governing body health check this health check is the first step in the governing body self-review process and allows governors and governing

GOVERNING BODY HEALTH CHECK
This health check is the first step in the governing body self-review
process and allows governors and governing bodies quickly to identify
strengths and weaknesses. Work through the grids ticking the relevant
box to indicate competence or compliance with each question. This can
be done by the full governing body through discussion, or by
individuals and the information collated to give an overview. Use the
grid to indentify which aspects of the Self-Review Toolkit should be
used to drill deeper into each aspect. For example, if the majority of
the governing body felt that no skills audit had been completed and
governors were not appointed on the basis of their skills, then the GB
should work more closely on Section 1 of the toolkit and draw up an
action plan to address areas of concern.
Section 1: Do we have the right skills on the governing body?
We have undertaken a governing body skills audit.
Fully
Partly
Not at all
Don’t know
We appoint governors based on the skills they bring to the governing
body.
Fully
Partly
Not at all
Don’t know
Section 2: Are we as effective as we could be?
We all understand the roles and responsibilities of school governors.
Fully
Partly
Not at all
Don’t know
The clerk is trained, professional and independent of the school.
Fully
Partly
Not at all
Don’t know
Meetings run efficiently and to time.
Fully
Partly
Not at all
Don’t know
We have a budget for governor training and development.
Fully
Partly
Not at all
Don’t know
Every governor receives the support they need to carry out their role
effectively
Fully
Partly
Not at all
Don’t know
We regularly seek out examples of good practice in other schools.
Fully
Partly
Not at all
Don’t know
The size,, composition and committee structure of the governing body
works well and is efficient.
Fully
Partly
Not at all
Don’t know
Every member of the governing body makes a regular contribution to the
workload.
Fully
Partly
Not at all
Don’t know
We review the performance of the governing body on a regular (annual)
basis.
Fully
Partly
Not at all
Don’t know
Section 3: Are we fulfilling out statutory duties and
responsibilities?
All statutory policies and documents are in place and are current.
Fully
Partly
Not at all
Don’t know
The school meets statutory requirements relating to safeguarding,
pupil care and well-being.
Fully
Partly
Not at all
Don’t know
The school meets statutory requirements relating to SEND.
Fully
Partly
Not at all
Don’t know
The school meets requirements relating to the curriculum.
Fully
Partly
Not at all
Don’t know
Section 4: Do we have a clear, shared vision for the school?
We have long term, shared aims for the school.
Fully
Partly
Not at all
Don’t know
Governors contribute to the writing of the development plan.
Fully
Partly
Not at all
Don’t know
The development plan includes a section on governing body development.
Fully
Partly
Not at all
Don’t know
The governing body monitors the plan regularly
Fully
Partly
Not at all
Don’t know
The plan feeds into governor activities (eg link governors) and agenda
setting.
Fully
Partly
Not at all
Don’t know
Section 5: Are we having an impact on outcomes for pupils?
All governors could explain in detail about how much the school has
progressed over the last three years.
Fully
Partly
Not at all
Don’t know
Governors could demonstrate or explain what the governing body’s
contribution to this has been.
Fully
Partly
Not at all
Don’t know
Section 6: Do we hold school leaders to account?
Governors understand the school’s performance data well enough to ask
questions about it.
Fully
Partly
Not at all
Don’t know
The headeacher’s performance management process lead to better
outcomes for pupils.
Fully
Partly
Not at all
Don’t know
The performance management of other staff contribute to improved
outcomes for pupils.
Fully
Partly
Not at all
Don’t know
The governing body takes action to strengthen school leadership and
engages in succession planning.
Fully
Partly
Not at all
Don’t know
The school has robust financial management systems.
Fully
Partly
Not at all
Don’t know
The governing body ensures best value for money.
Fully
Partly
Not at all
Don’t know
The pupils premium is being used effectively.
Fully
Partly
Not at all
Don’t know
Section 7: Are we properly engaged with our school community, the
wider school sector and the outside world?
There are mechanisms in place to listen to, and understand, pupils,
parents and staff.
Fully
Partly
Not at all
Don’t know
We report regularly to our parents and to the local community.
Fully
Partly
Not at all
Don’t know
We collaborate with other schools and agencies.
Fully
Partly
Not at all
Don’t know
We can demonstrate that these collaborations impact on improved
outcomes for our pupils.
Fully
Partly
Not at all
Don’t know
Section 8: Does the governing body have strong and effective
leadership?
We carry out a regular review of the Chair’s performance.
Fully
Partly
Not at all
Don’t know
There is effective succession planning around governing body
leadership.
Fully
Partly
Not at all
Don’t know
The Chair, Vice-Chair and committee chairs are elected every year, or
in line with their terms of office.
Fully
Partly
Not at all
Don’t know
There are clear “job descriptions” for all governing body leadership
roles.
Fully
Partly
Not at all
Don’t know

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