Governor information

Stanley School is governed by a dedicated board of governors who work in partnership with the Head Teacher and staff to ensure the school provides the highest quality education and care for our pupils with complex learning needs.

The Circle of Governance Model

We follow the Circle of Governance model, a framework developed by the National Governance Association that focusses governance on what matters most: improving outcomes for pupils.

The model is based on three core functions that define effective governance:

1. Ensuring clarity of vision, ethos and strategic direction

Our governors work closely with the Head Teacher to set the long-term vision and strategic priorities for Stanley School. This means:

• Defining what we want our school to achieve for pupils with complex learning needs

• Setting ambitious goals that reflect our commitment to every child reaching their full potential

• Ensuring our vision is rooted in our values of being Caring, Learning, Inclusive and Ambitious

• Making strategic decisions about the school's future direction, including curriculum development, staffing and facilities

In a special school context: Our governors understand the unique challenges and opportunities of educating pupils with complex needs. They ensure our vision reflects the individual needs of our pupils and prepares them for fulfilling lives beyond school.

2. Holding the Head Teacher to account for the educational performance of the school and its pupils

Governors monitor the quality of education and care we provide by:

• Reviewing pupil progress data and outcomes against EHCP targets

• Challenging and supporting school leaders to ensure every pupil makes the best possible progress from their individual starting points

• Monitoring the effectiveness of teaching, therapy provision and pastoral support

• Visiting the school regularly to see learning in action and speak with staff and pupils

• Reviewing safeguarding arrangements and ensuring all pupils are safe and well cared for

• Ensuring the curriculum meets the diverse and complex needs of our pupils

In a special school context: Our governors understand that progress looks different for every child at Stanley School. They focus on individual pupil outcomes, the quality of personalised provision, and whether pupils are developing independence, communication skills and wellbeing alongside academic learning. They recognise the importance of our multi-disciplinary approach and monitor how effectively we work with therapists, medical professionals and families.

3. Overseeing the financial performance of the school and making sure its money is well spent

Our governors ensure the school's resources are used effectively by:

• Setting and monitoring the school budget

• Ensuring spending decisions are linked to our strategic priorities and pupil outcomes

• Checking that we achieve value for money in all areas of expenditure

• Monitoring staffing levels and ensuring we have the right expertise to meet pupils' needs

• Overseeing spending of additional funding such as Pupil Premium

• Ensuring the school's buildings, equipment and resources are fit for purpose

In a special school context: Our governors understand the higher costs associated with educating pupils with complex needs, including specialist staff, therapy provision, adapted facilities, specialist equipment and transport. They ensure funding is used strategically to provide the best possible provision and that we make effective use of our specialist resources.

How the Circle of Governance Works in Practice

The Circle of Governance model ensures that everything governors do connects back to improving outcomes for pupils. Our governors:

• Ask challenging questions focused on pupil progress and wellbeing

• Use data and evidence to inform their decisions

• Focus on impact rather than process

• Work strategically rather than getting involved in day-to-day operational matters

• Build strong relationships with school leaders based on trust and challenge

• Continuously develop their knowledge and skills through training

The circle is continuous: Governors set the vision and strategy, hold leaders to account for delivering it, and oversee the resources needed to make it happen. This creates a cycle of continuous improvement focused on what matters most – our pupils.

Our Governing Board Structure

The governing board is made up of governors with a range of skills, experience and expertise. Our board includes:

• Parent governors
• Staff governors
• Local authority governors
• Co-opted governors

The full governing board meets at least six times per year. 

How our Governors Work

Our governors are committed to ensuring that Stanley School continues to provide excellent education and care for our pupils with complex learning needs.

All governors undertake regular training to ensure they have the knowledge and skills to carry out their role effectively, with a particular focus on understanding the needs of pupils with complex learning difficulties.

Each governor has specific link responsibilities for key areas of the school such as safeguarding, curriculum pathways or specific curriculum areas. This allows governors to develop deeper knowledge and understanding of particular aspects of our work and to monitor progress in these areas more effectively.

Our governors undertake regular link visits where they meet with key staff, observe teaching and learning, review documentation, and report back to the full governing board. After each visit, link governors complete a written report which is shared with the Head Teacher and the full governing board. This ensures that all governors benefit from the insights gained during link visits and can use this information to inform strategic decisions.

Clerk to Governors

Name: Carolyn Totty
Contact: c/o schooloffice@stanley.wirral.sch.uk

The Clerk to Governors supports the governing board by organising meetings, taking minutes, and providing advice on governance procedures.