Governor Information Version 1.0 (31st August 2017) Where to Find Us Cressex Site Verney Avenue High Wycombe, Buckinghamshire HP12 3NE tel: 01494 532621 Downley Faulkner Way, Downley High Wycombe, Buckinghamshire HP13 5HB tel: 01494 525728
Information Chiltern Wood School is a special school located on two sites in the High Wycombe area (Downley and Cressex). We cater for about 200 children and young people (age 3 to 19) with a broad diversity of complex needs, from Moderate to Profound and Multiple Learning Difficulties (MLD to PMLD). Our aim is to further develop specialisms within our six departments: Moderate Speech, Language and Communication Needs (MLD Key Stage 2) PMLD (age 3 19) Complex ASD (age 3 19) Complex Speech, Language and Communication Needs for o the Early Years o Key Stage 1 2 o Key Stage 3 5 Our school motto 'Success Through Well-Being' summarises our vision, mission, and values. This consists of the following: Governor Information (Version 1.0) Page 2/8
Chiltern Wood School has a child focussed approach that seeks to benefit all learners who are part of our community. We value each child equally and recognise their unique potential. With specialised teaching and a nurturing approach we aim to develop each child's particular abilities making it possible to achieve and make progress. We believe that our pupils have an important contribution to bring to the school, their family, friends and the wider community. Chiltern Wood School is committed to developing each pupil's ability to communicate. We understand that effective communication is paramount to a happy and fulfilled life. Good communication skills will enable our pupils to make choices and have a positive impact on those around them. We aim to enrich our pupils' lives by providing a curriculum that is appropriate, challenging and stimulating. A curriculum that takes account of individual needs and learning styles. Our pupils enjoy a caring school through building relationships through trust and understanding. Together we are partners in their personal development and care. We want all our pupils to have a positive experience of their community in and around High Wycombe. In addition, we hope that we can help to foster an understanding and promote a positive attitude towards our pupils within our community. History Chiltern Wood School is the amalgamated school made up of (previously) Chiltern Gate and Maplewood Schools, merged in 2016/17. Both schools have come through a positive change process, and through the hard work and dedication of skilled staff, were both recognised as good at our last Ofsted inspections. Our newly formed school is led by a highly motivated leadership team that have a close working relationship with their broad sector of Governors. We pride ourselves on putting the wellbeing of our children and staff at the centre of the learning process, as we believe that sustained success is only seen when embedded in a safe, secure and happy environment. Governor Information (Version 1.0) Page 3/8
What is a School Governor? Governors are the members of the school's Governing Board (the non-executive leadership body of the school). They are the largest volunteer force in the country and are drawn from different parts of the community: Parent Governors: elected by the parents of children/young people at the school; Staff Governors: elected by the members of the school staff; Authority Governors: nominated by the Local Authority; Foundation Governors (in faith schools): representatives of the diocese; Community Governors: members of the local community appointed by the rest of the Governing Board. This helps ensure the Governing Board has sufficient diversity of views and experience but this does not necessarily mean governors of a particular category represent that group on the Governing Board. For example, parent governors do not represent the parents at the school and do not report back to them. All governors have equal status and have no legal authority to act individually, except when the Governing Board has given them delegated authority to do so. Whereas the Governing Board fulfils a largely strategic role in the running of the school, it is the headteacher who is in charge of the operational day-to-day running of the school. Governor Information (Version 1.0) Page 4/8
What Do School Governors Do? The role of Governors is to collectively set up a strategic framework for the school as part of the Governing Board. Governors carry out the following important duties: Ensure that Chiltern Wood School s strategic direction, vision and ethos are clearly established, Ensure that aims, objectives, performance, and policies are set and kept under review, Hold the headteacher accountable. It is therefore important for the Governing Board to develop constructive and supporting working relationships with the headteacher and senior staff. The Governing Board should act as a critical friend to the headteacher by providing advice and support. In practice, Chiltern Wood School's governors ensure accountability individually or via committees, by: Making sure the school buildings are safe and welcoming, Ensuring that the curriculum allows learners to achieve their full potential and that outcomes are reported appropriately, Visiting the school and seeing the 'school in action' ideally termly, to triangulate information, Setting standards for safeguarding and pupils' behaviour, Being part of the process for appointing and dismissing staff as well as hearing appeals and grievances, Ensuring the finances of the school are managed properly, Ensuring that all policies are reviewed as and when required. The Governing Board has responsibility for raising school standards through their three key roles of (i) setting strategic direction, (ii) ensuring accountability, and (iii) acting as a critical friend to the headteacher. The headteacher is responsible for implementing the strategic framework established by the Governing Board and it is the headteacher's job to be in charge of the internal organisation, management, and control of the school. Governor Information (Version 1.0) Page 5/8
What is Expected of Governors Our Governing Board consists of individuals who genuinely wish to make a positive contribution to the wellbeing of the pupils and staff of Chiltern Wood School. We expect our governors To act with integrity, objectivity and honesty, and to promote openness and trust in relationships with Board members. (The Nolan Principles or The Seven Principles of Public Life, see page 8). To challenge objectively, question constructively, bring substance and diverse perspectives to discussions. To consider all stakeholders in making all strategic discussions, planning and monitoring. To reach collective decisions thoughtfully and in accordance with the school's mission, vision and ethos, and then to abide by them. To achieve this we believe that it is important To attend training and take responsibility for own learning and development as a governor To get to know the school well and respond to opportunities to involve ourselves in school activities To prepare for meetings by reading paperwork beforehand To be active and involved in at least one of the committees o CPC (Curriculum, pupil and community) o ESSP (Extended Services, Safeguarding, H&S, Premises) o Finance o HR Governors should bring a strong understanding, ideally but not essentially, through previous or current experience of the role of a non-executive. They should demonstrate a clear grasp of the nature of a Special School, and combine good judgement and a capacity to think strategically as well as creatively and offer fresh perspectives. Governors need to be available during the school day time for committee meetings and in the evenings from time to time. The Full Governing Board only meets seven times a year: for three informal meetings (day time), three formal meetings (evenings) and one tailor-made training session as a whole group. Each committee meets three to six times per year. Governors also liaise with department links to triangulate information reported and can be asked to contribute to the recruitment process of the school. The role of governor is not remunerated. Governor Information (Version 1.0) Page 6/8
What Ofsted said about our School... This is a good school (2014). The headteacher and deputy headteacher provide inspirational leadership. Staff morale is high. Members of the school community know exactly what is expected of them and there is a clear determination that all pupils should achieve well. Teaching is good, with an increasing proportion that is outstanding. Teachers and teaching assistants are highly knowledgeable about pupils different and complex needs. This information is used to ensure activities are set at the right level to suit every pupil. Pupils throughout the school, including children in the Early Years Foundation Stage and those who join the school later on, achieve well. The majority of pupils make good or better progress. Pupils thoroughly enjoy coming to school. Their attitudes to learning are positive, and they are enthusiastic about the wide range of activities and experiences on offer. Pupils greet staff with smiles and affection, demonstrating their sense of safety and well-being. The whole of the school day is designed to provide pupils with opportunities to develop and extend their communication skills, to promote their social and emotional development as well as to ensure academic development. The arrangements for keeping pupils safe, particularly those who are at risk of not doing so well, are highly secure. Parents and carers are confident that their children are safe, well looked after and provided with a unique education. The school works closely with parents and carers providing individual advice and support as well as workshops and family events.... and about the Governance of our School In 2014 Ofsted stated: "Governance is dynamic, rigorous and effective. The Governing Board is well informed about the school s work and knows about the quality of teaching and arrangements for performance management. Governors bring an array of relevant skills and experiences to their roles, combining a supportive problem-solving approach with a high degree of challenge and questioning. The Governing Board receives detailed reports from the headteacher and senior staff. Knowledgeable and well-trained, with a strong understanding of school data, governors are in a strong position to question and assess critically what is reported. Governors know what is going well in terms of pupils achievement, and how this compares to similar schools and to national data. They are clear about where to seek further improvement. Any underperformance has been rigorously tackled and, with support from consultants, the headteacher is set challenging targets. Committees and individual governors have clear roles and responsibilities including specifically for safeguarding. Governors are trained in safe recruitment. Positive relationships exist with staff, pupils, and parents and carers. The management of school finances is now a particular strength, including the use and impact of additional government funds." Governor Information (Version 1.0) Page 7/8
The Nolan Principles (The Seven Principles of Public Life) 1. Selflessness holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other benefits for themselves, their family or their friends. 2. Integrity holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties. 3. Objectivity In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit. 4. Accountability holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office. 5. Openness holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands it. 6. Honesty holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest. 7. Leadership holders of public office should promote and support these principles by leadership and example. Governor Information (Version 1.0) Page 8/8