The Broomfield school governors are collectively called the governing body.
What does the governing body do?
Governors link the school with the community, and play a key role in the effectiveness of the school. The governing board’s job is to look at all aspects of the school’s performance and ensure it is achieving its full potential as well as working with the Principal and Senior Team to provide strategic leadership and accountability.
Governors core strategic functions are:
- Ensuring clarity of vision, ethos and strategic direction;
- Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff;
- Overseeing the financial performance of the school and making sure its money is well spent.
The school motto ‘Investing in Individuals, Transforming Lives’ reflects the ethos of our school as a community where we value the contributions of all pupils and staff.
The governing body supports this motto by observing, listening and challenging all aspects of school life. It does this so that the decisions that it makes are well informed and contribute towards the continuing success of the school. The governing body also plays an important part in the Ofsted inspection process by demonstrating their knowledge of the effectiveness of the school.
The governing body ensures that resources are well used, so that every child and young person has the best possible experience. Performance data is checked to ensure that the quality of teaching and learning is excellent. Policies and procedures are reviewed to ensure the wellbeing of everybody in school – both pupils and staff.
Code of conduct
All governors sign up to a code of conduct which sets out a number of principles which guide how the governing body operates, ensuring that it is consistent and fair.
The governors work as a team. Individual governors have no power or responsibility and it is only the full governing body which has corporate legal powers and duties.
Click to view a copy of the governing body Code of Conduct.
All governors have read the statutory guidance for schools about Keeping children safe in education, which is published by the Department for Education.
Who sits on the governing body
The governing body comprises volunteers who are committed to doing their very best to support the school, its pupils and staff. Governors are part of the school team, and come from all walks of life, with a wide range of different skills and talents. Some governors have had a long association with the school, whilst others are more recent appointments. All governors share a vision for the school to continue to improve, offering the best education and experience for all of its children and young people.
one governor explains why they got involved. Her thoughts are shared by the other governors:
'We ... know how challenging the behaviour of our young people can be, but with it comes the great rewards of each and every small progression they make and the knowledge that we have helped them on their journey to reach their full potential. To be able to send a child to school knowing they are happy to be there; in a safe environment that is able to meet the child's needs. Providing them with the appropriate methods of teaching to enable them to reach their true potential.'
The Governing Body
The governing body comprises community, local authority, parent/carers and staff governors.
In accordance with new Regulations relating to the constitution of governing bodies, from September 2017 the governing body will comprise:
|Category||Governor Name||Term of office|
|Principal (1)||Michell Wilman||ex oficio|
|Co-opted (7)||Dave Westwell (Chair)||2021|
|Hilary Britton( Vice-chair)||2019|
|Staff (2)||Sharon Crowther||2018|
Who are the governors?
To give you a better idea of who the governors are, they have been invited to describe their backgrounds and experience.
I am an experienced Finance professional who has been working for a major UK bank for over 20 years.
My experience includes financial budgeting, reporting, business partnering and performance management. This skill set brings capability to understand and interpret data, financial processes and constructively challenge performance metrics.
I trained as a primary school teacher at Bretton Hall and began work in Manchester in 1979. For the next 33 years I worked as a teacher in Primary, Middle, High and Special Schools in Leeds and Bradford, as an advisory teacher for SEN and an Education Officer. I completed my Masters degree in Education (M.Ed) in 1991. From 1997 until I took early retirement in July 2012, I worked at Victoria Park and Milestone schools (later West SILC) as Leader of Literacy and English, and later Assistant Head with responsibility for Post 16 and Inclusion.
I have been a governor at several Leeds schools and have considerable experience of committee work . I appreciate the need for the governing body to provide both support and appropriate challenge. I have experience in the area of school improvement and strategic planning. I am able to evaluate reports, identifying the key issues, achievements and areas for development and I can understand and interpret data to track progress. I have been involved in recruitment and selection of staff including 3 Headteacher appointments, and been the investigating officer in disciplinary action involving staff.
I hope that these skills and experiences will be of value to the governing body, staff, students and their families.
I am an ex headteacher, local authority adviser and inspector who is Ofsted trained. I have worked with primary, secondary and special schools and also provided training for student teachers in several Yorkshire universities and training institutions as well as undergoing education research. I have previously been a governor at 3 other schools. I have extensive experience delivering training on a wide range of leadership and management areas and have previously been Head of local authority leadership and management team. I wanted to become a governor at Broomfield because I have a particular strong interest and engagement in inclusion and SEND. Furthermore I admire the school’s determination and commitment to supporting the life chances and educational provision for its pupils. My other interests include hill walking, rugby (both codes), history and travel.
I currently work for Leeds Complex Needs Service within the SEN team, as a Funding For Inclusion Co-ordinator. As part of my role I have developed and have a good working knowledge of how schools should run, especially in relation to SEN. I feel that the role of a governor calls for continued challenge of a school's practice and my knowledge of best practice in SEN will be valuable in supporting Broomfield School.
Additionally my work with SEN funding means that I have a good grasp of school budgets so I fully understand the challenges faced by a school in providing the best for its pupils. I also have a background in engineering which has given me a good range of skills especially in creative thinking; I think this provides a different perspective to the governing body.
It has been a pleasure to see the good work that Broomfield School put into place for its pupils and I look forward to developing a positive relationship with the school. I have no doubts that the school is on a journey to becoming an outstanding school.
For the last 16 years working within Broomfield School I have had many roles. I started my employment here as a lunchtime supervisory assistant and after gaining more experience and knowledge I then applied and was successful in gaining employment as a learning Support Assistant. Broomfield has given me lots of opportunities to further progress in this role and I am now a Senior Learning Support Coordinator. I have many responsibilities in school some of which are managing support staff, organising and running the play scheme and liaising with transport agencies. I also am one of the designated staff for Child Protection.
I passionately believe that every child deserves the very best education we can provide for them. I am committed to working with all staff and governors to ensure that every pupil develops to their full potential and feels safe in their learning environment whilst having access to outstanding education.
I live in the local area of the school in Middleton. I have been a governor of four other schools for a total of 18 years. I am the longest serving governor on this board for which I have been part of for 9 years. I am chair of the pupil support subcommittee of which I have been on for the majority of my time as a governor. I make sure I am present in school on a regular basis, I always enjoy speaking to the pupils about their learning and meeting with parents at coffee mornings and school events. I have also been part of a lot of recruitment processes at school making sure we get the best people working at our school.
Archaeology and Geology are special interests. I have been on many digs and I attend lectures several times a year. I have a collection of rocks , minerals and fossils. I enjoy many different types of music but not rap. I enjoy good food and drink but not too much of it. I am an active member of Middleton Railway which is the oldest railway in the world by Act of Parliament. I am a trustee and active member of Health for All.
I joined Broomfield School as an Administration Assistant in 2008 and became a staff governor in 2014. I have two children a son aged 19 who works in IT security and my daughter aged 16 who is at college studying for her A Levels. I feel my experiences as a parent as well as a member of staff help me make better informed decisions in my capacity as a governor. Since starting at Broomfield my knowledge of Specialist Education has increased significantly along with my knowledge of how a school should run. From my first day of employment at the school it was evident that everyone was committed to providing the pupils with a safe and happy environment in which they could flourish and reach their full potential. I have seen many changes throughout my time at Broomfield all of which are continuously helping us to ensure that every child has the same opportunities to succeed and we continue to go from strength to strength and I feel proud to be part of this team.
I became a parent governor at Broomfields in order to use my experience of working with parents/carers of children with additional needs, right where it matters,in their school experience.
Having two children at Broomfield has given me insight on how our children’s individuality is preserved, and their potential reached, in a setting where they can be themselves, and be happy. Because of the journey my family have been on, through both mainstream and SILC, I am really passionate that parents are as involved and listened to, as much as is possible. I have helped run a support group, Before Diagnosis, which offers peer support to families going through the diagnostic process for any medical condition, and through that brought the Complex Needs Service and other relevant groups to the parents in the community. I have worked with SEND IASS to protect their offering, and I’ve helped Mind Mate improve and deliver vital information through their website.
More recently, I worked with the Royal College of Paediatrics and Child Health on their MindEd programme, developing new and current courses on mental health, which is fully accessible to all members of the public.
I really welcome this chance to work with my children’s school, and with you, to enable us all to work together, for our children.
The governing body normally has four full meetings a year. All meetings are clerked by a trained professional clerk who provides guidance and support to the governing body.
There are also three sub-committees, each of which meets once a term to discuss specific issues in more detail. The sub-committees are focussed around:
- pupil welfare and safeguarding
- teaching and learning
The governing body welcomes compliments, comments and complaints about all aspects of the school.
- Compliments and comments
Please contact the chair of governors, Simon Cockford c/o Broomfiled South Silc
If you have a complaint about an aspect of school life, in the first instance please try to resolve the matter with a teacher or the school principal. The governing body only becomes involved in a complaint once these channels have been used. A copy of the school's complaints procedure is available under ‘Policies’ on the school web-site.
At Broomfield South SILC we are constantly striving to improve and develop the provision for our pupils and staff. The governing body will continue to work hard to support and challenge the school in achieving this goal.