The governors regularly visit the school to observe and monitor different aspects of school life.
They ask a range of questions during their visits which include:
- Which groups of pupils are the highest and lowest performing, and why? Do school leaders have credible plans for addressing underperformance or less than expected progress? How will we know that things are improving?
- How is the school going to raise standards for all children, including the most and least able, those with special educational needs, those receiving free school meals, boys and girls, those of a particular ethnicity, and any who are currently underachieving?
- Which year groups or subjects get the best and worst results and why? How does this relate to the quality of teaching across the school? What is the strategy for improving the areas of weakest performance?
- Is the school adequately engaged with the world of work and preparing their pupils for adult life, including knowing where pupils go when they leave?
- • How is the school ensuring that it keeps pupils safe from, and building their resilience to, the risks of extremism and radicalisation? What arrangements are in place to ensure that staff understand and are implementing the Prevent duty?
- Are senior leaders including (where appropriate) the chief executive and finance director getting appropriate continuous professional development?
- Does the school have the right staff and the right development and reward arrangements? What is the school’s approach to implementation of pay reform and performance related pay? If appropriate, is it compliant with the most up to date version of the School Teachers’ Pay and Conditions Document? Is the school planning to ensure it continues to have the right staff?
- Have decisions been made with reference to external evidence, for example, has the Education Endowment Foundation (EEF) Toolkit been used to determine Pupil Premium spending decisions? How will the board know if current approaches are working and how will the impact of decisions and interventions be monitored using appropriate tools such as the EEF DIY Evaluation Guide?
- Are teachers and support staff being used as effectively and efficiently as possible and in line with evidence and guidance?
- To what extent is this a happy school with a positive learning culture? What is the school’s record on attendance, behaviour and bullying? Are safeguarding procedures securely in place? What is being done to address any current issues, and how will it know if it is working?
- How good is the school’s wider offer to pupils? Is the school offering a good range of sports, arts and voluntary activities? Is school food healthy and popular?
- Is the school encouraging the development of healthy, active lifestyles by using the PE and sport premium for primary schools to fund additional and sustainable improvements to the provision of PE and sport?
- How effectively does the school listen to the views of pupils and parents?
These reports are samples from a wider collection of monitoring conducted by governors over time. They give you a flavour of some of their work to support the school.