Five Acres High School is an academy the Greenshaw Learning Trust.
The Greenshaw Learning Trust is a charitable company, limited by guarantee, with the sole purpose of maintaining and developing academy schools to provide comprehensive and inclusive education for the public benefit. You in can find out more about the governance of the Trust on the Trust website here.
GLT governance structure
The formal, legal governing body for all schools in the Greenshaw Learning Trust is the Board of Trustees. It is made up of nine Trustees and the Chair of the board of Trustees, Anne Spackman. It meets each half term, six times per year and usually follows governing body meetings in all the schools.
The Greenshaw Learning Trust is one single organisation. It is a single employer for all teachers and support staff in all schools. It is also the admissions authority for all schools.
The Board of Trustees delegates the governance of its schools in large part to the governing body and leadership team in the school. There are certain functions that it does not delegate because these have to remain with the board of Trustees and be carried out across the entire organisation. These are mostly the functions that relate to finance, legal and human resources.
The Board has a number of committees to carry our scrutiny functions. Governing bodies are special Committees of the Board of Trustees. The minutes of all governing bodies are received and scrutinised by the Board of Trustees.
Scheme of Delegation
The scheme of delegation defines the relationship between the Board of Trustees and the Governing Body. It stipulates what is delegated to the Governing Body, what is expected from Governing Body in terms of scrutiny of headteachers and leadership teams and how the School/Governing Body communicates with the Board.
In addition to the Scheme of Delegation, there are a series of policies that GLT approves which also stipulate how schools will operate. Some policies e.g. safeguarding, finance and a suite of HR policies are approved by the Board and schools are required to follow them. Some policies are overarching e.g. curriculum, and a school then adopts its own local policy to reflect local practice. The Board of Trustees has model policies for schools to adapt and adopt where relevant.
Role of the Governing Body
Chair of Governing Body (LGB): Mike Cooper
Vice Chair of Local Governing Body: Ann-Marie Karadia
The Local Governing Body meets six times per year in each half term and is required to hold the headteacher and leadership team to account for the running of the school. Specifically:
- The setting and delivery of the school budget including staffing and resources (once set and approved by the governing body the budget is approved by the Board of Trustees). The headteacher has specific responsibility for the budget which is delegated to them.
- The setting and delivery of the curriculum including the monitoring of the school development plan and the outcomes (in the broadest sense) for students.
- Carrying out the performance management of the Headteacher.
The Board of Trustees provides model agendas to the governing bodies and a work plan across the year to tie in with the rhythm of the school year and the function of the Trust as a whole.
Local governing bodies receive reports from the headteacher on finance and standards and the LGB is expected to monitor the school development plan by asking probing questions of the headteacher and senior leadership team inside and outside of governing body meetings.
The Directors of Education (Ben Parnell for Secondary and Simon Cooper-Hind for Primary) line manage the respective headteachers and also provide a triangulation of school performance (finance and standards) directly to the Board of Trustees or through the committees of the Board of Trustees. They support the local governing body with the performance management of the headteachers.
You can find out more about the governors here.
The governing body has agreed a set of rules for how it operates that are set out in its Governance Procedures, which can be downloaded below.
Information about the committees of the governing body are set out here.
The attendance record of governors at meetings of the governing body and its committees can be found here.
The Trust is required to maintain a register of interests for governors and non-trustee members of governing body committees, you can see the declarations of relevant interests of the governing body here.
Lead (or link) governor roles on governing bodies
Lead Governor for SEND, Teaching & Learning and Closing the Gaps:
Lead Governor for Finance: Richard Brackston
Lead Governor for Behaviour and Attendance, Safeguarding and Pastoral Care: Tracy Brooke
Lead Governor for Curriculum Development (World Class Curriculum and Character Education: Jason Griffiths
Lead Governor for Middle Leadership and HR/Staffing: Emma Kear
Lead Governor for Literacy: Hannah Trezise
Lead Governor for Standards: Sasha Davidson
Lead governors are identified by the governing body to provide a link between the Governing Body and the school on specific aspects of the role and responsibilities of the governing body. Lead governor roles should relate to a specific responsibility of the governing body, a priority/focus for the governing body related to the school improvement plan, or a specific governing body-defined priority project; and may be ongoing or time limited.
Lead governors should, on matters directly relevant to their area of interest:
- Maintain a direct link and positive relationship with the school on behalf of the Governing Body.
- Find out about the work of the school and the broader educational and local community context.
- Help the governing body as a whole to know the school and be able to carry out their role better
- Offer advice and support and a governor perspective to the link member of staff.
- Represent the governing body and explain the policies and decisions of the governing body to the school.
- Monitor the implementation and effectiveness of relevant school and governing body policies.
- Report to and advise the governing body in relation to their area, in particular when the governing body is considering governing body policy and activity.
Lead governors should do this by:
- Talking to their link member of staff.
- Visiting the school.
- Seeing for themselves what is being done and its outcomes.
- Asking questions.
- Taking advantage of opportunities to improve their knowledge.
- Planning their lead governor activity and being prepared.
- Reviewing and reflecting on their lead governor activity.
- Reporting back to the governing body by completing a lead governor form and speaking at governing body meetings.
Lead governors should also seek and take advantage of opportunities to liaise with, share issues with and learn from similar lead governors in other Trust schools and with appropriate link Trustees.