The Local Council of Acklam Grange School

Local Council (LC) consists of:

9 LC members in total

2 Parent Governors

2 staff governors

4 Trust appointed governors with 1 vacancy

Headteacher

 

Name of Governor

Category & Position of responsibility

Membership and attendance

NB est 1 July 2018 so meetings yet to occur

Appointed by & term of office

Nature of business interest/other educational establishments including governance roles in other educational institutions

Relation-ship to staff

LC

1+4

Mr Majaid Hussain

Trust appointed Governor

Chair of Local Council

1/1

2/4

TLLT

1/07/18-30/6/22

Member of the Local Council at Linthorpe Primary School

None

Mrs Ann Train

Trust appointed governor

Vice Chair

1/1

2/4

TLLT

1/07/18-30/6/22

Exam Invigilator at Acklam Grange School

None

Mrs Sarah Warren

Parent Governor

0/1

2/4

 

Parent election

1/07/18-30/6/22

None

None

Mr Andrew Wright

Parent Governor

Vice Chair

1/1

0/4

TLLT

1/07/18-30/6/22

None

None

Mrs Emily Davies

Staff Governor

0/1

1/4

Staff election

1/07/18-30/6/22

Staff - Acklam Grange School

None

Mrs Jane Darbyshire

Staff Governor

1/1

2/4

Staff election

1/07/18-30/6/22

Staff - Acklam Grange School

None

Mrs Carloyn Armitage

Trust appointed governor

1/1

2/4

TLLT

1/07/18-30/6/22

None

None

Vacancy

Trust appointed governor

 

 

 

 

Mr Laidler

Headteacher/Head of School

1/1

2/4

01/08/17

Ex officio

None

None

 

GUIDANCE ON DECLARATION OF INTERESTS

 

Governors and staff have a responsibility to avoid any conflict between their business and personal interests and the interests of the School/Academy.  This is essential for effective and accountable financial management of the School/Academy.

 

A Register of Business Interests is maintained to record all such interests.  The register is kept up-to-date by notification of changes through an annual review of entries and is made freely available for inspection by governors, staff and parents.

 

All governors and staff with budget responsibilities must provide information on any business interests that they or their immediate family hold (immediate family being spouse, children and parents).

 

To demonstrate that the governing body is operating with openness and transparency there is an opportunity at the beginning of meetings for members of the governing body to declare an interest before matters are considered.  This helps to identify potential conflicts of interest and the need to update the register.

 

Should a governor or member of staff believe that another governor or member of staff has a conflict of interest in an issue under discussion that has not been declared, they should draw this to the attention of the governing body.  It will be for the governing body to determine whether the individual with the alleged conflict of interest should withdraw from the meeting and not vote on a particular issue.

 

The register includes all business interests such as directorships, share holdings and other appointments of influence within a business or other organisation that may have dealings with the School/Academy.  The disclosures should also include business interests of relatives and other individuals who may exert influence.

 

All business interests should be declared that could result in a conflict of interest:

 

  • Financial - interests in a contract or proposed contract by direct or family connection.
  • Appointment - interests in the provision for sponsor governors or interests in someone’s appointment, reappointment or suspension from office as a governor or clerk to the governing body.
  • Pay and performance - interests in the pay or appraisal of someone working at the School/Academy in cases where the governor or staff member is also paid to work at the School/Academy.

 

 

What have governors done to support and challenge the school and its leaders?

 

Priorities 2018-19, which link to the School Development Plan 2018-19:

 

Leadership & Management:

 

  • Priority 1          Maintain outstanding leadership through a continued focus on and development of highly effective and rigorous accountability and quality systems.
  • Priority 2          Continue to embed a culture of outstanding financial leadership and value for money which drives whole school improvement.
  • Priority 3          Develop further our communication strategy.
  • Priority 4          To further develop a culture of openness, care and resilience, in support of staff and students’ positive mental health and wellbeing, which further impacts on sustainability of outcomes.

 

Teaching Learning & assessment:

 

  • Priority 1          Continue to embed highly effective strategies that consolidate and deepen students’ responsibility to learning, developing resilience and equipping them with independent skills including all AGS Success strategies (behaviour for learning) AFI2a and b
  • Priority 2          Refine the use of high quality assessments to raise student outcomes
  • Priority 3          Review all aspects of Teaching Learning & Assessment in relation to reformed GCSE, with increased expectations to ensure consistency in teaching and assessment AFI2a and b
  • Priority 4          Continue to provide first class staff development to maximise student outcomes, retain and recruit exceptional staff and place Acklam Grange School at the forefront of innovation AFI2a and b

 

Personal Development, Behaviour & Welfare:

 

  • Priority 1          Enhance students’ PRIDE in their education through the launch of the AGS ‘Respect’ agenda – Success Criteria - by displaying excellent attitudes to learning and impeccable conduct that impacts positively on learning, student outcomes and the community
  • Priority 2          To strengthen a culture of kindness, explicitly developing social and cultural capital through positive relationships and the understanding of personal responsibility between all stakeholders
  • Priority 3          Continue to develop students’ PRIDE in their education by maintaining high levels of attendance (consistently above National)
  • Priority 4          Guarantee that all students receive outstanding support appropriate to their individual needs to ensure that they feel safe, have high aspirations and are able to overcome any barriers to learning (ARC Services)

 

SMSC

 

  • Priority 1          Continually communicate the overall PRIDE vision throughout the year.
  • Priority 2          Build cultural capital to raise student’s awareness of the world around them, where they fit and what they contribute.
  • Priority 3          Build social capital to secure and develop partnerships, creating opportunity for our whole school community.

 

 

Student Outcomes:

 

  • Priority 1          Secure substantial and sustained progress for all year groups leading to outstanding outcomes at Key Stage 4
  • Priority 2          Develop a world class curriculum which delivers outstanding outcomes for all (AFI1)
  • Priority 3          Develop effective transition to promote substantial and sustained progress in all key stages
  • Priority 4          Continue to support students and staff to respond to manage effectively educational change

 

Impact of Priorities below:

 

  • 2018 Results – outstanding in all areas
    • Attainment 8                              4.86            (above national average)
    • Progress 8                                 0.40           (well above national average)
    • English & Maths (9-4)                65%           (above national average)
    • English & Maths (9-5)                39%           (below national average)
    • Ebacc 9-5/9-4                            13/20%      (highest in Middlesbrough)
  • Teaching is judged to be outstanding
  • Personal Development, Welfare is judged to be outstanding as is SMSC and Behaviour good
  • Leadership and management continues to be judged as outstanding
  • Overall Effectiveness - outstanding

 

Priorities 2017-18, which link to the School Development Plan 2016-2019:

  • Leadership & Management
    • Maintain outstanding leadership through a continued focus on and development of highly effective and rigorous accountability and quality systems
    • Develop sustainable resourcing to support whole school improvement
    • Refine and develop our communication strategy
    • Develop and deliver a co-ordinated response to education and government drivers
  • Teaching Learning & assessment
    • Develop highly effective AGS Success programme which consolidates and deepens students’ learning, develops resilience and equips them with independent learning skills
    • Redevelop the Acklam Grange Way to support GCSE reform, increased expectations and to ensure consistency in teaching and assessment
    • Continue to provide first class staff development to maximise student outcomes, retain and recruit exceptional staff and place Acklam Grange School at the forefront of innovation
    • To further improve the quality of Teaching Learning and Assessment through a more robust and accountable Quality Assurance system
  • Personal Development, Welfare & Behaviour
    • Ensure that students display excellent attitudes to learning and impeccable conduct that impacts positively on learning and student outcomes (behaviour for learning)
    • Continue to develop students’ PRIDE in their education by maintaining high levels of attendance which is consistently above average (attendance & punctuality)
    • Further embed students’ outstanding personal development and welfare in order to equip them to be thoughtful, caring and active citizens both in school and within their wider community
    • Guarantee that all students receive outstanding support appropriate to their individual needs to ensure that they feel safe, have high aspirations and are able to overcome any barriers to learning (ARC Services)
  • SMSC
  • Continually communicate the overall Pride vision throughout the year empowering students to understand and positively embrace all dimensions of AGS Pride
  • Build cultural capital to raise students’’ awareness of the world around them, where they fit and what they contribute.
  • Build social capital to secure and develop partnerships, creating opportunity for our whole school community.
  • Develop parental engagement in relation to SMSC messages
  • Student Outcomes
    • Secure substantial and sustained progress for all year groups leading to outstanding outcomes at Key Stage 4
    • Develop a world class curriculum which delivers outstanding outcomes for all (AFI1)
    • Develop effective transition to promote substantial and sustained progress in all key stages
    • Continue to support students and staff to respond to manage effectively educational change.

Impact of Priorities below:

 

  • 2017 Results – outstanding in all areas
    • Attainment 8                              5.34 (C+)   (above national average and highest in Middlesbrough)
    • Progress 8                                 0.61           (well above national average)
    • English & Maths (9-4)                74%           (above national average)
    • English & Maths (9-5)                47%           (above national average)
    • Ebacc 9-5/9-4                            30/32%%   (highest in Middlesbrough)
    • 3+A*/A/7-9                                 48%
  • Teaching is judged to be outstanding
  • Personal Development, Welfare is judged to be outstanding as is SMSC and Behaviour good
  • Leadership and management continues to be judged as outstanding
  • Overall Effectiveness - outstanding

Priorities 2016-17, which link to the School Development Plan 2016-2019:

  • Leadership & Management –
    • Maintain outstanding leadership through a continued focus on and development of highly effective and rigorous accountability and quality systems
    • Develop sustainable resourcing to support whole school improvement
    • Further promote and publicise Acklam Grange School – a good school with outstanding features
    • Maximise communications to enhance highly effective leadership and to promote efficient use of resources
    • Develop and deliver a co-ordinated response to the White Paper March 2016 – Educational Excellence Everywhere
  • Teaching, Learning & Assessment –
    • Develop highly effective AGS Success programme which consolidates and deepens students’ learning, develops resilience and equips them with independent learning skills
    • Redevelop the Acklam Grange Way to support GCSE reform, increased expectations and to ensure consistency in teaching and assessment
    • Continue to provide first class staff development to maximise student outcomes, retain and recruit exceptional staff and place Acklam Grange School at the forefront of innovation
    • To further improve the quality of Teaching Learning and Assessment through a more robust and accountable Quality Assurance system
  • Personal Development, Behaviour and Welfare –
    • Ensure that students display excellent attitudes to learning and impeccable conduct that impacts positively on learning and student outcomes (behaviour for learning)
    • Continue to develop students’ PRIDE in their education by maintaining high levels of attendance which is consistently above average (attendance & punctuality)
    • Further embed students’ outstanding personal development and welfare in order to equip them to be thoughtful, caring and active citizens both in school and within their wider community
    • Guarantee that all students receive outstanding support appropriate to their individual needs to ensure that they feel safe, have high aspirations and are able to overcome any barriers to learning (ARC Services)
  • SMSC –
    • Develop AGS Pride in support of students’ growth mindset, ‘can do’ attitude and thirst for learning
    • Extend opportunities for students develop within and beyond the school day eg Pride Pledge, extra-curricular, STEM, KEF, Meserani, Duke of Edinburgh
    • Cultivate external partnerships enhancing opportunities and preparing students for life in modern Britain
    • Progress parental engagement in support of all aspects of school life
  • Achievement and Student Outcomes –
    • Secure substantial and sustained progress for all year groups leading to outstanding outcomes at Key Stage 4
    • Develop a world class curriculum which delivers outstanding outcomes for all
    • Develop effective transition to promote substantial and sustained progress in all key stages
    • Continue to support students and staff to respond to manage effectively educational change.

2015-16

 

Governors were assigned links related to our areas for improvement (AFIs) as a result of the Dec 2013 Ofsted Inspection.  On a termly basis, governors met with key staff in school to monitor progress and hold staff and faculties to account in support of the leadership of the school.  In February 2016, the school was judged to be good with outstanding features ( outstanding Leadership and Management and Personal Development and Welfare of students)

Impact

 

  • 2016 Results – outstanding in all areas
    • Attainment 8                 5.56/B-   (well above national average and highest in Middlesbrough)
    • Progress 8                   0.65        (well above national average and top in Middlesbrough)
    • English & Maths           73%       (well above national average and top in Middlesbrough)
    • Ebacc                           25%         (highest in Middlesbrough)
  • Teaching is now judged to be at least good and much outstanding
  • Personal Development, Behaviour and welfare is judged to be outstanding as is SMSC
  • Leadership and management continues to be judged as outstanding