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Developing Confident, Enthusiastic and Happy Learners.
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Developing Confident, Enthusiastic and Happy Learners.

Governors

Welcome to our Governors' section. 


Please find below details of how our Governing body is structured, including the names, categories, responsibilities and terms of appointment for each Governor.


 

Governor's statement of behaviour principles

Under the Education and Inspections Act, 2006, the governing body is mandated with providing a written statement of general principles relating to behaviour and discipline, taking into account the needs of all pupils.

The purpose of this statement is to give guidance to the Headteacher in drawing up the Behaviour policy by stating the principles which governors expect to be followed. The statement is available upon request from the school and can be found on the school’s web site.

 

This statement and the Reward and Behaviour Policy will be reviewed on a three yearly basis, unless changes at national or local level necessitate an exceptional review.

 

Our mission statement

Developing Confident, Enthusiastic and Happy learners

 

Confidence: we put learning developing this core life skill as a priority

 

Enthusiastic: we believe every child should have the opportunity to develop a thirst for learning through high quality teaching and support

 

Happy: wellbeing and happiness are central to a child’s capacity to learn

 

Core Behaviour Principles

 

· All children and adults have the right to feel safe, secure and cared for.

· Children and adults should do their upmost to apply the school values, especially in their work and behaviour.

· The golden rules should be clearly displayed around the school. All classes should display their agreed class code of conduct and their expectations of each other

· The Governors would like to see that school rewards are consistently and fairly applied and that they encourage good behaviour for learning and good behaviour around the school

· Sanctions must also be applied fairly, consistently, proportionally and reasonably, taking in to account SEND, disability and the needs of vulnerable children and offering support as necessary

· A child’s individual needs should not be prioritised above the safety, welfare or education of the majority.

· The Governors feel that exclusions, particularly those that are permanent, must only be used as the very last resort

· We believe in an inclusive environment where all children and adults are valued in a positive learning environment.

· We embrace diversity and promote equality of opportunity.

· The school must have an age appropriate Home-School agreement which sets out the responsibilities of the school, child and parent.

· We work with parents and carers to understand children and their circumstances in order to ensure our school is an inclusive school

· The Governors expect pupils and parents to cooperate to maintain an orderly climate

· The Governors wish to emphasise that violence, threatening behaviour or abuse by parents or pupils towards the school staff will not be tolerated

· The governors will not tolerate any form of bullying. Where this occurs, children should be given the opportunity and the support to express regret, forgiveness and reconciliation

WHAT MAKES A GOOD SCHOOL GOVERNOR?

Governors make important decisions about how every school is run. They come from all sections of the community: parents, staff at the school, the world of business, representatives of local councils and churches – in fact, anyone. There is always a need for enthusiastic and committed people to serve as governors.

 

You don’t have to be an ‘expert’ – only able to get on with others and to work as part of team. You’ll also need some spare time – typically between 25 and 50 hours a year – to go to meetings and read papers. There are plenty of free training courses available to help governors with their responsibilities.

 

The governing body is responsible for making sure the school provides a good quality education. Together with the head it sets the school’s aims and policies, and makes decisions on how to spend the budget (in larger schools several million pounds). The head is responsible for day-to-day management, but he or she is chosen by the governors and works closely with them.

 

Being a governor is an opportunity to have your voice heard and to influence education in the county. So if you care enough about the children of Hertfordshire to invest some of your time in their future, get involved as a governor.

 

Our Chair of Governors is Paula Colling

Governor attendance at meetings 2016-2017

Governor

Governor

Type

26 September

14  November

6 February

20 March

22 May

17 July

Resources Committee Members

Peter Wiles

Co-opted

Y

Y

Y

Y

Y

Y

Doug Berlin

Co-opted

Y

Y

resigned

 

 

 

Paula Appia

parent

Y

Y

Y

Y

Y

Y

Michael Chapman

parent

Y

Y

Y

Y

Y

Y

Teaching, Learning and Progress Committee Members

 

 

Paula Colling

Co-opted

Y

Y

Y

Y

Y

Y

Nicola Santamaria

Co-opted

Y

Y

Y

Y

Y

Y

Christy Johnson

Staff

Y

N

N

N

Y

Y

Khush Patel

Co-opted

Appointed Nov

Y

Y

Y

Y

Y

Head

 

Y

Y

Y

Y

Y

Y

Steven Cavender

appointed

17/07/17

          Y
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