Bracken Edge Primary School

MINUTES OF GOVERNING BODY MEETINGS

These are available on request from the school office.

VACANCIES ON THE GOVERNING BOARD

If you are interested in becoming a school governor, please click here for more information about the role.

Parent governor application form.

Click here for information about the role of a parent governor.

List of Governors who have left their role in the last 12 months:

Annual Governor Impact Report

We are a hard working Governing Board with a variety of knowledge and skills to support leadership at Bracken Edge.  The last year has been extremely challenging in lots of different ways but we have all pulled together and worked as a team quite remarkably.  If you would like to read out impact report please click here.

Governing Board Behaviour Principles 

• Principles:

  · All children, staff and visitors have the right to feel safe at all times at school and procedures should consider the requirements of the Education Act 2002 in relation to safeguarding and promoting the welfare of children.

   

  · Bracken Edge Primary School is an inclusive school. Bullying or harassment of any description is unacceptable. All members of the school community should be free from discrimination of any sort. Measures to protect children should be set out in the Behaviour and Equality policies, reflecting the duties of the Equality Act, 2010.

   

  · The governors believe children should be at the heart of the development of school rules and these should be regularly reviewed with the involvement of children and in consultation with staff and parents/carers.

   

  · High standards of behaviour are expected. The school rules should be clearly set out in the Behaviour Policy and displayed around school. Governors expect these rules to be consistently applied by all staff.

   

  · Governors would like to see a wide range of rewards, consistently and fairly applied in such a way as to encourage and recognise good behaviour around school.

   

  · Sanctions for unacceptable/poor behaviour should be known and understood by all staff and pupils, consistently applied and regularly monitored to ensure effective impact.

   

  · It is recognised that the use of rewards and sanctions must have regard to the individual situation and the individual student and the Headteacher is expected to use discretion in their use. Sanctions should however be applied fairly, consistently, proportionally and reasonably, taking into account special educational needs and disability and the needs of vulnerable children. Support and assessment from external agencies should be available as necessary for pupils who display continued disruptive behaviour.

   

  · We believe children should be given opportunities and openly encouraged to support each other in the process of positive reinforcement and personal growth, learning and recognising good behaviour.

   

  · We expect pupils and parents/carers to cooperate to maintain an orderly climate for learning.

   

  · The governors strongly feel that suspensions and permanent exclusions must only be used as the very last resort.

   

  · Governors appreciate that in exceptional circumstances the needs of a pupil may be best met in an alternative provision or a specialist setting. Where this is the case, governors would seek assurances that:

  · the school had taken every appropriate action to address the pupils’ needs before considering alternative provision

  · consideration of alternative provision is made in consultation with the parents/carers and the child

  · consideration of moving pupils to alternative provision is done on a case-by-case basis and always in the best interest of the child and not to avoid their results being counted in performance measures

  · the provision that the pupil will be moved to is of good quality and is well resourced to meet the needs of the pupil academically, socially, emotionally and vocationally

  · the school has systems in place to provide follow up for the pupil

  · the school will have a clear plan around the purpose of goals and provision, how it meets needs, is reviewed and progression planning

  · the school reviews each case with a view to seeing if the pupil can be reintegrated into the school

  · where a permanent move to a specialist setting is being considered, this is done through the Educational Health and Care Plan (EHCP) process

   

  · The governors wish to emphasise that violence, threatening behaviour or abuse by pupils or parents/carers towards the school’s staff will not be tolerated. If a parent/carer does not conduct themselves appropriately, the school may ban them from the school premises and, if the parent/carer continues to cause disturbance, they may be liable to prosecution.

   

  · The governors expect the Headteacher to include guidance and clarification for staff on their powers to search (for banned items), the use of reasonable force (physical intervention with pupils), and to discipline pupils for misbehaviour outside school (including notifying the police) witnessed by a member of staff or reported to school when:

  o Taking part in school organised or related activity

  o Travelling to or from school

  o Wearing school uniform or in some other way identifiable as a pupil

   

  · The governors expect the headteacher to develop and implement a policy that creates a mobile phone-free environment by prohibiting the use of mobile phones and other smart technology throughout the school day, including during lessons, the time between lessons, breaktimes and lunchtime.

   

  This written statement of behaviour principles is published on the school website, as required by The School Information (England) (Amendment) Regulations 2012.

CODE OF CONDUCT FOR GOVERNORS

To view the guidance document produced by Leeds GSS, please click here.