Governing Body Impact Statement

Governing Body Impact Statement

Academic Year 2015 -2016



The Governor Body’s contributions to the school newsletters give a snapshot throughout the year of what we are doing to fulfil our roles as governors of the school.

In this report we proved a summary of what we did in the last year and how it impacted on the school and its pupils.



The Governing Body’s role is a strategic one and its main functions are to:

Set the aims and objectives of the school

  • Set the policies to support and help achieve those aims
  • Set the targets to meet the school’s objectives
  • Monitor and evaluate the progress that is being made towards achieving these aims
  • Support and challenge the headteacher and other school leaders in relation to the progress towards and attainment of these objectives
  • Manage the school resources so as to support the achievement of the school’s aims and objectives,
  • Ensure that the school is a safe place to work and study.

Our Visions and Values

Cherrywood is an inclusive school. Our primary objective as a school and a governing body is for all children to be given every opportunity to achieve and succeed. We are focussed on removing barriers to learning and giving children opportunities to develop their interests and skills (whether they be academic, sporting, artistic, or otherwise), expand their horizons, and become good citizens. We structure our curriculum and focus our resources on underpinning this overarching objective.

Our School Vision and Values – at an Inset day in September 2015 all those involved in caring for and teaching your children – including the governors met to discuss our vision for the school and the values and ethos we wanted for the school and pupils. We agreed:

Cherrywood: a school where every child blossoms in a safe, nurturing, and caring environment, and everyone respects each other, feels happy, secure and valued; where teaching is inspired, learning is fun and children grow to be confident, responsible and successful individuals.

School Values


  • Ambition
  • Curiosity
  • Integrity
  • Resilience
  • Respect
  • Team Work
  • Strategy
  • We work actively with families to equip children with the knowledge, skills and values they need to lead happy and rewarding lives.
  • We instil a love of learning through quality teaching, by nurturing and developing individual strengths and talents of children and giving them the widest possible opportunities to learn through practical and real-life experiences.
  • We encourage our pupils to think for themselves, to make their own decisions and to understand that they have a role to play, not only in the school, but in the wider world.  Everyone in the Cherrywood school community is expected to demonstrate these values and Governors see them in operation whenever they are in school: from the simple politeness of holding a door open to the work the children do together in looking after the courtyard garden and the school guinea pigs, to the work done by the older pupils in demonstrating to younger pupils what these values mean, and the way in which adults and children interact in the school. The Values are also examined through assemblies and Pupil Voice. Governors have supported the purchase of graphics displaying the school values and trophies which are awarded to children who demonstrate these values. We celebrate these achievements in the school newsletter. Putting Governing Body responsibilities into practiceAt Cherrywood this means that in the last year Governors have participated in: 
  • Recruitment and appointment of the new Headteacher including identifying the Key Tasks on which the Headteacher would be expected to focus in the first 12 months of their appointment: including raising attainment in English and Maths for all groups of pupils; raising quality of teaching, and developing and embedding a new Assessment system to support the national change in assessment of pupils;
  • Recruitment and appointment of the new Deputy Headteacher including identifying and developing with the Head teacher the key parts of the job specification which would form the focus of the new Deputy’s work (such as the development of lunchtime provision for pupils);
  • Restructuring of the school office and administration functions to produce a service which is more fit for purpose, takes administrative roles away from the SLT (allowing them to focus on school improvement), and better value for money; and the recruitment of a Business Manager;
  • Supporting the Recruitment of a lunchtime play supervisor whose work has impacted significantly on harder to reach pupils, providing structure to free time, developing social skills and interaction, and increasing participation in group games and activities Her work has reduced incidents at play/lunchtime and made re-integration if some pupils into class post- lunch smoother. Pupils more ready to learn.
  • Participating in a whole staff (including all support and non-teaching staff) Inset focussed on examining the school’s vision and values and agreeing what the Values should be; (see Visions and Values)
  • Participating in the development of the School Improvement Plan and monitoring its implementation and impact; (see: School Improvement – Highlights)
  • Development of the new Assessment tracking and reporting system (which has enabled Governors to access meaningful data on progress and attainment for all groups across all cohorts, regularly, and to see cumulative progress over time. This has also met one of the requirements of the last Ofsted report);
  • Management of the school buildings. Governors have been active in the re-cladding and redevelopment of the school buildings, making the most of this opportunity to make additional changes and improvements at a cost effective price which but for the building works would have been out of reach for many years (such as new carpets throughout). This has resulted in a working environment which is bright, clean, stimulating and a pleasure for everyone to work in, and in which the pupils and staff take a pride. The warmth of the environment has been commented on positively by visitors. It has also allowed us to meet our long-term accessibility objective of making toilets/sinks/taps more accessible for pupils with sensory or ambulant needs;
  • Led and participated in monitoring of SIP priorities. This has included learning walks to observe the use of learning walls to support pupils in accessing the curriculum, developing independence in learning, and supporting progress in writing and maths (making use of national curriculum specifications for each year group in English and Maths); together with speaking to pupils about the usefulness of these walls and how they make use of them. Governors’ observations and findings were reported on and discussed and Governors have seen evidence of action on this feedback on subsequent visits (good practice being shared). Other monitoring was concerned with book scrutiny to see another SIP key focus for 2015/16 in practice, namely to see cohesive units of work in children’s books which showed a progression in learning (with challenging tasks appropriately differentiated), evidencing impact of school policies/training (in both Maths and English). Governors also monitored the effective use of the marking and feedback policy and its impact on children’s learning.
  • Observed teachers participating in professional moderation of judgements with peers to test their judgments given the absence of government led moderation materials, and improve the quality of their assessments.
  • Engaged with external advisers and reviewers, such as the school’s Leading Learning Partner (LLP) and advisors from the Hampshire Advisory and Inspection Service (HIAS) on their assessments of the progress the school was making in achieving its key priorities and the Ofsted improvement recommendations, with particular focus on the impact of these actions on achievement and attainment of groups, and improvement in the quality of teaching. And challenged the school leadership on the impact of interventions and next steps to achieve these objectives.
  • Managed the school budget to support the additional targeted professional development needed to meet the objective at all teaching be consistently at least good (evidence of impact of training on task design for example in Maths – LLP reports – and work in books), and targeted teaching of identified pupils/groups of pupils who would benefit from specific support to accelerate progress and achievement. The impact of this spending was seen in the reports of the teacher leading the targeted teaching and in books.
  • Governors also continued their regular review of the rolling budget with the Business Manager, the annual audits of specific budgets and assets (such as Income from school trips, banking and pay roll) and the completion of annual Schools Financial Value System. Governors monitoring of the budget has allowed for savings in spending which has allowed for expenditure on essential training and resources).
  • Continuing the strong focus on safeguarding and protecting our pupils seen in the regular audits of the safeguarding systems in school, the review and updating of the school’s safeguarding and child protection policies by Governors to ensure compliance with latest legislation, the monitoring of training and the completion of the Annual Safeguarding Audit.
  • The GB has continued to fund the appointment of a non-class based Inclusion Manager who is responsible for overseeing the provision for all disadvantaged and vulnerable children in the school. Governors with particular responsibilities for SEND. EAL, More Able and Pupil premium liaised with her over the year to review the impact of specialist interventions to support pupils which Governors have enabled through budget funding (such as Language Link which enables teachers to identify and then target support to particular areas of need in use and understanding of language. Evidence of clear benefits/improvements).
  • Monitoring of Spending of Pupil Premium funding – the school/governors have a Pupil Premium policy and spending plans which are intended to maximise use of this funding to support all disadvantaged children. We recognise that children may have barriers to learning and/or may not be able to access opportunities that others take for granted regardless of whether they are entitled to free school meals. We offer all disadvantaged children the opportunity to access the breakfast club (the positive impact of getting children into school, fed, calm and engaged before the start of lessons is seen on a daily basis); including disadvantaged children in school trips ensures that we maintain the inclusive ethos and impacts directly on children’s learning, as demonstrated , for example, in the awe and wonder of the children who attended the Lion King trip (attend by PP Governors), and in their subsequent extended writing and art work seen by Governors in the exhibition that followed the trip. Pupil Premium funding also used to support one-to-one interventions, targeted teaching, and the Nurture Group which supports pupils with social and emotional barriers to learning, providing them with strategies to manage these barriers.
  • Carried out the HT performance management review, holding her to account for the progress made in attaining her personal targets (the key tasks) and the attainment of the school’s key priorities.
  • Reviewed the performance management of all staff carried out by the SLT and the pay recommendations to ensure that the system is rigorous, but fair and non-discriminatory, and that targets are closely related to school improvement priorities and that pay recommendations are dependent on meeting targets and outcomes for children;
  • Engaged with Stakeholders. Governors enjoy being in school and meeting parents, carers and pupils in both formal and informal settings and have used these opportunities to get feedback on school initiatives, performance and ask what “school users” would like to see. For example, at Governors instigation feedback forms are given to all attendees of class exhibitions to learn (in part) whether parents were given a useful overview of what their children had been learning (could their children tell them about their learning), Governor coffee mornings (afternoons) at which topics such as home/school communication and parental knowledge of their children’s curriculum (how to access the information etc.), attendance at parent meetings (feedback on timings/accessibility/quality of information). In consequence of these actions the school has, for example, made curricula overviews more widely and more easily accessible/available, more information is provided in the transition packs so that parents know what their children are going to be studying; new external parent notice board. Feedback on these initiatives has been positive. Governors collect pupil view through their monitoring visits (as well as more formally).
  • Attendance at school events. Governors have participated in a wide variety of school events ranging from the school fairs, shows, exhibitions and assemblies, and school educational trips; as well as attending Inset days. Some governors also volunteer to support reading. Our involvement enables us engage with all school stakeholders, including teachers, in an informal way and get feedback on/see evidence of impact of the initiatives we support. We have seen the impact of the greater emphasis on music and drama in the excellent Christmas Carol Service and the KS2 Summer production (which included all pupils); the positive effect on children’s learning of the Rainforest topic (and associate visit to the Living Rainforest) in the excellent art/DT, and writing seen in the class exhibition.
  • Development and Review of Policies including ICT and e-safety and Collective Worship policies; as well as the annual review of the safeguarding and child protection policies, the Pay and Capability and Performance Management policies.
  • Training governors at Cherrywood not only support the training of teachers and other staff but also participate in training themselves to increase their skills. Amongst the training course that Governors did last year were: Effective monitoring (whole GB), Ofsted, H&S updates., Safer Recruitment, Legal Updates, Prevent Duty, new Governor Induction, Live after Levels, Using your School Data to Improve Outcomes, Holding Leaders to Account, Headship Selection, Understanding Finance, Values, Meeting the needs of Gifted and Talent Pupils, and Education White Paper. Additionally, Governors participate in the Local Governor Forum and the Local Conference.
  • Recruitment of additional Governors. This has proved successful with 4 additional governors/associate governors to join the GB in 2016/17.




School Improvement Priority Highlights

The main improvement priorities for this period were:

  • Raise standards of achievements of all pupils in writing and maths
  • Improve the Quality of Teaching
  • Improve the use of assessment for learning so that pupil progress is maximised and all pupils know what they need to do to improve
  • Improve the effectiveness of leadership and management in order to raise achievement.

The governors’ primary role is participating in identifying areas of improvement/setting the strategic objectives of the school and monitoring the impact of agreed actions. As noted above Governors carried out this role in various ways, seeking to triangulate evidence to support their judgments. This included their own monitoring through learning walks, book scrutiny, pupil conferencing, reviewing planning and impact of English and Maths managers’ planning and training on other staff’s planning/teaching etc., receiving and interrogating reports from the HT and English and Maths Managers, receiving and interrogating reports from third parties such as the LLP and HIAS, and the review of data.

Governors produce reports on their monitoring and hold the school leaders to account for meeting their targets.

Governors had their own targets as part of the Leadership and Management priority and have completed those actions. Their engagement with parents for example has led to changes in communication and provision of information on which the feedback has been good.

The school put the SIP into action. There is evidence of substantial improvement in, for example, feedback and marking in books and pupils responding to it improve their work, the quality of teaching and use of assessment for learning, and the new assessment system is in place and providing useful data for governors and staff who are reacting to it pro-actively. However not all targets were met and we/the school are disappointed that SATs outcomes were not closer to national expectations (and/or in some cases national outcomes which were also significantly lower than pre-testing expectations). Governors and the school leadership are already working on understanding why targets were not met and what needs to be done to improve achievement (in all year groups/amongst all pupils) and these priorities are contained in the new School Improvement Plan, a summary of which is in the Parent section of the website (under General/School Improvement).


Governor Development

Post-Ofsted (inspection Nov. 2014/report Jan 2015), Governors commissioned a Review of Governance in consequence of which a Development Plan was introduced (see: Website). The Governors have acted on this and reflected on its impact, and a new Development Plan for 2016/17 was approved at the Governing Body meeting on 10th October 2016 and is now on the website.

You can find more information about the Governors, our areas of interest and responsibility in the Meet the Governor pages on the school website. If you have any questions about the role of the Governing Body or this report then please contact the Chair, Betty Read, via the school office.


Appendix 1

Areas for improvement – Ragged in RED

The areas for improvement identified are:

Key Issue 1: Raise achievement of all groups of pupils in writing and mathematics


  1. Ensure school improvement plans refer to pupils’ achievement as a key measure of success  Completed
  2. Improve the provision for more able pupils – The requirements of the new assessment regime are concerned with allowing opportunities to study/learn in more depth (to gain mastery/deeper understanding). Work, for example, on task design to allow more able in Maths to work at great depth has been seen by LLP. More challenging texts used in English to support extended writing.
  3. Improve the quality of teaching and the use of assessment to ensure that pupils’ skills in writing and mathematics are developed more quickly Robust action taken including through training for teachers. Although pockets of inconsistency in quality of teaching remain, there is evidence of real improvement in the quality of teaching and that where the best teaching is taking place this is having an impact on pupils’ skills.

Outcome Targets for Writing

Percentage of pupils working at ARE or beyond

EYFS – Cohort 2022 End of Term 1 (40-60m+) End of Term 2 (40-60m+) End of Term 3 (ELG)
Writing 65% 90% 70%
Moving and Handling 90% 95% 90%

By July 68% of Children had achieved GLD (Good Level of Development) being the measure against which EYFS is tested.

Percentage of pupils working at ARE or beyond

End of Phase 1 November End of Phase 2 February End of Phase 3 April End of Year     July End of Phase 1 November End of Phase 2 February End of Phase 3 April End of Year     July
Year 1 – Cohort 2021 55% 65% 75% 85% Year 2 – Cohort 2020 55% 65% 75% 85%


Year 3 – Cohort 2019 55% 65% 75% 85% Year 4 – Cohort 2018 55% 65% 75% 85%
Year 5 – Cohort 2017 55% 65% 75% 85% Year 6 – Cohort 2016 55% 65% 75% 85%


 Outcome Targets for Mathematics

Percentage of pupils working at ARE or beyond

EYFS – Cohort 2022 End of Term 1 (40-60m+) End of Term 2 (40-60m+) End of Term 3 (ELG)
Number 50% 80% 70%


Percentage of pupils working at ARE or beyond

End of Phase 1 November End of Phase 2 February End of Phase 3 April End of Year     July End of Phase 1 November End of Phase 2 February End of Phase 3 April End of Year     July
Year 1 – Cohort 2021 55% 65% 75% 85% Year 2 – Cohort 2020 55% 65% 75% 85%


Year 3 – Cohort 2019 55% 65% 75% 85% Year 4 – Cohort 2018 55% 65% 75% 85%
Year 5 – Cohort 2017 55% 65% 75% 85% Year 6 – Cohort 2016 55% 65% 75% 85%



Key Issue 2: Improve the quality of teaching

  1. Ensure that all teaching is at least consistently good – although evidence of substantial improvement not all teaching is at all times good. SLT active in providing support/training and development for teachers who need it. LLP reports positive impact but work still to be done.
  2. Develop a staffing structure to allow greater use of targeted teaching sessions – budget constraints and staffing changes have impacted on this. Target teaching has been in place and been shown to be most effective.
  3. Improve the monitoring of teaching and learning to provide targeted support and direct intervention and future school improvement actions  – Done and on-going. Use of external advisers to support and direct has been beneficial

Outcome Targets

  • By December 2015 the quality of teaching and learning for the NQT has many good elements and they pass their end of term assessment -Achieved
  • By December 2015 the quality of teaching and learning across all other year groups is at least good – on-going. Still some pockets of inconsistency
  • By July 2016 the quality of teaching and learning across all year groups is consistently good or better -still some inconsistency
  • By July 2016 the NQT successfully completes her year – Achieved


Key Issue 3: Improve the use of assessment for learning so that pupil progress is maximised and pupils know what they have to do to improve


  1. Develop a robust system for the assessment and tracking of individuals and groups of pupils – Achieved – system effectiveness continues to be reviewed and amended to respond to need
  2. Improve the use of information of pupil progress to plan activities that are suitably challenging for all groups evidence of greater responsibility on teachers to analysis their own data and plan activities/interventions and this being done. On-going support
  3. Ensure feedback provides precise guidance for pupils on how to improve their work, which they are able to respond to promptly   has been strong focus by both SLT and Governors on feedback and marking since last Ofsted. Both in terms of consistent application of the policy, its appropriateness and the impact of it on pupils. Good progress made.

Outcome Targets

  • By October 2015 a robust system for the assessment and tracking of pupils will be set up Completed
  • By November 2015 all governors will be able to challenge the progress of groups and the impact of school improvement through their interrogation of assessment information presented by the senior leadership team, and the Mathematics and English managers Good progress made. Governors more confident. Need to ensure new governors have training to develop similar skills
  • By December 2015 all staff will be providing effective feedback to pupils supporting them in understanding their learning journey and making progress Governors saw increase in purposeful feedback and marking in books; some inconsistency seen and reported.
  • By December 2015 all pupils will know what they need to do in order to improve their work Greater evidence that pupils are responding to and finding feedback useful (see in books) but still some inconsistency between cohorts and groups
  • By February 2016 all staff will be confident in the use of the new system and using it to inform their planning and provision Achieved
  • By February 2016 all parents will have a better understanding of their child’s achievement within the new assessment system and what their targets for improvement are Presentations made on Assessment. New report forms launched and parents given opportunity to come into school and discuss so understood. Governors asked question about this issue in their latest questionnaire and will follow up.
  • By July 2016 end of year assessment information, including end of key stage results will be shared with and understood by parents see above


Key issue 4: Improve the effectiveness of leadership and management in order to raise achievement

  1. Ensure the new assessment system introduced in the school provides governors with regular and detailed information that allows them to review the work of the school to ensure that pupils’ achievement improves Achieved. Governors receive data at the end of each milestone broken down by cohort and group. Governors have engaged with SLT about the nature and level of data they would find useful.
  2. Ensure the English and Mathematics managers use information from the monitoring of teaching and learning, including assessment, to allow governors to hold the school to account and to inform future plans for improvement Governors have received reports from both subject managers feedback on their monitoring of their subjects/the data so that Governors are able to see trends/understand where gaps in learning might be and how addressing
  3. Create a governor action plan to respond to their review and develop the skills and quality of involvement Done

Outcome Targets

  • By November 2015 all governors will be able to challenge the progress of groups and the impact of school improvement through their interrogation of assessment information presented by the senior leadership team, and the Mathematics and English managers Done but on-going
  • By April 2016 the school will have successful recruited a permanent deputy headteacher Achieved.
  • By September 2016 the school will have a robust senior leadership team The school has a dedicated and focused leadership team and is making use of middle leaders to support (e.g. EM with TLR 3 last year, expanded English team this year). Ideally the school would expand its leadership team by including permanent TLRs for leading English across the school but budget does not allow this. The structure of staffing and the budget are constantly under review in order to maximize impact.
  • By January 2016 the full governing body are involved in effectively monitoring the impact of school improvement plans the governing body were all engaged in monitoring. Recent retirements have resulted in recruitment of new Governors (two with strong existing experience in education) who will need to grow into the role.
  • By September 2016 the governing body will have reviewed the impact of their action plan and written a new one with correctly identified areas of focus Development Plan reviewed (in FGB meeting 23rd May) new plan to be approved 10th October.



Governoring Body Impact Statement 2016