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Examination Results 2019

The wait is almost over.

A-Level results will be available for students to pick up from the School Hall from 8.00am on Thursday 15th August. Further information about results and re-marks are available in the Examinations section of this website. All A-Level students must see Mr Fleming when they have collected their results.

GCSE results will be available in the School Hall for students to collect from 9.00am on Thursday 22nd August.

Please do not phone the School Office requesting your results.

The very best of luck to you all.

Governing Body

Foundation Governors

Mr Johnny Aisher - Chairman of Governors

Ms Louise Aston

Mr Louis Boyd

Mr William Cohen

Mr Andrew Millard



Mr Peter Gurr

Mr Christopher Thompson

Mrs Judith Tew


In-coming Parent Governors 

Mrs Suzi Walter

Mr Philip Watkins


Staff Governors

Miss Sarah Lowe

Mr Thomas James


Key Role and Responsibilities of the Governing Body

The Governing Body manages the School on behalf of the School Trust.

However the day to day running of the School is the responsibility of the Headmaster.

The Role of the Governing Body is to:

  • Develop a vision for the School

  • Recognise and celebrate achievement

  • Challenge the performance of the School

  • Ensure proper HR and performance management systems are in place for staff

  • Provide support and encouragement

  • Work with the Headmaster and Senior Leadership Team to set targets for students in the School

Monitoring and evaluation undertaken by the School Governing Body will depend upon the particular issues that it faces.

Core areas that should be covered include:

  • Curriculum, assessment and attainment

  • Behaviour and attendance

  • Views of the School community and local community

  • Staffing and budget

  • Accountability - Ofsted, School Improvement Partners etc

  • School Improvement Plan - how targets are being met

Key responsibilities

  • Ensure high quality educational provision

  • Challenge and monitor the performance of the School through the School Improvement Plan (SIP)

  • Fulfil the role of critical friend

  • Monitor the management of finance and property

  • Monitor the management of health and safety, and provision of a safe environment for pupils and staff

  • Be the employer and hel to recruit the Senior Leadership Team

  • Co-operate with other staff and institutions

Specific Responsibilities 

Health & Safety Governor: Peter Gurr

Terms of Reference

Responsibility for the health and safety of students and staff lies with the governing body of the school, either as the employer of school staff, or because it controls school premises (or both).

The Health & Safety Governor will be responsible for monitoring the health and safety of students and staff at the School, and helping the Governing Body to:

  • promote a strategic overview for health and safety

  • take all reasonable measures to ensure that the premises and equipment on site are safe and do not put the health or safety of staff, students or visitors at risk while they are on the premises

  • comply with any directions given by the LA concerning the health and safety of persons in school, or on school activities elsewhere

  • make adequate provision for maintenance of the school premises and equipment within the school’s delegated budget

  • support and monitor health and safety within the school

Data Governor: William Cohen

Terms of Reference

Governors have a key role to hold the Head and Senior Leadership Team to account for the performance of the School. In order to do this Governors need access to reliable data, to know how to interpret it and to ask the right questions in order to identify and support strategic action to make improvement where it is needed.

All Governors should be aware of data sources and at least one Governor (the Data

Governor) should have access to and a detailed knowledge of:

  • RAISEonline (Reporting and Analysis for Improvement through school Self-

Evaluation) provides analysis of school and student performance, focusing more on past performance than target setting (often used by Ofsted as a source of information). RAISE summary reports should be made available to Governors.

  • DfE Performance Tables are a useful source of school performance data; they contain information about attainment and progress by subject and by student group, and information about the school workforce and financial information such as spend per student.

The Data Governor will act as the link between the Governing Body and the School in relation to student performance monitoring, and be responsible for evaluating:

  • how the School monitors progress in-year and who has responsibility for this

  • how progress is reported to the Governing Body

The Data Governor will ensure Governors:

  • receive performance and attendance data in advance of a meeting wherever possible, and in an accessible format with commentary or explanation to highlight the key issues arising for the School.

  • understand what monitoring arrangements are in place, and have access to appropriate data for discussion, in order to be confident the School is taking any action required

  • receive overall attendance and persistent absence rates and analysis of how these compare with current School targets (highlighting any concerns)

  • can make good decisions about improvement priorities, based on performance data, in order to approve these for the School Improvement Plan

  • do not receive any data identifying individual students

The Data Governor will ensure Governors review:

  • RAISEonline – identifying any underperforming groups of students and proposed actions to address

  • Annual targets for student achievement

  • Termly progress towards agreed performance management objectives

  • Detailed presentations on in-year student progress in the Head Teacher

Performance Review (discussion should identify any underperforming student groups and action being taken to address this).

Subject level student progress reports (discussion should identify any underperforming student groups and action being taken to address this).

Special Educational Needs (SEN) Governor  - Mrs Suzi Walter

Terms of Reference

The Governing Body, with the Headteacher, will decide the School’s general policy and approach to meeting students’ special educational needs (for those with statements and those without), and ensure appropriate staffing and funding arrangements are in place.

The SEN Governor will act as the link between the Governing Body and the School in relation to pupils with SEN, and monitor provision to:

  • ensure pupils with SEN get the help they need to access the curriculum and participate fully in the life of the school

  • help raise awareness of SEN issues at governing body meetings

  • give up-to-date information on SEN provision within the school

  • review the school's policy on provision for pupils with SEN and ensure that parents have confidence in this provision

The SEN Governor will be responsible for monitoring SEN provision at the School, and helping the Governing Body to ensure the School is prepared for Ofsted Inspection.

Safeguarding and E-Safety Governor - Louis Boyd

Terms of Reference

The Safeguarding Governor will be responsible for monitoring safeguarding at the School, and helping the Governing Body to ensure the School is prepared for Ofsted Inspection.

Ofsted adopts the definition of Safeguarding used in The Children Act 2004, and in the Government’s guidance document “Working together to safeguard children”.

This can be summarised as:

  • protecting children and young people from maltreatment

  • preventing impairment of children and young people’s health or development

  • ensuring that children and young people are growing up in circumstances consistent with the provision of safe and effective care

  • undertaking that role so as to enable those children and young people to have optimum life chances and to enter adulthood successfully

The impact of safeguarding arrangements will be tested under the new framework judgement on behaviour and safety. Inspectors must take into account a range of evidence to judge behaviour and safety over an extended period. Safeguarding is not just about protecting children from deliberate harm.

It includes issues for schools such as:

  • pupils’ health and safety

  • bullying, including cyber-bullying (by text message, social networking sites etc)

  • racist abuse

  • harassment and discrimination

  • use of physical intervention

  • meeting the needs of pupils with medical conditions

  • providing first aid

  • drug and substance misuse

  • educational visits

  • intimate care

  • internet or e-safety

  • issues which may be specific to a local area or population, for example gang activity

  • appropriate arrangements to ensure school security, taking into account the local context

The E-Safety Governor will be responsible for monitoring e-safety at the School, and helping the Governing Body to ensure the School is prepared for Ofsted Inspection.

Ofsted describes e-safety as the school’s/School’s ability:

  • to protect and educate pupils and staff in their use of technology

  • to have the appropriate mechanisms to intervene and support any incident where appropriate

The breadth of issues classified within e-safety is considerable, but can be categorised into three areas of risk:

Content: being exposed to illegal, inappropriate or harmful material

Contact: being subjected to harmful online interaction with other users

Conduct: personal online behaviour that increases the likelihood of, or causes, harm