The role of the Governors at Jerry Clay Academy


Mrs Swinburne, the headteacher of the school is responsible for day-to-day management of the school. The role of the Governing Body at Jerry Clay Academy is to provide strategic management, and to act as a “critical friend”, supporting the work of Mrs Swinburne and other staff. Governors also have a role in monitoring the school’s progress and in setting annual targets for the school’s performance and for the headteacher. At Jerry Clay Academy we use a committee structure to enable our Governors to undertake monitoring and evaluation roles. Membership and terms of reference of committees are determined annually. We have two committees, these are Finance & Resources, which covers the finance of the school,  resourcing including staffing, admissions and health and safety. We have a Standards and Curriculum commitee which covers pupil progress, curriculum developments, teaching and learning and standards. Our governing body all take on specific roles to ensure that we have coverage across the School Development Plan. This ensures that we have robust monitoring, accountability and challenge in place throughout all areas of our school.


The governing body has three main roles:



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.



The school is 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.


Contacting the governors

The governors may be contacted via the school office. We warmly welcome your comments and your involvement with the governing body.



We hope that you will be very happy with your child’s education. If, however, you have cause for complaint please contact the class teacher in the first instance. If you still have concerns these should be brought to the attention of the Headteacher and subsequently the Chair of Governors.

Development Plan Priorities 2016-17


In response to the analysis of performance data 2015-16, internal and external monitoring and evaluation; as well as consultation with staff, pupils and parents, the following have been identified for whole school development.

Priority 1:  Attainment and Progress –Develop & accelerate attainment & progress in Mathematics across the whole academy.

Priority Governors S Nicol & J Dexter 

Pupil Premium – L Bland


a) More able children are rigorously tracked in all key stages.

b) Ensure pupil progress meetings are challenging and that all groups of learners are monitored

c) Embed JCA way methods within teaching and learning and monitor the impact through the MER process.

d) All lessons and activities challenge the most able to do their best at all time

e)Assigned Users

Teachers question pupils more closely to encourage pupils’ thinking and to check in greater detail how much they’ve understood

f) Pupils are given opportunities to talk in depth about their learning with one another

g) Interventions will be put in place where support is needed.

I) Introduction of mastery training to ensure that teachers fully understand how to embed key ideas and allow for breadth of understanding

Priority 2: Behaviour and Safety- Continue to embed Learner Traits by deepening them to a greater level using Growth Mindset.  

Priority Governors H Taylor-Lyte

Child Protection & LAC – S Nicol & J Aldred

Health & Safety- J Bennett


a) Continue to brand the school with our positive image. ‘Striving to be the best’ banners to be placed in all rooms. Outdoor displays to be placed outside for each key stage.

b) Introduce the positive postcard, as well as the text message system

c) Focus on a learner trait each month within assembly times and within class assembly time. Assigned Users

d) Ensure that class teachers, teaching assistants and lunch time supervisors are using the key learner trait language when speaking to children about their behaviour. e) Introduce learner traits into lessons so that children know how they are applying the learner trait within their learning.

f) Celebrate students’ use of learner traits by awarding learner trait stickers and an end of term learner trait certificate for children who are demonstrating all of the traits.

g) Continue to develop celebration assemblies by utilising Prefects to award children who have demonstrated a specific learner trait.

h) Ensure that the behaviour policy is strictly adhered to. Monitor closely use of the warning system and consistency across the school.

i) Porch areas to portray a more positive image for learning. Areas to be developed with positive learning photographs of the children. j) Develop the house point system, alongside newly developed house captains. Points to be shared at the end of every week and displayed within a newly developed house area in the corridor.

Priority 3: Leadership and Management –Continue to develop leaders at all levels through their understanding of IMPACT on children & raised accountability.

Priority Governors – M Hammond


a) Ensure that RWI Writing training is delivered and applied consistently across all lessons

b) Introduce progressive writing throughout the whole of primary from Reception to Year 6

c) Moderate half termly writing within school and across the Outwood Together cluster

d) Drop ins to focus on the delivery of writing. Peer to peer observations to enable consistency of practice across the school

e) Develop the Jerry Clay Way guided writing sessions

f) Ensure all pupil progress meetings focus on support where needed in writing to accelerate learning

g) Address boys writing in KS2 by planning an outdoor literacy rich curriculum to enthuse and motivate

Priority 4: Teaching & Learning- Ensure teaching & learning encapsulates a mastery approach where high expectations are the norm. Ensure the inside & outside learning environment reflects high standards and consistency.

Priority Governors–  S Akers

SEN- J Aldred

Creative Arts – S Green

Performance Management – K Orrell, S Nichol, A Carter


a) Appoint key leadership roles across the school – Head Boy, Head Girl, House Captains and ambassadors.

b) Develop the school council to ensure that it has a stronger voice within the school and is pivotal to collecting student voice is followed rigorously and that leaders at all levels are focusing on the ‘so what’ of their monitoring activities. c) Action plans are linking much tighter to the SDP and priorities set out from monitoring exercises from the previous year. d) Ensure that leaders at all levels are role models for the Jerry Clay Way and expect the highest of standards in all areas, particularly the subject area which they lead.

e) Develop student leaders through weekly meetings and regular delegated responsibilities.

f) Develop a tight team structure for pastoral, EYFS, KS1 & KS2 so that staff have an understanding of direct line management and lines of communication.

g) Continue to increase accountability of the Governing Body and their link to priority points within the SDP, challenging and supporting key teams within school

Priority 5: Teaching & Learning- Embedding the Jerry Clay Way so that consistency and high expectations of teaching become part of practice. Ensure the inside & outside learning environment reflects high standards and consistency.

Priority Governors – S Akers & J Rigby


a) SLT to ensure all Jerry Clay Way methods are implemented from the start of term – success criteria, ‘so that’ objectives, modelling, WAGOLL, marking and feedback

b)Ensure that drops in are regularly carried out to monitor standards and expectations across the school

c) Develop peer-to-peer reviews and observations so that reflective practice becomes the norm

d) Carry out regular learning walks to ensure that quality & consistency is maintained

e) Continue the recording of lessons and lesson studies to allow teachers to understand their learning needs

f) Development of TA training to further enhance support for teaching and learning in the classroom

Priority 6: EYFS- Develop the outdoor learning environment so that purposeful learning opportunities, including levels of challenge are part of the quality EYFS practice.

Priority Governor – A Bennett


a) Further resource the outdoor area so that it provides reactive learning opportunities ensuring coverage for the 7 areas of learning

b) The outdoor learning environment provides quality opportunities for adult-initiated and child-initiated learning

c) Staff can skilfully scaffold, extend and initiate learning in the outdoor area

d) Levels of productivity and engagement are high from all children

e) Children’s learning stories and activities are celebrated and documented in the outdoor area