Governors
Governors

The purpose of governance is to provide confident and strong strategic leadership which leads to robust accountability, oversight and assurance for educational and financial performance. Governance has three core functions:

  • Ensuring clarity of vision, ethos and strategic direction;
  • Holding executive leaders to account for the educational performance of the organisation and its pupils, and the effective and efficient performance management of staff; and
  • Overseeing the financial performance of the organisation and making sure its money is well spent.

Within a multi-academy trust such as Lionheart, governance is led by the Trust Board, with some responsibilities delegated to both the Local Governing Body of the school and Hub Governing bodies across a cluster of schools.

Riverside Primary School has a Local Governing Body. Contact the governing body via the Chair of Governors, Chris Swan.

 

Further Trust and Governance Information

Riverside Governors 2019-2020

Parent Governors

(elected by parent vote)

Community Governors

(appointed by the Governing Body)

Staff Governors

(elected by staff vote)

Elizabeth Green

Teaching Assistant

March 2016 – February 2020

Christine Swan - Chair

Community Worker

January 2015 – January 2019

Hannah Bolsteridge

Staff

September 2017 - 2021

       

 

Tricia Owen

October 2015 –October 2019

Staff Governors

(governors due to role within the college / Trust)

      

Mo Cox 

September 2017 – September 2021

Chelsea Norman
Head of School

September 2016 –August 2020

      

Karen O’Neill

March 2019 – March 2023

    

 

Previous Governors 2018 - 2019

Parent Governors

(elected by parent vote)

Community Governors

(appointed by the Governing Body)

Staff Governors

(elected by staff vote)

Jennifer Mc Greal

September 2015 – July 2019

Lorraine Orrinda

March 2019 – September 2019

 

 

Key Responsibilities

Chair Chris Swan
Vice-Chair Mo Cox
Finance TBC
Safeguarding Chris Swan
Pupil Premium Karen O’Neill
SEND / LAC Tricia Owen
British Values Karen O’Neill
Parent Voice Liz Green
Anti-Bullying TBC
Business Chris Swan
Community Chris Swan
Education & Data Tricia Owen / Liz Green
Pupil Voice Tricia Owen
Staff Voice Hannah Bolsteridge
Wellbeing – pupils & staff Chris Swan
EYFS Karen O’Neill

 

 Trust Organisation

Scheme of Delegation

The Trust operates under a Scheme of Delegation agreed by the Trust Board.

 

Trust Governance across all layers

Trust Board

Vision and ethos  |  Strategic direction  |  Risks and Opportunities   |  Overall responsibility

Hub Governing Bodies (HGB)

Finance  |  HR  |  Estates  |  IT  |  Education  |  Marketing & Business 

North Hub South & Central Hub

Cedars Academy: 11-19

Hallam Fields Primary: 4-11

Highcliffe Primary: 4-11

Humphrey Perkins: 11-16

Martin High: 11-16

Riverside Primary: 4-11

Beauchamp College: 11-19

Judgemeadow College: 11-16

Sir Jonathan North College 11-16 

Beauchamp City Sixth Form 16-19 (2020-21)

Local Governing Bodies (LGB)

Teaching & Learning  |  Pupil & Parent & Staff experience  |  Safeguarding |  Business & Community links

Trust Board

The Trust Board has overall responsibility for all governance in the trust and carries the final accountability for this. The focus of the Board is on the big picture, working with the trust Executive Team to set the overall vision for the trust, lead strategically and identify and respond to risks and opportunities.

 

Hub Governing Bodies

The schools are grouped into geographical governance hubs, which hold the schools to account and take a strategic lead on the back room services, which support the schools within their cluster. They also consider the marketing strategies of the group of schools and plan for developing effective partnerships with local businesses.

 

Local Governing Bodies

Each school has a Local Governing Body, which holds the school to account for the quality of teaching and learning, the experience of pupils, parents and staff, the processes to ensure safeguarding, and informal links with the local community and businesses. LGBs ensure that school leaders are mindful of the school’s context and work within the overall vision of Lionheart Academies Trust.

 

Members

The Members of a trust are not involved in the practical running of the organisation and do not take part in governing body or Board meetings, except as occasional observers.

Their role is to ensure that the Board keeps its core priorities at the centre of its work – providing education for children and young people – and retains its stated ethos and values.

Members appoint some of the trustees and, in exceptional circumstances, can remove trustees who they have appointed.

 

Local Governing Body: Roles and Responsibilities of LGB Governors

Membership Meetings Key roles Attending
  • 2 Parent Governors
  • 1 Staff governor
  • Head
  • Executive Head (where appropriate)
  • 5-8 community governors
 
LGB meetings
  • 4 meetings per year in line with data snapshots
  • No committees
  • Working parties as needed
Trust Finance meetings 5 per year, attended by Finance Governor, Head and business manager, CEO and CFO (or their representative).Staff Health & Safety meeting – attended by one governor in secondary schools.
  • Business links & careers   Community Links
  • Education & Data
  • Finance & grants - Sports Premium, Year 7 catch up
  • Parent Voice
  • Pupil Premium
  • Pupil Voice        
  • Safeguarding
  • SEND & Looked After Children
  • SMSC & British Values
  • Wellbeing – staff and pupils
  • EYFS (Primary)  6th form (if relevant)
  • Senior leadership team
  • Occasionally and where appropriate: Hub Lead, Hub Chair, CEO, trustees
Performance Management & Pay
  • Pay Committee – agree pay on recommendation from Head following moderation by trust leadership  – one autumn meeting
  • Performance management of Head by CEO, external advisor, Chair of LGB & Chair of Trust
Holding the school to account for standards: Pupil, Parent & Community Compliance Ambassadors & Vision
Receive reports on:
  • Development Plan updates
  • End of year results analysis
  • Data snapshots & KPIs including vulnerable groups, more able etc.
  • Information comparing school to national data
  • External quality assurance reports
  • Pupil Premium impact reports
  • Primary Sports Funding impact reports
  • Year 7 catch up funding impact reports
  • Attendance & Behaviour
  • Wellbeing support
First hand knowledge:
  • Learning walks linked to Development Plan priorities, mainly as part of trust reviews
  • Annual learning walk to audit safeguarding
  • Annual SEND learning walk
  • Governor links to key subjects
Ofsted:
  • Meet with Ofsted to discuss governance in this school
Stakeholder voice:
  • Parent forums & PTAs
  • School Council
  • Community networking
Pupil experience:
  • Curriculum offer – consulted on significant changes
  • Enrichment – curriculum and before/after school and holidays
  • Support school in ensuring curriculum and pupil offer match the context of the school’s community
Parents as co-educators – hold school to account for:
  • Communication with parents
  • Parent workshops re. curriculum, esafety, etc.
Complaints:
  • Carry out Stage 3 complaints process (meeting with Chair or another governor)
Risk:
  • Review risk register
  • Escalate concerns to Board
Compliance – hold school to account for:
  • Safeguarding & Prevent
  • British Values
  • Equality
  • Health & safety – fire practice reports, near misses, RIDDOR, accidents
Exclusions:
  • Monitor exclusions, behaviour partnership arrangements, managed moves
  • Receive representations from parents in relation to exclusions
Local policies:
  • Agree local policies
  • Monitor implementation of trust/hub policies
Ambassadors:
  • Hold school to account for PR, marketing, pupil recruitment
  • Act as ambassadors for the school
  • Act as ambassadors for the Trust
  • Build positive relationship with PTA
  • Build networks with stakeholders and alumni to benefit the school and build a benevolent community
  • Build networks with businesses & useful community/education providers
  • Encourage school to engage in appropriate fundraising activities and enterprise
Vision & ethos:
  • Ensure the vision for the school matches the community context, within the wider Trust vision
  • Holding the school to account for a positive, aspirational ethos