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Email: office@longfleet.poole.sch.uk Telephone: 01202 673652

Meet the Governors

Welcome to our Governors’ section.
Please find below details of how our Governing body is structured, including the names, categories, responsibilities and terms of appointment for each Governor.
We have also provided a Register of Governor Interests and an Annual Statement of Issues for your information.

The Governing Body

The Governing Body has a responsibility to oversee the effective management of the school and ensure the school fulfils all statutory obligations.

Full Governing Body

Chair of Governors - Justin Tomkins (Contact via office@longfleet.poole.sch.uk marked for the attention of Chair of Governors)
3 Foundation Governors – Justin Tomkins, Sue Cobb and James Wallace-Hadrill

2 Parents – Steve Cartwright and Karen Tyler

Headteacher – Nigel Helm

1 Staff – Laura Winton

6 Co -Opted – Ali Cox, Clare Gardiner, Kay Davies, Michelle Vaughton, Andrea Arnott, 1 vacancies

Teaching and Learning Committee:

Kay Davies (Chair), Steve Cartwright , Ali Cox, Nigel Helm (HT), Laura Winton, Justin Tomkins, Sue Cobb

Resources Committee:

Michelle Vaughton (Chair),Clare Gardiner, Nigel Helm (HT), Justin Tomkins (CoG), James Wallace-Hadrill, Karen Tyler

Pay Committee:

Kay Davies (chair), Michelle Vaughton, James Wallace-Hadrill

Pupil Discipline & Exclusion:

3 eligible governors

Appeals:

3 eligible governors

Headteacher Performance Management:

Justin Tomkins, Sue Cobb

Staff Disciplinary:

3 eligible governors

Staff Disciplinary Appeals:

3 eligible governors

Specific Areas of Responsibility Link Governor(s)
Health and Safety  James Wallace-Hadrill
Inclusion Steve Cartwright
Safeguarding/LAC Ali Cox
Finance Michelle Vaughton
EYFS Steve Cartwright
RE/Collective Worship/SIAMS actions Justin Tomkins
Pupil Premium Kay Davies
Numeracy Kay Davies
HR Michelle Vaughton
Data Kay Davies
Literacy Sue Cobb
Science Justin Tomkins
ICT Vacancy

Who School Governors are

 

Governing bodies are made up of all sorts of people who contribute in many different and complementary ways.

 

Almost anyone can be a school governor, unless they are:

 

  • under 18, or
  • disqualified because of such things as bankruptcy and recent prison sentence

What Governors do

 

Governing bodies have a very wide range of powers and responsibilities. They include supporting the school in five key areas:

 

  • employment of staff
  • oversight of the curriculum
  • use of financial resources
  • welfare of pupils
  • up-keep of the premises

 

In an effective governing body, governors make strategic decisions:

 

  • set the framework for decision making by setting policy and budgeting to meet priorities;
  • keep informed about what the school is doing to implement policy and what is happening to monitor and evaluate the quality of education experienced by the children;
  • regularly evaluate their own performance and seek ways to become more effective

 

Governors at Longfleet:

 

  • meet as a full governing body once a half term
  • meet as a smaller committee (either ‘Teaching and Learning’ or ‘Resources’) once a half term
  • may be linked to a specific area of school life e.g. Literacy, Maths, SEN, Boys, Collective Worship
  • will often visit the school for a variety of different activities e.g. assemblies, celebrations, INSET days, walking tours of the school

 

Governors are NOT responsible for the day-to-day running of the school. This is the job of the Headteacher and staff.

 

If you would like to speak to the Chair of Governors please send a request via the school office. Governors will usually also be available on Parents Evenings.

Could You Be a Governor?

 

The governing body includes parents and professionals from all walks of life. If you think you would like to help the school evolve, the documents below give an introduction to the role and responsibilities of Governors.

 

More general information about being a governor can be found on these websites here:

Governors' Code of Conduct

This code of conduct is based on the NGA 2015 version. It sets out the expectations on and commitment required from school governors and trustees in order for the governing board to properly carry out its work within the school and the community.  ‘School’ includes academies, and it applies to all level of school governance.

The governing board has the following core strategic functions:

 

Establishing the strategic direction, by:

  • Setting the vision, values, and objectives for the school 
  • Agreeing the school improvement strategy with priorities and targets - Meeting statutory duties 

 

Ensuring accountability, by:

  • Appointing the headteacher 
  • Monitoring progress towards targets
  • Performance managing the headteacher
  • Engaging with stakeholders
  • Contributing to school self-evaluation

 

Ensuring financial probity, by:

  • Setting the budget
  • Monitoring spending against the budget
  • Ensuring value for money is obtained
  • Ensuring risks to the organisation are managed

As individuals on the board we agree to the following:

Role & Responsibilities

  • We understand the purpose of the board and the role of the headteacher.
  • We have responsibility for determining, monitoring and keeping under review the broad policies, plans and procedures within which the school operates.
  • We recognise that the headteacher is responsible for the implementation of policy, day to day management of the school and the implementation of the curriculum.
  • We accept that we have no legal authority to act individually, except when the board has given us delegated authority to do so, and therefore we will only speak on behalf of the governing board when we have been specifically authorised to do so.
  • We accept collective responsibility for all decisions made by the board or its delegated agents. This means that we will not speak against majority decisions outside the governing board meeting.
  • We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.
  • We will encourage open government and will act appropriately.
  • We will consider carefully how our decisions may affect the community and other schools.
  • We will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school. We have a responsibility for preserving and developing the school as a Church School. Our actions within the school and the local community will reflect this.
  • In making or responding to criticism or complaints affecting the school we will follow the procedures established by the governing board.
  • We will actively support and challenge the headteacher.

Commitment

  • We acknowledge that accepting office as a governor involves the commitment of significant amounts of time and energy.
  • We will each involve ourselves actively in the work of the governing board, and accept our fair share of responsibilities, including service on committees or working groups.
  • We will make full efforts to attend all meetings and where we cannot attend explain in advance why we are unable to.
  • We will get to know the school well and respond to opportunities to involve ourselves in school activities.
  • We will visit the school, with all visits to school arranged in advance with the staff and undertaken within the framework established by the governing board and agreed with the headteacher.
  • We will consider seriously our individual and collective needs for training and development, and will undertake relevant training.
  • We accept that in the interests of open government, our names, terms of office, roles on the governing body, category of governor and the body responsible for appointing us will be published on the school’s website.

Relationships

  • We will strive to work as a team in which constructive working relationships are actively promoted.
  • We will express views openly, courteously and respectfully in all our communications with other governors.
  • We will support the chair in their role of ensuring appropriate conduct both at meetings and at all times.
  • We are prepared to answer queries from other governors in relation to delegated functions and take into account any concerns expressed, and we will acknowledge the time, effort and skills that have been committed to the delegated function by those involved.
  • We will seek to develop effective working relationships with the headteacher, staff and parents, the local authority and other relevant agencies and the community.

Confidentiality

  • We will observe complete confidentiality when matters are deemed confidential or where they concern specific members of staff or pupils, both inside or outside school.
  • We will exercise the greatest prudence at all times when discussions regarding school business arise outside a governing board meeting.
  • We will not reveal the details of any governing board vote.

Conflicts of interest

  • We will record any pecuniary or other business interest (including those related to people we are connected with) that we have in connection with the governing board’s business in the Register of Business Interests, and if any such conflicted matter arises in a meeting we will offer to leave the meeting for the appropriate length of time.
  • We will also declare any conflict of loyalty at the start of any meeting should the situation arise.
  • We will act in the best interests of the school as a whole and not as a representative of any group, even if elected to the governing body.

Breach of this code of conduct

  • If we believe this code has been breached, we will raise this issue with the chair and the chair will investigate; the governing board will only use suspension/removal as a last resort after seeking to resolve any difficulties or disputes in more constructive ways.
  • Should it be the chair that we believe has breached this code, another governor, such as the vice chair will investigate.

The Seven Principles of Public Life

(Originally published by the Nolan Committee: The Committee on Standards in Public Life was established by the then Prime Minister in October 1994, under the Chairmanship of Lord Nolan, to consider standards of conduct in various areas of public life, and to make recommendations). 

 

Selflessness - Holders of public office should act solely in terms of the public interest. They should not do so in order to gain financial or other material benefits for themselves, their family, or their friends. 

 

Integrity - Holders of public office should not place themselves under any financial or other obligation to outside individuals or organisations that might seek to influence them in the performance of their official duties. 

 

Objectivity - In carrying out public business, including making public appointments, awarding contracts, or recommending individuals for rewards and benefits, holders of public office should make choices on merit. 

 

Accountability - Holders of public office are accountable for their decisions and actions to the public and must submit themselves to whatever scrutiny is appropriate to their office. 

 

Openness - Holders of public office should be as open as possible about all the decisions and actions that they take. They should give reasons for their decisions and restrict information only when the wider public interest clearly demands. 

 

Honesty - Holders of public office have a duty to declare any private interests relating to their public duties and to take steps to resolve any conflicts arising in a way that protects the public interest. 

 

Leadership - Holders of public office should promote and support these principles by leadership and example.

Adopted by the Governors of Longfleet Primary School - September 2016

Business Ethics and Declaration of Interests

It is important that the governors and staff not only act impartially, but are also seen to act impartially. In May 1996 the Nolan Committee published a report on standards in public life as applicable to local public spending bodies, including schools.  The report identified seven principles, which should be applied in public life.  These are:  selflessness, integrity, objectivity, accountability, openness, honesty and leadership.  One important means by which a school may demonstrate that it is applying these principles is by maintaining a Register of Business Interests.

The governing body and school staff have a responsibility to avoid any conflict between their business and personal interests and affairs and the interests of the school.  Paragraph 2.9 of the “Scheme of Local Management of Schools” requires that a register of business interests must be maintained for both Governors and the Headteacher (and staff with significant financial responsibilities), which must be freely available for inspection by governors staff and parents.
The register must include all business interests such as directorships, share holdings and other appointments of influence within a business or other organisation, which may have dealings with the school.  The disclosures should also include business interests of relatives and other individuals who may exert influence.  Schools should ensure the register is up to date and complete, includes all governors and relevant staff and in this regard signed and dated nil returns are also required.
Full Governing Body Governor Type Term expires Interest Declared
Andrea Arnott Co-opted 05.02.2021 None Declared
Sue Cobb Foundation 30.06.2020 None Declared
Ali Cox Co-opted 30.09.2019 None Declared
Clare Gardiner Co-opted 30.09.2019 None Declared
Nigel Helm Headteacher n/a None Declared
Justin Tomkins (Chair) Foundation 18.01.2020 None Declared
Kay Davies Co-opted 13.05.2017 None Declared
Stephen Cartwright Parent 30.11.2019 None Declared
Karen Tyler Parent 03.10.2020 Finance Manager for Ambitions Academies Trust
Michelle Vaughton Co-opted 29.02.2020 None Declared
James Wallace-Hadrill Foundation 30.06.2020 None Declared
Laura Winton Staff 31.08.2020 None Declared
2 co-opted vacancies

Register of Governors Attendance at Meetings 2015-16

Full Governing Body

 

21st September 2015

30th November 2015

14th March 2016

18th April 2016

26th April 2016

6th June 2016

4th July 2016

AliCox Present Apologies Present Present Present Apologies Apologies
Andrew Perry Apologies Apologies Apologies Apologies Apologies Apologies Apologies
Clare Gardiner Present Present Present Apologies Present Present Present
Diane Brierley (HT) Present Present Present Present Present Present Present
Emma Jackson (C) Present Present Present Apologies Present Present Present

Hannah Haines

(formerly Davies)

Apologies Apologies Apologies Apologies Apologies Apologies Apologies
Joelle Fallows Present Present Apologies Apologies Present Present Present
Justin Tomkins (VC) Apologies Present Present Present Present Present Present

Karima Bellazrak

(left Nov 2015)

Present Present n/a n/a n/a n/a n/a
Kay Davies Present Apologies Present Apologies Apologies Present Present
Lynsey Hamilton Present Present Present Present Apologies Apologies Apologies

Rob Hunter

(left Nov 2015)

Present Present n/a n/a n/a n/a n/a

Steve Cartwright

(Nov 2015)

n/a Present Present Apologies Present Present Present

Vicky McBride

(Nov 2015)

n/a Apologies Present Present Present Present Present

Michelle Vaughton

(Feb 2016)

n/a n/a Apologies Present Present Present Present

Resources

  9th October 2015 18th November 2015 24th February 2016 26th June 2016
Lynsey Hamilton (C) Present Present Present Present

Karima Bellazrak

(left Nov 2015)

Present Apologies n/a n/a
Diane Brierley (HT) Present Present Present Present
Clare Gardiner Present Present Apologies Present

Rob Hunter

(left Nov 2015)

Apologies Present n/a n/a
Emma Jackson Present Present Present Present

Vicky McBride

(Nov 2015)

n/a Present Apologies Apologies

Michelle Vaughton

(Feb 2016)

n/a n/a n/a Present

Teaching and Learning

  9th October 2015 20th November 2015 22nd January 2016 24th June 2016
Kay Davies (C) Present Present Present Present
Diane Brierley (HT) Present Present Present Present
Ali Cox Present Present Present Present
Justin Tomkins Present Present Present Present
Emma Jackson Present Present Present Present
Joelle Fallows Present Present Present Apologies

Hannah Haines

(formerly Davies)

Present Present Present Apologies

Steve Cartwright

(Nov 2015)

n/a n/a Apologies Present
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