective provision of a PSHE and SRE curriculum.
-ensure the school is promoting British Values and is adhering to the Prevent policy.
-monitor and support the provision of cultural capital and character education including the breath of school trips offered.
-monitor what the impact is of any of the school’s policies, e.g. on charging for educational visits and extended school activities, on subgroups of pupils such as disadvantaged, looked after children etc
-to have oversight of all safeguarding procedures (staff and student) at the Secondary site
-ensure there are effective filtering and monitoring IT systems in place at the Secondary site
-to regularly (at least annually) ensure the Single Central Register is updated and complete
-understand the steps being taken to ensure all students are kept safe
-to implement and monitor the trust and governor strategy within the realm of the Committee’s remit