Minutes to demonstrate the governing body’s critical friend role

This article looks at how minutes must demonstrate the governing body’s critical friend role.

When Estyn inspect the school, they are also judging how well the governing body fulfils its statutory obligations. Inspectors evaluate how well governors:

understand their roles;

are informed about the performance of the school and issues that affect it;

provide a sense of direction for the work of the school;

support the school as a critical friend;

hold the school to account for the standards and quality it achieves.

To do this, they not only meet with representatives of the governing body, but also look at governing body and committee minutes.

Each minute should include an explanation of the agenda item, a summary of the main points of the discussion, and the questions asked (providing the evidence of challenge) and the outcome of the discussion, usually a recommendation or a decision. This will result in an action, who, when and the timeframe.

The minutes should also provide evidence which demonstrate:

the governing body’s strategies for pupil achievement and attainment and school improvement priorities;

the critical friend role (monitoring and evaluating school standards, processes and outcomes) – asking questions, challenging, acknowledging success and giving support); and

the accountability role, i.e. making decisions/suggestions. Discussions about SDP, school and GB self-evaluation, successes and challenges.

The clerk therefore, plays a crucial role in encapsulating this information in the minutes.

It is recommended that key questions from governors, particularly if they are about progress, attainment and targets, are minuted, along with the school’s response. The National Leadership Development Board (NLDB) has drawn up the following key questions for governors to use

Some extracts from fictitious minutes are noted below:

Target setting

Governors noted that the evidence that TA support in classes has been successful and that the previous targets have been met or exceeded. As a consequence, adjustments have been made to the targets to reflect this.

Level 4 and level 5 data were discussed in depth. Targets set were based on individuals.

Targets have been adjusted dramatically this year, taking into account the range of strategies governors have agreed to put in place to positively affect outcomes both at level 4 and level 5.

Greater provision is now being made for MAT pupils: Tracking system enables staff to have whole school knowledge of pupils’ achievements, enabling intervention programmes to be put into place and More Able and Talented (MAT) pupils recognised. Governors asked if there were any schools that were excelling in this area, and what intervention programmes were being used, and if a specific meeting could be arranged to discuss this.

Governors asked if the targets set were aspirational and what was the feedback following the most recent meeting with the challenge adviser. Governors noted the improvement in attendance and behaviour since enhanced TA support was implemented. Governors asked if the school budget forecast for next year ensured that the school could keep the current level of staffing. The HT reported that …
Governors agreed to accept the targets.

Data analysis

A brief discussion of the documents circulated was followed with an in-depth presentation made by XX. During the presentation, the following questions were raised by governors and discussed:

Trends in literacy, maths and science were explained.

Science had made a substantial improvement due to it being a priority target in 20XX-20XX. It now compared favourably with all benchmarks – governors enquired if this good practice had been shared with other schools?

Governors considered the school’s performance compared with local and national data and were happy to note that pupils had attained at an appropriate level. Whilst last year’s cohort did not attain as well as similar schools in Maths, governors accepted the headteacher’s explanation and noted achievement and ‘value-add’ in this subject was still very good.

Objectives set during all staff performance management meetings are aimed at supporting pupils to achieve the higher levels of attainment where appropriate.

Pupil development grant

The HT reported on the level of grant received for this year. Strategies to address the in-school performance variance of boys and girls entitled to free school meals would be one of the uses of the grant. Governors asked for more detail of the strategies being used and in particular how they will be monitored and evaluated.

Attendance targets

It was noted that the levels of attendance have dropped slightly over the 3 years. The headteacher explained the reason for this and presented the strategies put in place to improve attendance levels. There is a similar school in XXX which is achieving excellent attendance figures. Governors supported the HT’s intention to explore the reasons for this and report back at the next meeting. Attendance is targeted to improve to XX% in the current year. The governing body appointed a link governor for attendance who will meet regularly with Ms XX and report back to the governing body on initiatives and progress made.