Governors

A message from the Chair of Governors

Welcome to Cambo First School, a school of which I am proud to be Chair of Governors.  Cambo is a small school but a very special one that is at the heart of its community.  In addition to mainstream schooling we have a wraparound facility that provides care and education for all children of preschool age and up to the end of middle school.  In all areas of its work and the curriculum the school is highly creative and the staff are constantly updating their expertise, to the extent that they are asked to share their skills and knowledge with other schools and professionals in Northumberland.  We also aim to work in partnership with our parents and are open to any ideas you can bring that will improve our school.  Should you choose to send your child to Cambo First School you can be assured that they will receive the best possible education in a supportive environment that respects the individual.

Pam Walker

Chair of Governors

The Governing Body are the critical friends of the Head Teacher and the  school. There are several different types of Governor. Some are elected by the school, some by parents and some by the Local Authority. If you have any concerns, worries or thoughts about the school please feel free to contact the head teacher, staff or your elected representatives on the governing body: Paul Cowie or Charlie Bennett. Our aim is, as always, to support you and your child through Cambo’s educational system.

Governor /Staff interests/business interests/financial interests

Governors must declare any relevant business interests as well as the details of any other educational establishments they govern.  The register must also set out any relationships between governors and members of the school staff including spouses, partners and relatives.  It is important to address any perception of a conflict of interest by making clear where such potential personal or pecuniary interests might apply; this might be a conflict between personal interests and the interests of the school or County Council when dealing with outside organisations or individuals.

 

Examples (potential conflicts):

  • A governor whose spouse/partner is employed by the school – Should not take part in discussion regarding the school’s pay policy or any staffing matter that might impact on their partner. Both direct and indirect decisions might impact on the salary range of senior staff e.g. increasing pupil numbers (PAN) or the age range (first to primary). 
  • A governor on the management committee of a childcare provider or after school club who rent part of the school – Should not be party to discussion involving the use of the school or their charging policy.
  • A governor who is a supplier of goods or services to the school – Should not take part in decisions regarding the letting of contracts for that type of goods or services or where a sub-contract relationship might exist.

Examples (other declarations):

  • Being a governor on another school or academy
  • Relationship to staff members

The register of governor interests must be reviewed and updated on an annual basis.

Associate governors must be included on the register and it should be clear where they have voting rights.

The school is required to maintain a similar register of staff interests that should also be reviewed annually

Member of Governing Body

Interests

financial/business

date
Mrs. P.A.V Walker nil 13/6/17
Mrs. N. Robson nil 13/6/17
Mrs E. Patterson nil 13/6/17
Mrs. P. Cummings nil 13/6/17
Mr. Paul Cowie nil 13/6/17
Mr.  J Ballantine Grounds Business used by school 13/6/17
Mr. C. Bennett nil 13/6/17
Mrs. L Thompson nil 13/6/17
Mr. B. Ayliffe nil 13/6/17
Mr F. Cowan Robson/Cowan Business trading to school re pig feed etc 13/6/17
Staff Interests date
Ms Kate Freeman nil 13/6/17
Mrs. L. Chalmers nil 13/6/17
Mr G. Flatman nil 13/6/17
Mrs. P. Cummings nil 13/6/17
Mrs. D. Lewins nil 13/6/17
Mrs. S. Birdsall nil 13/6/17
Mrs. C. Flatman nil 13/6/17
Mrs. J. Barron nil 13/6/17
Mrs. E. Patterson nil 13/6/17

Meeting attendance from summer 17:

summer meeting attendance govs

New Governance -terms of reference 2016

governors terms of office

Name Committees Type of Governor Term of office
Mrs Pam Walker all as necessary Chair of Governors co-opted 17/9/15-  31/8/19
Mr Barry Ayliffe all as necessary  Co-opted governor
17/9/15-16/9/19
Mrs Paula Cummings all as necessary Head Teacher Governor 1/1/04-Ongoing
Mrs. Elizabeth Patterson all as necessary

Staff Governor

Staff governor election November 17

17/9/15-31/12/17
Mrs Isobel Anderson all as necessary Co-opted governor
17/9/15-10/11/18
Lindsay Rutherford all as necessary Parent Governor 27/11/15-26/11/19
Mr Frank Cowan all as necessary

Co-opted governor

Co-opted Governor Oct 17

17/9/15-26/11/17
Mr Paul Cowie all as necessary Parent Governor
10/1/14-9/1/18
Mrs. Nanette Robson all as necessary Vice Chair Co Opted governor
17/9/15-2/3/19
Mrs. Linda Thompson all as necessary Parent Governor 31/10/16-30/10/20
Mr. Charlie Bennett all as necessary LA Governor 30/03/17-29/03/21
Mr. Johnny Ballantine all as necessary Co Opted Governor
1/9/10-31/8/18

occupation links to gov body(PJC)

Committee structure

Cambo First School amended 2015 vii

Our School Clerk to the governors is Mr. Ian Hampson. If parents wish to contact any governor on Cambo School Governing body then they can do so by ringing the school head teacher on 01670 774210 or by contacting Ian Hampson. 01670 623601

All information regarding the governing body are held in the school prospectus. We also have a Governors hand book in the school office for any governor/parent to peruse.

A copy of the school Improvement Plan/ School Self Evaluation Plan are also available in the school office and group room for any Governor/Staff Member/Parent to peruse and comment upon.

AdmissionsConsultationDocument – 7 February 2017

The Three Rivers are changing their admissions policy for 17/18. This is the second part of the consultation. If parents/staff/governors wish to add  comments etc please read and follow the guidelines.

https://www.gov.uk/complain-about-school/state-schools

OFSTED Dashboard Data

2246 – Ofsted Inspection Dashboard 2016

2246 – 2015 Validated Inspection Dashboard-2

 

School Improvement Partners/Adviser

Every school has an independent School Improvement Adviser. This Adviser is paid for via the school/NCC. At Cambo our School Improvement Adviser is Mr. Alan Johnson. Mr Johnson submits a report to the Head teacher and the Governing body three times per year after his focused visits to school. This includes the observation of teaching and learning.  This gives us a snapshot of our school and the school development. Until now we have never really shared this with parents, no matter how good they have always been, as they are private documents. In view of outstanding schools not being inspected, I really feel that parents need to know what our school continues to be like and to know that we are rigorously assessed each term, thus I have been given permission to publish the first page of our SIP report. I will update this as and when a newer version becomes applicable. The areas we have chosen to develop, improve are linked to the new assessment changes for 2015.

 

Based on the evidence analysed the overall effectiveness

of the school is

Outstanding
Effectiveness of Leadership and Management Outstanding
Quality of Teaching, Learning and Assessment Outstanding
Personal Development, Behaviour and Welfare Outstanding
Outcomes for Children and Learners Outstanding
Early Years Outstanding

Summary of key findings for school

This is an outstanding school.

All staff and governors are relentless in their approach to raising standards. Pupil progress is always effectively checked; teachers identify and support those who fall behind, and enable almost all to catch up.

Achievement is outstanding. Pupils make rapid progress from their generally average or below-average starting points.

Standards at the end of Y2 are consistently above the national average in reading, writing and mathematics and by the end of Y4, most pupils reach high standards for their age.

Teachers plan work very effectively. It is sufficiently challenging for the differing ability groups within each class. Pupils are eager to answer questions and to share ideas. They work hard in lessons, and complete their work to a high standard. Teaching assistants are used effectively to support all learners.

Through highly effective classroom and individual support, disadvantaged and SEN pupils achieve as least as well as other pupils.

The curriculum is rich, varied and exciting. Pupils achieve well in a range of subjects,  e.g. history, geography and outdoor education.

Attendance is above the national benchmark.

Pupils conduct themselves exceptionally well in lessons, assemblies and around the school where they act considerately and politely. They take part with wholehearted enthusiasm in activities and are motivated to work hard and are eager to do well.

Pupils are strongly of the view that they feel safe and free from bullying and anti-social behaviour. They have a very good grasp of living a healthy lifestyle. They contribute exceptionally in many ways to support their school and local community. Parents are overwhelmingly supportive of the school.

The school has the following strengths:

The school is extremely well led and managed.  The headteacher has successfully created a culture of high expectations and continuous improvement. Leaders & Governors are both  ambitious and compassionate. Parents, staff and children hold the school in high regard.

The teaching of basic skills is a real strength of the school.

The curriculum is rich, varied and exciting. Pupils achieve well in a range of subjects, e.g, history, geography & outdoor education.

The whole school community exudes tolerance and respect. Children are confident, articulate, polite and friendly. They behave exceptionally well, particularly in lessons, where they are always  eager to learn.

The school needs to improve:

The accuracy and reliability of teacher summative assessment by –

evaluating against national benchmarks.

in-school moderation of assessment and outcomes, particularly on-entry/exit data.

ensuring the school keeps evidence of moderation and agreed assessments.

Work within the partnership to support and develop a shared and agreed system to demonstrate pupils’ attainment and progress.

Plans are in place to increase the amount of teaching space.