Governor Responsibilities

Governors Statement



Governors have dealt with many of the general issues that impact on school as well as their core role.


The governing body is made up of a variety of different groups.


  • Parent governors – elected by and from among parents of registered pupils at the school. Local authority (LA) governors – appointed by the LA.
  • Community governors – appointed by members of the Governing Body who are not themselves co-opted, they are intended to be representatives of the local community and may add particular kinds of expertise.
  • Staff governors – people who work in school and are elected by their colleagues. There are two different types, teaching and non-teaching staff governors.What we do:The governors meet at least once every term, as a full governing body, to discuss the running of the school. This would include looking at:
  • The school’s budget and various policies e.g. behaviour, sex and relationship education.
  • Performance management.
  • The overall ethos and direction of the school.
  • Long-term planning.
  • Target setting for pupils.
  • Staffing structures.Key issues addressed by the Governing body 2016-16
  • Governors are working to ensuring financial stability for the school both now and going forward
  • Governor training that has enhanced their knowledge of finance and safeguarding
  • Building on current estate to improve facilities for pupils and community users
  • Supporting the continued improvement in school performance with proactive self-review and external review
  • Providing appropriate resources and support to ensure the safe running of the school
  • Approve development of the school website
  • Providing opportunities for community engagement through lettings
  • Establishing strategies to support the development of 19+ Special Needs Provision by a variety of means


Impact of the Governing body


The governing body brings a wider range of experience to support and challenge the school to meet the needs of pupils.


  • Governors have a robust knowledge of the school and its performance
  • Discussion with the LA has raised the profile of concerns around the budget provision to support our pupils
  • Staff, mangers and governors have a shared perception of the school performance supported by a wide range of internal and external evidence or evaluation
  • Recruitment of new parent and co-opted member secures suitable governance for the future



Keelman’s Way School

Pupil Premium and Sports Grant

Pupil Premium Grant (PPG)

What is PPG

The pupil premium is allocated to local authorities and schools with pupils that are known to be eligible for free school meals (FSM) as recorded on the January School Census. Funding is also available to children in care (who have been or were looked after continuously for at least six months) and to children whose parents are in the Armed Forces.

The Government believes that the Pupil Premium, which is additional to main school funding, is the best way to address the current underlying inequalities between children eligible for free school meals (FSM) and their wealthier peers by ensuring that funding to tackle disadvantage reaches the pupils who need it most. The Department for Education urges schools and local authorities to encourage parents to register their child as eligible for FSM so that each school receives their maximum Pupil Premium entitlement.

During 2012/13 we used the Pupil Premium Grant in the following ways:

To offer intensive support to our Year 7 groups where a significant number of pupils were eligible for the pupils premium or were looked after children

 To offer additional support and expertise for our pupils who have profound and multiple learning difficulties who required focused intervention and support from staff with considerable expertise.

 To part fund attendance at school clubs and residential for qualifying pupils who would otherwise be unable to attend

Measurement and Evidence of Impact of PPG Spending:

All pupils made good progress academically and in social interactions as a result

 The progress FSM matches non FSM pupils

During 13/14


Pupil Premium £35,100

Total £35,100

We spent the grant as follows.

To fund additional HLTA support for pupils with ASD diagnosis. This will offer direct intervention by the person appointed with pupils and the sharing of expertise, based on SCERTS principles, with staff and parents. £10,000

To provide focused support for PMLD pupils in small group settings overseen by the Assistant Head Teacher £20,000

To support individual attendance at after school clubs to support behaviour and engagement £5,100

Measurement and Evidence of Impact of PPG Spending:

School data shows pupils exceeded or matched the expectations for achievement

Pupils and staff with ASD training have integrated the skills to support pupils and progress is evidenced at Annual review and in the school data collection

During 14/15


Pupil Premium 41,725

Post 16 pupils will be given support to ensure good transition into post 16 and strengthen preparation for life beyond school at 19. £15,000

Enhanced parent, pupil and staff knowledge and engagement with person Centred planning and Education Health Care Planning.

Support pupil attendance at out of school activities that enhance learning behaviour within the school day £5,000

Parent, pupil and staff engagement in the successful completion to the Rights Respecting School Award £6,725

Measurement and Evidence of Impact of PPG Spending:

Experienced staff have ensured that student have transferred to post 16 and successfully accessed the curriculum. This allows them to engage fully in work related learning and the post16 curriculum and plan for post school options.

 Parents are better informed and engage more readily with EHC and Annual reviews. The parent liaison officer supports parents with their contributions for meetings.

 Named students have accessed club giving them an social outlet that has supported their emotional and social wellbeing


 The preparation for the Rights respecting school award has enhanced staff parent and pupil awareness of their rights and responsibilities. Evidence is seen around in school and in our supported review documentation

School Sports Funding

School sports funding supports the physical development of pupils

 Support delivery of high quality school coaching and staff development that enhances pupils’ experience of PE activities £3,000

 Enhance outdoor provision for PMLD pupils engagement in appropriate activities £4,732

 Support attendance for individual high achieving pupils at National events. £500

Measurement and Evidence of Impact of Sports Premium Spending:

Children have had access to specialist coaching for judo, and have attended regional sports events including football tournaments

 Additional resources for outdoor access to sensory learning environment have enable greater access for curriculum activity for PMLD pupils

 Two students attended the national athletics tournament and returned with gold and silver awards

Pupil Premium Grant 2015-16 £38,205

Improve engagement in science through high quality experiences for student and additional training for staff £6500

 Support pupils off and on site learning in outdoor education including specialist work experience opportunities. Enhancing in school opportunities for outdoor leaning £9700

 Improve parental engagement in student EHC and sharing workshops that help inform parents on keeping children safe. Especially in relation to bullying and online safety £7000

 Intervention support for pupils, including the most able, not meeting their target areas in literacy and maths £15,000

The Strategic Leadership Team maintains an overview of the provision for vulnerable pupils and of the progress they are making. The Head teacher feeds back to Governors

The Head Teacher’s Termly Report includes information on:

The range of interventions used and the impact of those

The cost effectiveness of the provision made (“value for money”).


Pupil Premium 2015

E Safety information for parents

At Keelman’s Way School we take all aspects of safety very seriously, including e-safety. Pupils in our school learn how to use technology responsibly and are taught the importance of good online behaviour.

Unfortunately it has become increasingly evident that many pupils are using social networking sites. A growing number of pupils have created accounts at home and some may be uploading images or writing inappropriately. Accounts on social networking sites are designed for users over the age of 13. Children under this age can only set up an account by providing a false date of birth. Although children under the age of 13 are capable of setting up social networking accounts, many of them do not have the maturity to deal with the responsibility which comes with online activities of this sort.

We would strongly advise that parents assist their children in disabling profiles on such sites as facebook, twitter, instagram and so on.

Below is a link to give parents/carers more information on Apps/websites your child may have access to.

App information for parents

To find out more about young people and social networks, and what you can do to protect them, here are some weblinks:

If you have concerns about anything your child may be doing on line at home please do not hesitate to get in touch.