Gonville Academy is very lucky to have a dedicated Academy Committee, and governors visit the school on a regular basis to monitor the impact of the academy’s work and suggest improvements. The Academy Committee meets regularly to discuss the strategic development of the academy, and has representatives from the academy’s parent body, staff and community.
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
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 Academy Committees
In order to be functional, the composition of any AC responsible for two academies within STEP Academy Trust must meet the following minimum criteria:
- 1 Academy Leader Governor, ex-officio (the leader of the Academy);
- 1 Staff Governor (from the Academy, elected by members of staff);
- 2 Parent Governors (1 from each Academy, elected by parents/carers or appointed by the AC where no-one has stood for election);
- 2 Co-opted Governors (i.e. appointed by the AC).
The Role of the Academy Committee – SEND
The Academy Committee has responsibility to pupils with special educational needs and / or a disability (SEND).
The Academy Committee’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.