Strategic Governing Body
Strategic Governing Body
Gonville Academy is very lucky to have a dedicated Governing Body, and governors visit the school on a regular basis to monitor the impact of the academy’s work and suggest improvements. The Local Governing Body meets regularly to discuss the strategic development of the academy, and has representatives from the academy’s parent body, staff, local community and local authority.
The name STEP, an acronym, reflects the aspirational nature of the organisation – Striving Together for Excellence in Partnership. Inspired by the commitment to improve children’s life chances, STEP Academies work together to provide high quality learning experiences for all their pupils.
“STEP First” is the notion that, first and foremost, everyone is committed to being part of The STEP Academy Trust. All governors must be fully aligned to the Trust’s Mission and Vision. Although serving one or more particular Academies, governors are members of the wider STEP team. We are all one team, in one organisation, working towards the same goal: to be outstanding in all we do – STEP First!
STEP Governance Structure
Recent changes introduced by the Department for Education (DfE) allow academy trusts to establish a local governing body that is responsible for two or more academies.
Composition of the Strategic Governing Bodies (SGB)
If a Strategic Governing Body oversees one Academy, the total number of appointed governors may be fewer than 12. However, there will be a minimum of:
Parent x1 (elected)
Staff x1 (Head Teacher)
Staff x1 (elected)
STEP Governor x 6
Temporary Co-opted Governors (according to need)
(A representative of the STEP EMT will work with each SGB and attend its meetings)
The Role of the Governing Body – SEND
The Governing Body has responsibility to pupils with special educational needs and / or a disability (SEND).
The Governing Body’s responsibilities to pupils with SEND include:
Ensuring that provision of a high standard is made for pupils with SEND;
Ensuring that a ‘responsible person’ is identified to inform about the Statement of all those involved with teaching and supporting statemented pupils;
Ensuring that pupils with SEND are fully involved in Academy’s activities;
Having regard to the SEN Code of Practice when carrying out these responsibilities;
Being fully involved in developing, monitoring and subsequently reviewing SEND policy;
Reporting annually to parents on the Academy’s SEND Policy including the allocation of resources from the Academy’s devolved/delegated budget;
Ensure the SENDCO is a qualified teacher and have gained or are undertaking the NASENCO qualification.