SGB Our Strategic Governing Body (SGB) plays a key role in helping oversee the strategic direction of our Academy and works in partnership with the Headteacher, Senior Leadership Team and the STEP Directors. The main aim of the SGB is to ensure the delivery of a high standard of education for all pupils in its care. STEP Governance 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 Governors “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. Information regarding STEP Members’ and Trustees’ attendance at meetings information can be found here COMPOSITION OF THE STRATEGIC GOVERNING BODIES (SGB) The new Strategic Governing Bodies will have a maximum of 12 Governors as follows: Parent x2 (elected, ideally one from each Academy) Staff x2 (Headteachers) Staff x2 (elected, ideally one from each Academy) Board of Trustees Representative x1 STEP Governors x5 Temporary Co-Opted Governors (according to need) It is the belief of the Board of Trustees that this new governance structure, underpinned by sound principles, will make best use of our strengths, will address our challenges and will provide the framework for each of our Academies to become Outstanding at the next opportunity. SGB Summary List 2018/19 SGB Attendance Record 2017/18 AOA DLA SGB Summary List Feb 2018 Committee Membership 2016/17 DLA GA SGB Register of Interests 2017- 2018 DL GV - SGB Minutes - 29th Sept 2016 DLA GA - Resources Committee Minutes 2016 AOA-DLA- SGB Minutes 12th Sept 2017 DLA GA - DL GV- SGB Minutes 24th Nov 2016 DL - GV - SGB - 2nd March 2017 AOA DLA SGB Lead Governor Roles 2017-2018 The Strategic Governing Body has three main roles: Strategic: The Governing Body sets the general direction of the school, looking at how it should best develop and improve. This is done by reviewing and agreeing policies, setting targets and priorities and monitoring and reviewing aims and objectives. Strategic thinking is not always linked with the curriculum and it does not mean just responding to weakness. Critical Friend: The Governing Body works with the Headteacher and creates a clear understanding of the challenges faced in managing the school. The Governing Body is able to question and challenge. A good working relationship is essential as a real critical friendship is only achieved where there is trust and mutual respect. Accountability: The Academy is a bit like a business and its stakeholders are the learners. The Governing Body has a professional attitude and uses its collective skills to benefit the learners. It gathers views, ask questions and decides what is best for the school and the children. The governing body is answerable to the parents and the wider community. SGB Minutes DL SGB Minutes 10th July 2017 DL/GV SGB Minutes 2nd March 2017 DL SGB Minutes 15th May 2017 DL SGB Minutes 15th May 2017 DL SGB Minutes 25th Jan 2018 Annual SGB Attendance Record 2016/17 DL & Gonville The Role of the SGB within 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.