ROSELYN HOUSE SCHOOL 

Governance Policy 

 

 

This Policy aims to set out the system, structure and process outline for governance at Roselyn House School.  

 

The Proprietor Body of Roselyn House School is KS Education Limited. The two Directors of whom are Sharon Damerall, Headteacher and Kirsty Willacy, Deputy Head Teacher. They ensure that all Independent School Standards 2014 are met and Ofsted Requirements.

 

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 KS3 site and the KS4/5 site, which is home to Roselyn House Sixth Form. There are Outreach and Individual Intervention Timetables across both sites, (RHISE- Roselyn House Individual Support Education). 

 

The Headteacher being based at the KS3 site and the Deputy Head at the KS4/5 site.  

 

Mr J Birkenhead is also Deputy Head who operates across both sites. with Mr Dickinson who is the RHS Co-ordinator (KS3 Site). Mrs Higgins is the other RHS Co-ordinator (KS4/5 Site).  

 

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. She works with external agencies and arranges quality assurance reviews and visits with external professionals. She is responsible for seeing the procedures of this Governance Policy are carried out and monitored.

 

We are supported externally by:-  

 

Peninsula for Health and Safety and HR 

Judicium for GDPR 

Markel Liability Insurance 

Essere Therapy 

 

SENDOs from various local authorities:- 

Lancashire: 

Susan Hurst 

Miranda Chestnutt 

Louise Birchall 

 

Blackburn with Darwen: 

Sarah Holme 

 

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, 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 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 Governance Representatives are made up from 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. There are regular discussions and feedback which provides support and governance across the whole school. This is then managed by the Proprietor Body, KS Education Limited and complies with Ofsted requirements.

 

These consultations along with improvement planning form the basis of the school’s evaluation planning and actions for moving forwards. 

 

At Roselyn House School we believe that effective Governance should: 

• Ensure clarity of vision, ethos and strategic direction 

• Hold leaders to account for the educational performance, safety and welfare of the school and its students, and the effective and efficient performance management and wellbeing of staff; and 

• Despite the school being a Limited Company should be accountable that money is well spent on the resource’s students need 

 

We believe that Governance should be 

• Ambitious for all children and young people and infused with a passion for education and a commitment to continuous school improvement that enables the best possible outcomes. Governance must be grounded in reality as defined by both high-quality objective data and a full understanding of the views and needs of students, staff, parents, carers, multi-agencies and local communities. It should be driven by inquisitive, independent minds and through conversations focussed on the key strategic issues which are conducted with humility, good judgement, resilience and determination.  

 

The DfE defines effective governance on six key features:  

• Strategic leadership that sets and champions vision, ethos and strategy. 

• Accountability that drives up educational standards and financial performance. 

• People with the right skills, experience, qualities and capacity. 

• Structures that reinforce clearly defined roles and responsibilities. 

• Compliance with statutory and contractual requirements. 

• Evaluation to monitor and improve the quality and impact of governance. 

 

 

 

At Roselyn House School we have strategic leadership that sets and champions vision, ethos and strategy through:  

• A clear and explicit vision for the future which has been achieved through collaboration and consultation. This has student progress and achievement at its heart and is communicated to the whole School 

• Strong and clear values and ethos which are defined and modelled by everyone and embedded across the School and adhered to by all that work in it, or on behalf of it 

• Strategic planning that defines medium to long-term strategic goals, and development and improvement priorities which are understood by all in the School 

• Processes to monitor and review progress against agreed strategic goals and to refresh the vision and goals periodically and as necessary including at key growth stages or if performance of the organisation drops  

• Mechanisms for enabling the governing board to listen, understand and respond to the voices of parents/carers, students, staff and local communities 

• Determination to initiate and lead strategic change when this is in the best interests of young people and the school, and to champion the reasons for, and benefits of, change to all stakeholders 

• Procedures to set and manage risk appetite and tolerance; ensuring that risks are aligned with strategic priorities and improvement plans and that appropriate intervention strategies are in place and risk management is embedded at every level of day to day operation 

 

The SLT meet with the Headteacher/ Director 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 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: 

 

• Rigorous analysis of pupil progress, attainment and financial information with comparison against local and national benchmarks and over time- information can be found on the website, Student Learning Support Plans. 

• Clear processes for overseeing and monitoring School improvement and financial health, and the board being able to provide constructive challenge to the Directors. 

• Effective oversight of the performance of all other employees and the framework for their pay and conditions of service 

• A regular cycle of meetings and appropriate processes to support business and financial planning- The Directors and School Business Manager work closely with Whittles Accountants and Appletree Financial Services in order to manage accounts effectively for the school/ business. 

• Effective controls for managing within available resources and ensuring regularity, propriety and value for money- our resources are needs lead and can be requested via students EHCP/staff. 

 

Our Governance is made up of representatives from 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:  

 

• Understand the purpose of governance and the role of non-executive leadership and have all the necessary skills, as outlined in the department’s Competency frameworks: for governance and professional clerking, to deliver it well. 

• Include an effective overseer with the ability to provide visionary strategic non-executive leadership. 

• Provide sufficient diversity of perspectives to enable robust decision making 

• Are recruited through robust and transparent processes against a clear articulation of required skills, which are set out in discussion

• Use active succession planning to ensure that Governance, and the whole school, continues to have the people and leadership it needs to remain effective and provide support for the Directors. 

 

Our Governing Procedures are overseen by Mrs Smith who ensures that there are structures that reinforce clearly defined roles and responsibilities:  

• There are appropriate structures that reflect the scale and structure of the school and ensure sufficient and robust oversight of key priorities. 

• There is clear separation between strategic non-executive oversight and operational executive leadership, which is supported by positive relationships that encourage a professional culture and ethos across the school. 

• Processes for ensuring appropriate communication between all levels and structures of governance and to students, parents/carers, staff and communities – particularly to ensure transparency of decision-making. 

• Governance arrangements, which are understood at all levels of governance and leadership are reviewed regularly. 

 

Our Governance shows compliance with statutory and contractual requirements, through:  

• Awareness of, and adherence to, responsibilities under education and employment legislation.  

• Regard to KCSIE 2023 (but adapting to changes which may be implemented to the current information only KCSIE document September 2024) to ensure that key safeguarding and safer recruitment duties are undertaken effectively. 

• Plans to ensure that other key duties such as inclusion, special education needs and disability (SEND) are undertaken effectively across the organisation. 

• Understanding of, and adherence to, responsibilities under the Equalities Act, promoting equality and diversity throughout the organisation including in relation to its own operation. 

 

We evaluate and monitor to improve the quality and impact of governance through: 

• Processes for regular self-evaluation and review of individuals’ contribution as well as overall operation and effectiveness. 

• Documentation which accurately captures evidence of discussion where appropriate. 

 

Roselyn House School Governance Structure consists of the following representatives: 

• The Headteacher - Miss Damerall (also representative of the Proprietor Body)

• School Business Manager - Mrs Smith 

• At least one SLT member - Mr Birkenhead 

• One Teaching Assistant - Mr Dickinson 

• One Teacher- Miss N Smith 

• Two students from school council (elected from KS3 and KS4/5) 

• One or Two Parents/ Carers

• One Local Authority (SENDO)  

 

 

Decision Making 

The Governance structure plays a strategic role and avoid routine involvement in operational matters. Final decisions are made by the Proprietor Body. 

 

Role of those who are part of the Governance Structure

Each individual is responsible for contributing to discussions and meeting the three core functions; including members of student council.

 

Parent/ Carer

The role of a Parent / Carers is not as a spokesperson for the views of parents. They are there to provide a ‘parental viewpoint i.e. representative parents rather than representatives of parents. 

 

Headteacher 

It is the Headteacher, who is responsible for the operational and day-to-day running of the school. One of the Headteacher’s responsibilities is to provide information to meet the three core objectives of Governance. 

 

Staff

The role of Staff representatives is to provide strategic leadership, but also includes providing a ‘staff viewpoint’. It is important for prospective Staff to fully understand the nature of the role. Staff 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 Proprietor body. 

 

Local Authority

Discussions with various representatives from Local Authority include providing a ‘LA viewpoint’, and they should participate in the same way as other representative. They are not required to be affiliated to a political party, although they should be aware of local issues. Therapists will also be consulted.

 

Overseeing of Governing Procedures

The School’s Business Manager, is responsible for ensuring the effective functioning of the Governing Procedures and has a vital role in setting the highest of expectations for professional standards of governance. It is her responsibility to give representatives clear leadership and direction, keeping them focused on core functions.

 

She encourages collaboration to create an effective team, building its skills, knowledge and experience. She should ensure that everyone is actively contributing relevant skills and experience, participating constructively and is actively involved in the work of committees across whole school.  

 

The following processes of governance are in place: 

• Informal SLT Meetings. 

• Bi-weekly SLT Meetings. 

• Quality Assurance Reviews/ Visits/ Meetings for: 

Teaching and Learning Assessment, Safeguarding, Pastoral/ Welfare, Safety, Health and Environment, School Improvement 

• SENDO Meetings and student review - LA Monitoring Visits. 

• Social Care Meetings and monitoring visits. 

• Headteachers/ SBM Meetings for: 

Human resources, Clinical/ Therapy services, Information Technology, Commercial and Finance, Buildings and Property 

• Directors Meetings. 

• Student Council Meetings. 

• Group staff meetings. 

• Whole school monthly INSET. 

• Full Day INSET. 

 

S. Damerall 

Reviewed: June 2024 

 

 

 

 

 

 

Appendix 1 

System for school improvement and evaluation 

At Roselyn House School 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.  

• At the end of each school year, Miss Damerall, Headteacher prepares a SIEF (School improvement and evaluation form) which summarises the academic year and prepares targets/ focus for the next.  

• This is done following on from a staff, student, Parent/ Carer consultation which asks questions around the Ofsted Framework.   

• Throughout the year, the SLT Team at RHS prepare monthly reports which assess against the annual targets set and show development in the areas outlined in the Ofsted framework. The progress against the annual targets are then summarised by the Headteacher in a Termly progress report. These are all then fed into the SIEF at the end of the Year.  

• The SLT meet fortnightly alternating between sites. Information is then passed to the staff group at each site through weekly meetings. In addition, there are monthly twilight trainings and two full day INSET trainings per year. This allows for training to be implemented across the whole school based on the SIEF annual targets.  

• There is a cycle of appraisals which takes place annually in the Summer Term.  

• Teachers are observed termly, through focused observations and shared practice is encouraged.  

• The SENCO provides information regarding interventions, SEND support, assessment timetable and works across both sites. Interventions are recorded. There are meetings held to discuss individual student’s needs and updates provided to staff.  

• There is a 1-4 tracking subjects across the curriculum which is fed into End of Term Reports and Annual Reviews. Termly Parents evenings are held and this information is passed on along with the Annual Review where the SENDO and additional agencies will be invited to attend.  

• We have an information access on Office 365 for all staff which provides information around individual students including EHCP, IEBP, Learning Support Plan, Personal Learning Plan and individual risk assessment. The whole school curriculum and schemes of work are found here.  

• There is an onsite Therapist who students access through an appointment system for a prescribed time as agreed with the therapist, Parents/ Carers and outside agencies. There is also intervention provided by SALT Therapist. There are regular therapy review meetings held.  

• We have an Attendance Officer who works across both sites and attends Home Visits; putting attendance interventions in place.  

• There is a system of Outreach Intervention which provides individual timetables for a prescribed period of time.  

• We have a strong vocational offering, which includes colleges, training centres, Alternative Provisions, work experience, volunteer work, Adulthood Pathway. Each student produces Learning Goals, All About Me and a Vocational Profile/ Summary. These form part of the Annual Review process and End of Term reports.  

• Placements in principle are managed on a weekly basis along with the management of student placements. 

• There are weekly DSL meetings to discuss Safeguarding and Early Help intervention. A safeguarding audit is completed.  

• The school works with Peninsula on Health and Safety and HR matters and an audit is completed. In addition, Markel insurance complete an audit of Health and Safety. There is an annual Fire Safety risk assessment completed. 

• For GDPR an audit is completed by Judicium and up to date training is provided.  

• Student Council meets monthly across both sites where minutes are sent to Miss Damerall and responded upon. Student members attend Governance meetings where appropriate.  

• Governance meetings are held.  

  

September	Completion of Learning Goals, All About Me, Vocational Profiles, Curriculum Maps, Annual review schedule completed, Fire Risk Assessment, H&S Review, 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 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 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 KS4/5 site, 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 KS3 Progress Testing (Maths, English & Science). Summative assessment for English, Maths, Science, PSHE, P.E, History and Geography.