Roselyn House School / The RHISE Service
Governance Policy
This Policy aims to set out the Board system, structure and process outline for governance at Roselyn House School.
Since the School’s last Ofsted in 2019 when it was thought that the Leadership and Management would improve by ‘seeking external advice to support senior leaders in improving the quality of provision and moving the School forward into its next stage of development’, there have been lots of changes in terms of structure which has been driven from the pandemic recovery and consultation with staff, students and families alike. This has led to a more cohesive approach to whole school and the need for seeking external advice.
However there has been considerable restructure in the Local authority and we have had at times no SENDO’s or they have change. Due to their case loads it is difficult for our current SENDO to attend meetings but is kept up to date throughout Annual Reviews and is available externally for advice when required.
Previously, during the Pandemic the school was split into Bubbles but is now split across two sites with a A1, A2, B1 and B2 groups at The RHISE Centre and Year Class groups at RHS, the main site. This has helped to develop greater communication both internally and externally and the need to report back to establish accountability across the whole School.
Miss Damerall, Headteacher reports annually in a School Improvement and Evaluation document (SIEF). This includes summaries of Termly reports, consultation from staff, students, Parents/ Carers and SLT Monthly reports for both sites. The System of Improvement and Evaluation is added as an appendix at the end of this Policy.
The School is split across two sites, the main School building and The RHISE Centre, which is home to Roselyn House Sixth Form and also specific individualised, support programmes for students who are not able to access the main school site. There are Outreach and Individual Intervention Timetables across both sites.
The School is owned by KS Education Limited, which has two Directors, who are also the Headteacher, Miss S Damerall and Deputy Headteacher, Miss K Willacy of the School. The Headteacher being based at the main School and the Deputy Head at The RHISE Centre.
Mr J Birkenhead is Deputy Head and based at RHS with Mr Dickinson who is RHS Co-ordinator. Mrs Higgins is the RHISE Co-ordinator
Mr Birkenhead oversees, along with the Headteacher, the Curriculum, Timetable Planning and communication with Parents/ Carers across whole school.
Mrs R Smith, the School Business Manager works alongside the Headteacher and all SLT in the day to day running and Policy implementation of the school. They work with external agencies and arrange quality assurance reviews and visits with external professionals.
We are supported externally by:-
Peninsula for Health and Safety and HR
Judicium for GDPR
Markel Liability Insurance
Essere Therapy
Shine Therapy
SENDOs from various local authorities:-
Lancashire:
Susan Hurst
Kelly Hayes
Blackburn with Darwen:
Helen Cookson-Chadwick
Blackpool:
Rebecca Sandford-Jones
Rochdale
Sarah Tonge
Manchester
Mark Burgess
Hartlepool
Samantha Donovan
Trafford
Chris Locke
NASEN
NAHT (Lancashire Club Secretary - Karen Stephens) .
Despite being spread over two sites SLT ensure that there is a ‘whole school’ approach and consistency across the sites which is communicated to staff daily through group emails and briefings, Monthly twilight training and other trainings/ meetings.
This Policy takes into account guidance set out in DfE Governance Handbook 2020 and Governance: Structures and Role Descriptors October 2020. It also takes into consideration the specific needs of the structure of Roselyn House School and The RHISE Service and how we encourage everyone who is part of the School to have a voice in its development. The School has been and continues to be shaped by the specific needs of our students and is flexible in managing those needs as they may change over time. We include everyone in consultation around changes that are to be brought about and also how our future may be shaped. Our governing board has staff, students, Parents/ carers, LA representative (when possible) and interested others as part of its members. It is a form of self-governance which gives ownership to our students and their families to be part of what is theirs.
These consultations along with improvement planning form the basis of the school’s evaluation planning and actions for moving forwards.
At Roselyn House School and The RHISE Service we believe that effective Governance should:
We believe that our Governing Board should be
The DfE defines effective governance on six key features:
At Roselyn House School and The RHISE Service we have strategic leadership that sets and champions vision, ethos and strategy through:
The SLT meet with the Headteacher fortnightly with an agenda which covers actions from previous meetings, Action Planning, Group reports, Quality of education report, Wellbeing of students and staff, Safeguarding and Health and Safety, Quality Assurance, Headteachers report, Focus reports and AOB.
We expect everyone at Roselyn House School and The RHISE Service to be accountable to drive up educational standards which is led by the Deputy Head, Mr Birkenhead. Financial Health is monitored by the Directors and School Business Manager. Staff and Student Council are able to request budgets for approved resources; using the correct procedures to justify the expenditure. This is achieved by:
Our Governing Board is made up of SLT, School Staff, Students from School Council, Parents/ Carers, Local Authority and interested people who we believe should have the right skills, experience, qualities and capacity who:
Our Governing Board Chair is also the school Business Manager, Mrs Smith who ensures that there are structures that reinforce clearly defined roles and responsibilities:
Our Governing Board shows compliance with statutory and contractual requirements, through:
We evaluate and monitor to improve the quality and impact of governance through:
Roselyn House School and The RHISE Service Governing Board Structure
Decision Making
The Governing Board should play a strategic role and avoid routine involvement in operational matters.
Role of Governor
Each individual Governor is responsible for contributing to the Board’s discussions and in meeting its three core functions. Boards may choose to, and in some cases should, appoint specific governors to link to specific areas e.g. safeguarding, special educational needs and disability (SEND).
It may be necessary to discuss agenda issues with student Governors first and then ask them to leave the meeting depending on the content being discussed.
Parent/ Carer Governors
The role of a Parent Governor is not as a spokesperson for the views of parents. They are the same as any other Governor on the Board, providing a ‘parental viewpoint i.e. representative parents rather than representatives of parents.
Headteacher
It is the Headteacher, not the Governing Board, who is responsible for the operational and day-today running of the school. One of the Headteacher’s responsibilities is to provide information to the Board so that the Board can meet its three core objectives.
Staff Governors
The role of a Staff Governor is the same as any other Governor, strategic leadership, but also includes providing a ‘staff viewpoint’. It is important for prospective Staff Governors to fully understand the nature of the role prior to appointment. Staff Governors are not a spokesperson for the views of all staff, nor will they be held to account in relation to their staff role by the governing board.
Local Authority Governor
A LA Governor is a representative of the Local Authority. The role of a LA Governor is the same as any other Governor, including providing a ‘LA viewpoint’, and they should participate in the same way as other Governors. They are not required to be affiliated to a political party, although they should be aware of local issues. It may not always be possible for LA Governor to attend but an external interested other (possibly Therapist) may attend in their place.
The Chair
The Chair, is responsible for ensuring the effective functioning of the Board and has a vital role in setting the highest of expectations for professional standards of governance. It is the chair’s responsibility to give the Board clear leadership and direction, keeping it focused on its core functions.
The chair should encourage the board to work together as an effective team, building its skills, knowledge and experience. The Chair should ensure that everyone is actively contributing relevant skills and experience, participating constructively in meetings, and is actively involved in the work of committees.
The following processes of governance are in place:
Teaching and Learning Assessment, Safeguarding, Pastoral/ Welfare, Safety, Health and Environment, School Improvement
Human resources, Clinical/ Therapy services, Information Technology, Commercial and Finance, Buildings and Property
S. Damerall
June 2023
Appendix 1
System for school improvement and evaluation
At Roselyn House School and The RHISE Service we are constantly developing our practices and procedures in order to meet the individual needs of the students which change along with adapting to new legislation, guidance and frameworks.
September |
Completion of Learning Goals, All About Me, Vocational Profiles, Curriculum Maps, Annual review schedule completed, Fire Risk Assessment, H&S Review, RHISE Boiler Checks, Whole School safeguarding training, termly review of SCR, annual Teacher checks updated, Whole School Literacy Assessment (NGRT & NGST). Relevant training booked. |
October |
H&S Approved Contractors List Review, RHS Gas Safety Check, Liability Insurance, Whole School PREVENT training, Summative assessment for English, Maths and Science, Students entered for November and January series exams. |
November |
Transport audit, H&S DSE questionnaire update for staff, RHS Fire Risk Assessment Review, PO Numbers obtained for Spring Term, Whole School Asthma / Anaphylactic training, Whole School Numeracy Assessment (Hodder), Series BG exams. |
December |
E o T Reports/ Parent’s Evening, Autumn Term areas of development from SIEF, Spring Term invoices, Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography. |
January |
Termly review of SCR, H&S fire procedures review (fire exits/fire extinguisher list/PEEP) School calendar for next academic year, book INSET training for Autumn Term (mandatory), set INSET dates for next academic year, School Census, Live GDPR Audit with Judicium, Series 1A exams, students entered for March exams. |
February |
Planning for Leaver’s Destinations, Whole School PAT testing, H&S Lone Working Checklists/RA updated, obtain PO Numbers Summer Term, fee increase from April, RHS & RHISE KS3 Cognitive ability test (CAT 4). Summative assessment for English, Maths and Science, students entered for June exams. |
March |
Proposals for post 16, E o T Reports/ Parent’s Evening , Spring Term areas of development from SIEF, H&S Asbestos RA review, Summer Term invoices, Vehicle Insurance renewal, GDPR Policy update, Wellbeing survey, RHS & RHISE KS3 Cognitive ability test (CAT 4). Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography, series 3G exams. |
April |
Planning for September starters, Safeguarding audit, Transport audit, Wellbeing meeting, termly review of SCR, Whole School Literacy Assessment (NGRT & NGST). |
May |
Policy/ procedure review, personnel file review, appraisals, check mandatory training due, Whole School Literacy Assessment (NGRT & NGST). Summative assessment for English, Maths and Science, Series 6A and 6G exams. |
June |
Staff/ Parent/ Carer/ student consultation, Wellbeing meeting, H&S Fire Alarm service/Extinguisher service due at RHISE, H&S Risk Assessment Review, Update fees for next academic year, obtain PO numbers for Autumn Term, arrange leavers gifts, prepare student files to send to next provision for any leavers, Whole School Numeracy Assessment (Hodder), Series 6A and 6G exams. |
July |
E o T Reports/ Parent’s Evening, SIEF produced, Staff appraisals, September TT, Transport planning, update PLP, IEBP, LSP, new starter information to be provided on One Drive, H&S Fire Procedures Review, Autumn Term invoices, annual update of consent forms sent to parents/carers, update staff badges for next academic year, update staff Induction Pack with updated policies, RHS & RHISE KS3 Progress Testing (Maths, English & Science). Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography. |