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Claremont School Governors
The role of the governing body falls into three broad areas:
- Strategic direction - which involves setting aims for the school; agreeing policies, plans and targets; and monitoring and evaluating these.
- Critical friend to the school - asking relevant questions of the school in a supportive way; and monitoring the impact of policies and plans
- Accountability - holding the head teacher and staff to account for school performance; accounting to parents and others; setting the terms of reference for the committees of the governing body.
The main areas of governor activity cover how to spend the budget allocatedto the school; deciding staff numbers, pay policy and performance management; ensuring the curriculum is balanced and broadly based; setting and monitoring policies on discipline, exclusions, admissions; appointing the Head teacher and participating in other senior staff appointments and ensuring compliance with statutory functions.
Claremont School has twelve governors. Two places are for parents, two places for school staff (including the head teacher), seven community governors (community governors represent community interests) and one Local Authority appointed governor. The governing body meets termly and is supported by a Clerk to the Governors.
Much of the detailed work of the governing body is undertaken by two committees: the Curriculum Committee - with oversight responsibility for curriculum content, delivery and outcomes; and the Finance and Staffing Committee - charged with setting and monitoring the school's budget and other finance related activities, such as capital expenditure and the management of lettings, along with dealing with all staffing matters. The governors are also represented on and are active in the school's health and safety oversight body. The Chair and Vice-Chair of governors have an additional responsibility for the Headteacher's performance management.
Governors will also be nominated to represent the school's interest in matters, projects or opportunities for collaborative working which may arise; for example representation on the Henleaze Campus Committee (set up to meet the common interests of the three ‘Henleaze’ schools); representation on the Redland Green School Governing Body and the Learning Difficulties/Disabilities Partnership initiative (set up to explore common interests in local special schools).