Athersley North Primary School

Governing Body

School governing bodies are made up of people from school communities who want to make a positive contribution to children’s education.

Governors govern rather than manage.  Their role is one of direction and focus; they make decisions collectively on matters such as performance targets, school policies, and the school’s development plan.

In addition to providing support and advice to the headteacher, their role is to challenge the headteacher by gathering views and asking searching questions to make sure that any decisions taken are in the best interest of the school.
If you are interested in becoming a Governor please contact the school office or click on the links and watch the video for further information.

Athersley North Primary School Governing Body

Type: Local Authority Governor
Date of Appointment: N/A
Business, Financial or Personal Interest: None
Governance at Other Schools: No

Type: Co-opted Governor
Date of Appointment: 28.9.17
Business, Financial or Personal Interest: Works for BMBC
Governance at Other Schools: No

Type: Co-opted Governor
Date of Appointment: 31.7.16
Business, Financial or Personal Interest: Local Councillor
Governance at Other Schools: No

Type: Co-opted Governor
Date of Appointment: 28.9.17
Business, Financial or Personal Interest: Self Employed
Governance at Other Schools: No

Type: Parent Governor
Date of Appointment: 1.4.16
Business, Financial or Personal Interest: Works for WMDC
Governance at Other Schools: No

Type: Head Teacher
Date of Appointment: 1.9.17
Business, Financial or Personal Interest: None
Governance at Other Schools: No

Type: Head Teacher
Date of Appointment: 1.9.17
Business, Financial or Personal Interest: None
Governance at Other Schools: No

Type: Staff Governor
Date of Appointment: 1.9.17
Business, Financial or Personal Interest: None
Governance at Other Schools: No

Co-opted Governors are people appointed by the governing body and who, in the opinion of the governing body, has the skills required to contribute to the effective governance and success of the school.

Parent Governors can either be elected by parents of children at the school, or if insufficient numbers are elected, can be appointed the governing body to fill any remaining vacancies. 

Local Authority (LA) Governors are nominated by the Local Authority and candidates are appointed irrespective of any political affiliation or preference. 

Staff Governors The headteachers are staff governors by virtue of their office. Staff governors are elected by the school staff.

Becoming a school governor

If you’re interested in improving children’s education, are over 18 years of age and have the time, you could become a school governor.

Headteachers are always keen to attract people from their community who can bring energy, experience and fresh ideas to their school.

Governors can be parents, school staff, and representatives from the council. Most schools also have co-opted governors and some schools have foundation governors. Find out about the different types of governors.

The church, charitable trusts or businesses may also be represented on school governing bodies.  Governors of special schools may include health or voluntary organisation representatives.

What you need to become a school governor

You don’t need any special expertise to become a school governor, but you could have what it takes if:

  • you’re 18 or over
  • you want children to get the best from school
  • you’d like to put something back into your local community
  • you’re interested in people
  • you’re prepared to work as part of a team
  • you have time to get to know your school, go to meetings and read papers
  • you’re comfortable asking questions
  • you’re open to new ideas and ready to learn

Become a governor

If you’re interested in taking on this important and challenging role, contact the school directly to see if there are any vacancies, or consider one of the current local authority vacancies and fill in the appropriate application form below.  If you need any help before applying, just get in touch.

The National Governors’ Association (NGA) is an independent charity that aims to improve the educational standards and well-being
of children and young people through supporting and promoting outstanding governance in all state-funded schools, including
academies and free schools.

What does a governor do?

Role of a school governor: To contribute to the work of the governing body in ensuring high standards of achievement for all
children and young people in the school by:

• Setting the school’s vision, ethos and strategic direction;
• Holding the headteacher to account for the educational performance of the school and its pupils; and
• Overseeing the financial performance of the school and making sure its money is well spent.

Chair: ……………………………………………………… Vice chair: …………………………………………………………
Clerk: ……………………………………………………… Buddy/mentor: ……………………………………………………

Activities: As part of the governing body team, a governor is expected to

1. Contribute to the strategic discussions at governing body meetings which determine:

• the vision and ethos of the school;
• clear and ambitious strategic priorities and targets for the school;
• that all children, including those with special educational needs, have access to a broad and balanced curriculum;
• the school’s budget, including the expenditure of the pupil premium allocation;
• the school’s staffing structure and key staffing policies;
• the principles to be used by school leaders to set other school policies.

2. Hold the senior leaders to account by monitoring the school’s performance; this includes:

• agreeing the outcomes from the school’s self-evaluation and ensuring they are used to inform the priorities in the school
development plan;
• considering all relevant data and feedback provided on request by school leaders and external sources on all aspects of
school performance;
• asking challenging questions of school leaders;
• ensuring senior leaders have arranged for the required audits to be carried out and receiving the results of those audits;
• ensuring senior leaders have developed the required policies and procedures and the school is operating effectively
according to those policies;
• acting as a link governor on a specific issue, making relevant enquiries of the relevant staff, and reporting to the
governing body on the progress on the relevant school priority; and
• listening to and reporting to the school’s stakeholders : pupils, parents, staff, and the wider community, including local
employers.

3. Ensure the school staff have the resources and support they require to do their jobs well, including the necessary expertise
on business management, external advice where necessary, effective appraisal and CPD (Continuing Professional
Development), and suitable premises, and that the way in which those resources are used has impact.

4. When required, serve on panels of governors to:
• appoint the headteacher and other senior leaders;
• appraise the headteacher;
• set the headteacher’s pay and agree the pay recommendations for other staff;
• hear the second stage of staff grievances and disciplinary matters;
• hear appeals about pupil exclusions.

The role of governor is largely a thinking and questioning role, not a doing role.

A governor does NOT:

• Write school policies;
• Undertake audits of any sort – whether financial or health & safety – even if the governor has the relevant professional
experience;
• Spend much time with the pupils of the school – if you want to work directly with children, there are many other
voluntary valuable roles within the school;
• Fundraise – this is the role of the PTA – the governing body should consider income streams and the potential for
income generation, but not carry out fundraising tasks;
• Undertake classroom observations to make judgements on the quality of teaching – the governing body monitors
the quality of teaching in the school by requiring data from the senior staff and from external sources;
• Do the job of the school staff – if there is not enough capacity within the paid staff team to carry out the necessary
tasks, the governing body need to consider and rectify this.

As you become more experienced as a governor, there are other roles you could volunteer for which would increase
your degree of involvement and level of responsibility (e.g as a chair of a committee). This document does not cover the
additional roles taken on by the chair, vice-chair and chairs of committees.

In order to perform this role well, a governor is expected to:

• get to know the school, including by visiting the school occasionally during school hours, and gain a good
understanding of the school’s strengths and weaknesses;
• attend induction training and regular relevant training and development events;
• attend meetings (full governing body meetings and committee meetings) and read all the papers before the
meeting;
• act in the best interest of all the pupils of the school; and
• behave in a professional manner, as set down in the governing body’s code of conduct, including acting in strict
confidence.

Time commitment: Under usual circumstances, you should expect to spend between 10 and 20 days a year on your
governing responsibilities; the top end of this commitment, which equates to about half a day per week in term time, is most
relevant to the chair and others with key roles, such as chairs of committees. Initially, we would expect your commitment
to be nearer 10 days a year. However, there may be periods when the time commitment may increase, for example when
recruiting a headteacher. Some longstanding governors may tell you that they spend far more time than this on school
business; however, it is fairly common for governors to undertake additional volunteering roles over and above governance.
Under Section 50 of the Employment Rights Act 1996, if you are employed, then you are entitled to ‘reasonable time off’ to
undertake public duties; this includes school governance. ‘Reasonable time off’ is not defined in law, and you will need to
negotiate with your employer how much time you will be allowed.

Expenses: Governors may receive out of pocket expenses incurred as a result of fulfilling their role as governor, and NGA
recommends that a governing body should have such an expenses policy. Payments can cover incidental expenses, such as
travel and childcare, but not loss of earnings.
This document can be adapted for use in recruiting new governors.

Academies: This description can also be adapted to cover the role of trustees. In multi-academy trusts, it will need to
be reviewed for members of local governing bodies, which may not have all these responsibilities.

Academy Academies are publicly funded independent schools. Academies have different governance arrangements from other schools.

Academy committee A committee of the trust board in a Multi Academy Trust (MAT). The role and responsibility of any committee is defined in the MAT’s scheme of delegation.

Academy converter A school which converted to academy status voluntarily (usually high performing at the time of conversion), having previously been a local authority maintained school.

Academy sponsor led A school which converted to academy status with the support of a sponsor (usually lower performing at the time of conversion).

Admissions Code A document providing statutory guidance on schools admission with which all schools must comply.

Articles of Association The Articles of Association is the formal governing document for an academy and sets out its rules for operating, including the composition of the governing board.

ASCL Association of School and College Leaders – a headteacher union.

Associate members Individuals appointed by the governing body of a maintained school. They are
not part of the governing body, but are allowed to attend meetings and sit on committees and can
be given voting powers. They are appointed for 1-4 years, with the opportunity for reappointment. An associate member could be a pupil, member of staff or someone with expertise in a particular area. Academies’ Articles of Association allow them to appoint non-governors to committees and give them voting rights.

A level General Certificate of Education Advanced level – usually completed by some 16-18 year olds after GCSE.

ASP Analyse school performance – a new service, providing schools and other existing user groups with detailed performance analysis to support local school improvement as a replacement to RAISEonline.

Assessment without levels A common phrase to describe changes to the primary curriculum. Grade descriptions and levels have now been removed from the national curriculum and it is up to primary schools to decide how they track pupil progress and attainment. Children will still sit SATs exams in KS1 and KS2 as a national benchmark, however they will no longer be given a grade. Instead, they will be given a scaled score, with a score of 100 or above showing that a pupil has met national expectations.

ATL Association of Teachers and Lecturers – a union for education professionals.

Attainment 8 A headline measure of school performance at GCSE introduced from 2016. Measures the achievement of a pupil across English, maths and six further qualifications (three of which must count in the EBacc measure).

Attainment targets These establish what children of different abilities should be expected to know and be able to do by the end of each key stage of the national curriculum.

AWPU Age-Weighted Pupil Unit – the sum of money allocated to the school for each pupil according to age. This is the basic unit of funding for the school
Baseline assessment Assessment of pupils’ attainment on entry to year 1 – it is not statutory, but many local authorities encourage schools to carry it out. Schools may now decide to conduct baseline assessments in reception, but again this is not a statutory requirement.

Capital funding Spending on projects, improvements, and extensions to the school’s land and buildings.

Chair’s action In maintained schools the chair is allowed to take decisions without asking the governing body if a delay will be detrimental to the school, a member of staff, a pupil or a parent. In academies, this power is not automatic and must be delegated to the chair.

Chief Executive Officer (CEO) The lead professional and head of the executive branch for a group of academies known as a multi-academy trust (MAT). Although not being a headteacher in any school, they will be ultimately accountable to the governing board for all aspects of the MAT as a whole.

Coasting school A school or academy whose performance falls within the government’s coasting definition and is therefore eligible for intervention.

Clerk The Clerk is the ‘constitutional conscience’ of the governing board. They provide advice on governance, constitutional and procedural matters. They also offer administrative support to the governing board and relay information on legal requirements.

Collaboration An agreement between two or more schools to work together on one particular issue. They keep their individual governing boards, but may set up a joint committee to which they can delegate powers.

Community schools Maintained schools at which the Local Authority (LA) is the employer, owns the land and buildings and sets the admission criteria. The LA also take a proportion of income known as ‘top slice’ for the provision of central services such as HR, legal etc.

Community special schools Maintained schools which make special educational provision for pupils with statements of special educational needs and disabilities (SEND) or education, health and care plans (EHCs), whose needs cannot be fully met from within mainstream provision. The
LA is the employer, owns the land and buildings and sets the admission criteria.

Competency framework for governance A document developed by the DfE, setting out the skills, knowledge and behaviours needed for effective governance.

Competitive tendering Obtaining quotes or tenders from alternative suppliers before awarding contracts.

Co-opted governor/trustee Appointed by the governing board, generally on the basis of their skills.

CPD Continuing Professional Development for school staff or the governing board.

DDA Disability Discrimination Act.

Delegated budget Money provided to schools, which governors can manage at their discretion.

Delegated powers Authority given to a committee, an individual governor or the headteacher to take action on behalf of the governing board. In multi academy trusts this also refers to powers delegated to academy committees.

Designated person Liaises with other services on behalf of young people in care and has a responsibility for promoting their educational achievement.

DfE Department for Education – the government department responsible for schools and children (formerly DCSF).

Directed time Time when a teacher must be available to carry out duties, including attending staff and parent meetings, under the direction of the headteacher – a maximum of 1265 hours in a school year.

Disapplication A term used where national curriculum requirements may not apply to a pupil.

DSG Dedicated School Grant – funding from central government to the LA, the majority of which is then delegated directly to individual schools through the LA’s funding formula.

EEF Education endowment foundation.

EAL English as an Additional Language.

EBacc A school performance measure based on achievement of GCSEs in ‘core academic subjects’ of English, maths, history or geography, the sciences and a language.

EBD Emotional and Behavioural Difficulties.

Education Forum Established by the government as a consultative group including the National Governors’ Association (NGA), the Local Government Association (LGA) and all the teaching and headteacher unions.

ESFA Education and Skills Funding Agency – a single funding agency accountable for funding education and training for children, young people and adults (formerly the EFA and SFA).

EHC plans Education, health and care plans – the document which replaces statements of SEN and Learning Difficulties Assessments for children and young people with special educational needs.

ESO Education Supervision Order, which LAs may apply for to deal with cases of poor attendance at school.

Ethos The morals, values and beliefs that do, or at least should, underpin the school culture.

EWO Education Welfare Officer – a professional worker who visits pupils’ homes and deals with attendance problems and other welfare matters in co-operation with the school.

Ex officio Able to attend meetings by virtue of holding a particular office.

Exclusion The temporary or permanent removal of a pupil from school for serious breaches of the school’s behaviour and discipline policy.

Executive headteacher Unlike a traditional headteacher who leads one school only, an executive headteacher is the lead professional of more than one school; or a lead professional who manages a school with multiple phases; or who has management responsibility significantly beyond that of a single school site.

Executive leaders Those held to account by the board for the performance of the organisation. This may be the CEO, executive headteacher, headteacher or principal, as well as other senior employees/staff, depending on the structure of the organisation.

Extended schools/ Enrichment services Schools that provide a range of services and activities often beyond the school day, to help meet the needs of the pupils, their families and the wider community.

Federation Two or more local authority maintained (or community) schools governed by one governing body.

FFT Fischer Family Trust – a non-profit company that provides data and analyses to LAs and schools in England and Wales.

Form of entry The number of classes of 30 children that a school admits each year.

Foundation governor/trustee Appointed by the foundation board.

Foundation schools Maintained schools in which the governing body is the employer, owns the land and buildings and sets the admission criteria.

Foundation special schools Maintained special schools, which have the same freedoms as foundation schools (see above).

Foundation stage Curriculum followed by children below statutory school age, in schools and nursery/pre-school provision.

Free school A type of academy, either a new school set up in response to parental demand or a fee-paying school joining the state education system.

FSM Free school meals – pupils are eligible for FSM if their parents receive certain benefits.

Funding agreement The document which sets out the relationship between an academy/MAT and the Education Funding Agency (EFA)/Department for Education (DfE).

GCSE General Certificate of Secondary Education.

GOLDline – NGA’s expert legal and procedural advice service.

Governor services May be ‘in-house’ in larger MATs but often externally commissioned, governor services provide essential support to the governing board which may be in the form of training, advice or clerking services. This has historically been offered by the local authority through a
service level agreement. Academies and maintained schools are free to buy into their local authority’s governor services or seek alternative arrangements.

Governing board Refers to the board of maintained schools (governing body) and academies/MATs (board of trustees).

Governing body Refers to the governing body of a maintained school only.

Headteacher Board Each Regional Schools Commissioner (RSC) has a board of elected headteachers of academies in their area to advise on and scrutinise their decisions.

HLTA Higher Level Teaching Assistant.

HMCI Her Majesty’s Chief Inspector of Schools.

HMI Her Majesty’s Inspector.

HSE Health and Safety Executive.

IEP Individual Education Plan for pupils with special educational needs.

IGCSE International GCSE.

INSET In-Service Education and Training – courses for practising teachers and other school staff.

Instrument of Government A legal document setting out the composition of maintained school governing bodies KS 1–4 Key stages 1-4. The four stages of the national curriculum: KS1 for pupils aged 5-7; KS2 for 7-11; KS3 for 11-14; KS4 for 14-16. KS5 applies to 16-19 year-olds but is not part of the national curriculum.

Learning link – NGA Learning Link is a comprehensive online training platform for governors and trustees on the full range of their responsibilities.

Local association A group of governors and trustees from different schools in the local area. Local associations vary in size and capacity. The smallest local associations may offer an informal support network for local governors whereas larger local associations may organise useful local events and provide formal support and training opportunities.

LA Local authority – the LA has certain responsibilities regarding education, for example the educational achievement of looked-after children and for school places planning. It will also provide other services to schools, which may be provided via a service level agreement to maintained schools and in many cases academies.

LA Governor Nominated by the LA but appointed by the governing body.

LAC Looked After Children – Children who are in care provision. May also refer to children who have been in care at any time in the last six years.

LGA Local Government Association – national organisation supporting and representing local government.

LGB Local governing body – a term often used to describe a committee of a trust board for an individual school within a MAT. See LGC, academy committee.

LGC Local governing committee – a term often used to describe a committee of a trust board for an individual school within a MAT. See LGB, academy committee.

LACSEG Local Authority Central Spend Equivalent Grant – the funding academies receive to meet their additional responsibilities.

Maintained schools Publicly funded schools overseen by the local authority. These schools must follow the national curriculum and national pay and conditions guidelines.

MAT Multi academy trust – where two or more academies are governed by one trust (the members) and a board of trustees (the trustees).

MAT board Common term for the board of trustees overseeing a multi academy trust.

Mixed ability A teaching group in which children of all abilities are taught together.

NAHT National Association of Head Teachers – a headteacher union.

NASBM National Association of School Business Managers.

NASUWT National Association of Schoolmasters Union of Women Teachers – a teaching union.

National College National College for Teaching and Leadership – the organisation responsible for national training programmes for school leaders, aspiring school leaders and the development of leaders of Children’s Services. In particular, it is responsible for the National Professional Qualification for Headship, the Chairs of Governors’ Leadership Development Programme and National Clerks’ Development Programme.

National curriculum This was established by the 1988 Education Reform Act to ensure that all pupils receive a broad and balanced education, which is relevant to their needs. Academies do not need to follow the national curriculum, but many still choose to.

National Schools Commissioner (NSC) A civil servant responsible for co-ordinating the work of the eight RSCs.

NFER National Foundation for Educational Research.

NGA National Governors’ Association. The national membership organisation for school governors.

Non-teaching (support) staff Members of the school staff employed to provide services in a school, such as teaching assistants, cleaners and office staff.

NOR Number on roll.

NPQH National Professional Qualification for Headship – training for new or aspiring headteachers.

NQT Newly Qualified Teacher.

NUT National Union of Teachers – a teaching union.

Ofqual Office of the Qualifications and Examinations Register – the regulator of examinations and qualifications.

Ofsted Office for Standards in Education, Children’s Services and Skills – the body which inspects education and training for learners of all ages and inspects and regulates care for children and young people.

PAN Published Admissions Number – the number of children the LA (or governing board of a foundation or voluntary aided school or academy trust) determines must be admitted to any one year group in the school.

Parent governor/trustee Member of the governing board elected by the parents of the school’s pupils.

Partnership governor In schools with a religious character these governors must be appointed with the purpose of preserving and promoting the religious ethos.

Peripatetic teacher One who teaches in a number of schools, to give specialist instruction, e.g. in music.

PE and sports premium Funding for years 1 to 6 to provide additional PE and sport beyond that already provided in the curriculum.

PFI Private Finance Initiative – enables local authorities to enter into contracts with the private sector for the provision of new and/or improved capital assets (infrastructure for example) and related services.

PGCE Post-Graduate Certificate of Education.

PGR Parent Governor Representative – elected to serve on a local authority committee discharging the education functions of the LA.

PI Performance Indicators (sometimes called key performance indicators). Used to evaluate the success of a school or of a particular activity in which it engages.

PPA Planning, Preparation and Assessment – 10% guaranteed non-contact time for teachers.

Progress 8 A headline measure of school performance at GCSE introduced from 2016. It aims to capture the progress a pupil makes from the end of KS2 to the end of KS4.

PRP Performance Related Pay – schools following the STCPD must now ensure teachers’ pay is linked to their performance.

PRU Pupil Referral Unit – alternative education provision for pupils unable to attend a mainstream school or special school.

PSP Pastoral Support Programme for pupils at serious risk of permanent exclusion.

PTA Parent Teacher Association – or PSA (Parent Staff Association).

PTA UK National membership organisation for parent teacher associations – formerly NCPTA.

PTR Pupil/Teacher Ratio – this is calculated by dividing the number of pupils in a school by the number of full-time equivalent teachers.

Public Sector Equality Duty decisions affect people who are protected under the Equality Act 2010.

Pupil premium Funding allocated to schools to support pupils eligible for FSM, in care, or who have parents in the armed forces.

Pupil profile Broad evaluation of a pupil’s personality, interests and capabilities – this forms part of the pupil’s Record of Achievement.

QTS Qualified Teacher Status.

Quorate A meeting is quorate if a sufficient number of members are present. Decisions can only be ratified if a meeting is quorate.

Quorum The minimum number of members present at a meeting before decisions can be made.

RAISEonline Reporting and Analysis for Improvement through School Self-Evaluation is the webbased system to disseminate school performance data to schools (service closes on 31 July 2017 – see Analyse School Performance (ASP) service for replacement to RAISEonline).

Regional Schools Commissioners (RSCs) Civil servants that act on behalf of the Secretary of State. Their responsibilities include intervening in underperforming academies and free schools,  making decisions on conversion to academy status, and encouraging and deciding on
applications for academy sponsors. There are eight RSCs serving different regions, reporting to the Schools Commissioner.

Resolution A formal decision which has been proposed, seconded and agreed – not necessarily
by a vote – at a meeting.

Revenue funding Revenue funding can be spent to provide services and buy items that will be used within a year. Examples include salaries, heating, lighting, services and small items of equipment.

ROA Record of Achievement.

SACRE Standing Advisory Council on Religious Education – local statutory board which advises on religious education and collective worship.

SATs Standard Assessment Tasks – used for national curriculum assessment.

Scheme of delegation A document defining the lines of responsibility and accountability in a MAT,
sometimes referred to as a Roles and Responsibilities document.

School business manager A professional employed by a school with responsibility for financial management and often other areas such as human resources and health and safety management. Usually part of the senior leadership team.

School census A statutory return which takes place during the autumn, spring, and summer terms. Maintained schools and academies should take part in the census.

School development plan The operational document describing how the school will work towards the strategic priorities set by the governing board.

Schools Forum A Schools Forum has been established in each LA area to advise on the allocation of the funding for schools – the majority of places on this board should be filled by governors and headteachers, preferably in equal numbers.

Secondment The release of staff on a temporary basis for work elsewhere.

SEND Special Educational Needs and Disabilities – learning difficulties for which special educational provision has to be made.

SENCO SEN Co-ordinator – the teacher responsible for co-ordinating SEND provision in the school.

SENDIST Special Educational Needs and Disability Tribunal.

Senior Executive Leader (SEL) – academy trusts must appoint a senior executive leader (who may be known as the principal in a single academy trust, or CEO in a MAT, or equivalent) as the accounting officer (AO) for the trust.

Service level agreement A contract between a service provider (the local authority or another private sector provider) and a school that defines the level of service expected from the service provider.

Service premium Funding allocated to schools to support pupils whose parents are serving in HM armed forces, or have at any time since 2011, or who are in recipient of a child’s pension from the ministry of defence.

Secretary of State for Education The senior government minister with responsibility for education. Leads the Department for Education.

Setting A system of organising pupils into ability groups for particular subjects.

SFVS Schools Financial Value Standard – a means for the governing board to assess its financial processes, capabilities and skills.

Short inspection A one day Ofsted inspection carried out at ‘good’ schools (or special schools, nurseries, and PRUs judged ‘outstanding’).

SIMS Schools Information and Management System – a computer package to assist schools in managing information on pupils, staff and resources, provided by Capita.

Special school Pupils with a statement of special educational needs and disabilities (SEND) or an education, health and care plan, whose needs cannot be fully met from within mainstream provision.

Special Unit (or Resourced Provision) A unit attached to a mainstream school to cater for children with specific special needs.

Sponsor An organisation or person who has received approval from the DfE to support an underperforming academy or group of academies. Examples of sponsors include academies, businesses and charities.

SSAT Specialist Schools and Academies Trust.

Staff governor/trustee Elected by those who are paid to work at the school.

Statementing Officially assessing a child as having special educational needs. In 2014 this procedure was replaced by education, health and care plans.

STPCD School Teachers’ Pay and Conditions Document – an annually published document which forms a part of the contract of all teachers and headteachers in maintained schools in England and Wales. Many academies will also follow the STPCD.

Strategic plan The school’s strategic document which sets out a small number of key priorities for the school over the next 3-5 years. The governing board should take the lead on developing the strategic plan.

STRB School Teachers’ Review Body – makes recommendations to the Secretary of State on teachers’ pay.

Streaming Placing pupils in classes according to their ability across a range of subjects.

TA Teaching Assistant.

Teaching schools Schools that work with others to provide CPD for school staff.

Teaching school alliances Led by teaching schools and include schools that are benefiting from support as well as strategic partners.

Terms of reference The scope and limitations of a committee’s activity or area of knowledge.

TLR Teaching and Learning Responsibility – payments made to teachers for an additional responsibility.

Trust Deed The deed by which a voluntary aided or a voluntary controlled school has been established.

Trustee board The governing board of a single academy trust or MAT.

UNISON Union of Public Employees. Many school support staff will be members of tis union.

Virtual school headteacher Looked after children are on a virtual school roll, and each local authority will employ an experienced teacher to oversee the educational progress of all children under the care of that particular LA. The virtual school headteacher will have the specialist knowledge to provide extra support to designated teachers. They will also work with professionals in the Children’s Services department of the council and with all schools in the area to promote the education of children in care.

VA Voluntary Aided – A school set up and owned by a voluntary board, usually a church board, largely financed by the LA. The governing board employs the staff and controls pupil admissions and religious education. The school’s buildings and land (apart from playing fields) will normally be owned by a charitable foundation. VA schools set their own admissions criteria in line with the admissions code.

Value Added (VA) The progress schools help pupils make relative to their individual starting points – rather than looking at raw results VA also takes into account the prior attainment, thus enabling a judgment to be made about the effect of the school on pupils’ current attainment.

VC Voluntary Controlled: usually a denominational school wholly maintained but with certain residual rights regarding religious worship.

Vertical grouping Classes formed (in primary schools) with children of different age groups.

Virement The agreed transfer of money from the budget heading to which it has been allocated to another budget heading.
Vision The school’s vision should, in a few sentences, describe what the school will look like in three to five years’ time.

VOICE A teaching union.

Vocational A subject that would not be considered academic in the traditional sense. Students in key stage 4 and key stage 5 may undertake a vocational apprenticeship or qualification as a viable alternative to GCSEs or A levels.

Work experience A planned programme as part of careers education, which enables pupils to sample experience of a working environment of their choice in school time.

The committee structure of the school’s Governing Body is the mechanism through which the governors carry out their remit of supporting and challenging the Headteachers to deliver the vision for the School and provide an outstanding Teaching and Learning Environment for its pupils.  The Committees are each concerned with a key area of the School’s operations and performance. The focus of their activities each year is on the progress made towards specific strategic goals as laid out in the School Development Plan. The Committees also monitor the School’s delivery of statutory requirements as regards the education and wellbeing of pupils and the management of staff and resources.

At Athersley North Primary School the Governing Body has the following Committee’s. 

Please click on each of the links to view the Terms of Reference for each Committee.

Curriculum Committee

Finance & General Purpose Committee

Human Resources Committee

Pay Committee

School Improvement Strategy Group