RGS Board of Governors Minutes

Authority	Department of Education, Sport and Culture
Date received	2022-05-04
Outcome	Some information sent but part exempt
Outcome date	2022-05-31
Case ID	2428305

Summary

The requester sought agendas, minutes, and records sent to the Ramsey Grammar School Board of Governors between January 2021 and May 2022. The Department of Education, Sport and Culture provided partial information, including specific meeting minutes from July 2021 and April 2022, while withholding other requested records.

Key Facts

The request covered Board of Governors meetings and distributed records from January 2021 to May 2022.
Minutes from the July 13, 2021 meeting noted a finely balanced budget with high staffing costs.
The April 5, 2022 meeting included the appointment of a Chair and discussion of a Student Governor.
The Headteacher's report highlighted plans for swipe access on external doors to address public site access.
The response outcome was classified as 'Some information sent but part exempt'.

Data Disclosed

1 January 2021
1 May 2022
1 July 2021
13th July 2021
5th April 2022
4 parents
84 pages
6 documents

Original Request

Hi, I request a copy of: a) agendas and minutes of all meetings of the Board of Governors of Ramsey Grammar School from 1 January 2021 to 1 May 2022. b) all records that were sent to the Board of Governors of Ramsey Grammar School from 1 July 2021 to 1 May 2022. By "agendas and minutes of all meetings of the Board of Governors of Ramsey Grammar School" I mean as proscribed under Schedule 2 of the Instrument of Government of Ramsey Grammar School online here: https://rgs.sch.im/site/uploads/_tmp/20220126_a5b0688c/RGS_Instrument_of_Government.pdf By "records" I mean as described in the Freedom of Information Act By "records that were sent to the Board of Governors of Ramsey Grammar School" I mean all records including emails, letters, memos or other records (including documents, written, images, audio, video, and so on) that were distributed to the Board of Governors, from within the department, or from outside the department.

Data Tables (14)

Physical – hitting, kicking or damage to property
Verbal – e.g. name calling, insulting, sexist, racial or LGBT+
Indirect – spreading nasty stories or rumours, excluding someone from the group.
Cyber – sending comments by text, e- mail, message (e.g. snapchat) or posting on Facebook etc.

The DSL and all members of staff will work with and support social workers to help protect
vulnerable students.

Where we are aware that a pupil has a social worker, the DSL will always consider this fact to
ensure any decisions are made in the best interests of the pupil’s safety, welfare and educational
outcomes. For example, it will inform decisions about:

Responding to unauthorised absence or missing education where there are known
safeguarding risks

advantage of an imbalance of power to coerce, control, manipulate or deceive a student into
criminal activity,

advantage of an imbalance of power to coerce, manipulate or deceive a student into sexual
activity,

Pupil’s Name: D.O.B.
Date: Time:
Name: ..................................................…………… Print		.................................................…………. Signature
Position:
Note the reason(s) for recording the incident.
Record the following factually:	Who?
	What?
	Where?

(Continue overleaf if necessary)	When?
Offer an opinion where relevant (how and why might this have happened?)
Substantiate the opinion. Note action taken, including names of anyone to whom your information was passed.

Effective Teaching	Very Effective Teaching
I explain things confidently and clearly	I model thinking like a researcher
I have secure curriculum knowledge	I frequently show students that I am learning
I ask probing diagnostic questions	I challenge students to formulate questions
I build variety and change of pace into lessons	I vary activities to develop different learning capacities
I respond to students’ learning preferences	I work to broaden the student’s repertoire

aim of SS&S is to provide a stimulating, challenging and caring environment, which allows each child to develop
to their full potential educationally, physically, socially and personally.

Big 4	What is expected
Challenge	• Pre-assessment activity • Learning intentions that are highly personalised, affect deep thinking and maximise student progress • Effective questioning that probes, reinforce and extends understanding • Maximum effort established as non-negotiable aspect of learning
Engagement	• Destination (excellence) is exemplified by unpicking learning objectives, providing examples and going beyond simply stating intended outcomes • Student ‘buy-in’ linking current learning to exam requirements, employability, lifelong learning and links to other subjects for example • Purposeful learning environment. Behaviour is well managed • Students doing most of the thinking and they will be ‘on task’
Feedback	• Assessments are formative • Following assessments students are clear about what they need to do in order to make progress • Feedback will lead to evidence of students improving their outcomes • Feedback is followed by specific student action. Planning may and should incorporate this into lesson time • Staff will have systematic processes to gather student feedback about their learning experiences and this will impact upon staff planning
Autonomy	• Staff explicitly model the thinking process when completing learning activities eg. I do, we do, you do • Staff will be clear about the knowledge required to ‘master’ specific learning sequences • Staff model and promote the required attitudes to succeed • Staff specifically develop, practice and apply subject and core skills and over time contribute to students developing more effective learning habits In students • Students will demonstrate the ability to stick at difficult thinking, ask appropriate questions to get support that they need • Students will respond positively to feedback from staff and peers

RGS Way of Being	Adult Behaviours
Respect	• Say “Please” and “Thankyou” • Act in a respectful way even in difficult situations
Responsibility	• Be responsible for the impact that your behaviours have • Plan learning based on pre-assessment of students
Fairness	• Treat every student with the same values • Give recognition to the ‘hidden middle’ students
Community	• Be interested in every student in your form and in your class • Develop an ethos of support in your classroom
Kindness	• Smile and greet students at the start of each lesson • Make the people that you meet feel better for meeting you
Trustworthiness	• Be clear and consistent • Follow through what you say you will do

Strategy	TA Says	TA Does	Student	Teacher says	Teacher does
Self-Scaffolding (a certain amount of ‘struggle’ is essential)	• “Well done for sticking at it” • “What did you do that helped you?” • “Would you do this differently next time? Why? How?”	• Observe & listen to student/s as to which strategies they use • Provide a prompt sheet reminding of self-scaffolding strategies • Recognise signs that support is really needed • Physically remove yourself eg. Circulate & work with others • Highlights positive • Praise resilience • Encourage student to review success and challenge what they would do differently	Gives it a go	• “Well done for sticking at it” • “What did you do that helped you?” “Would you do this differently next time? Why? How?”	• Explain task thoroughly • Observe & listen to student/s as to which strategies they use • Provide a prompt sheet reminding of self-scaffolding strategies • Recognise signs that support is really needed • Highlights positive • Praise resilience • Encourage student to review success and challenge what they would do differently
Prompting (access prior knowledge or similarity of task; build self- confidence; not task specific)	• Use “You” & “Think” • “You have to think about what to do next” • “What do you think you could do?” • “What is your plan?” • “I’m not sure; can you remember what the teacher said?” • “So you’re not sure … how could you work it out?”	• Give time for student to think of strategies to use (5- 10 secs) • Resist the temptation to say or do something • Verbal prompt for student to think some more & reassure – open Q’s • Prompt sheet – ‘What to do when you don’t know what to do’ • Non-verbal cue to resource eg. Prompt, poster • Silence-gesture- verbal prompt • Prompts are general and refer to deployment of strategies	Is supported to try and to access what they already know	• Use “You” & “Think” • “You have to think about what to do next” • “What do you think you could do?” • “What is your plan?” • “Can you remember what I said?” • “So you’re not sure … how could you work it out?”	• Give time for student to think of strategies to use (5-10 secs) • Resist the temptation to say or do something • Verbal prompt for student to think some more & reassure – open Q’s • Prompt sheet – ‘What to do when you don’t know what to do’ • Non-verbal cue to resource eg. Prompt, poster • Silence-gesture- verbal prompt • Prompts are general and refer to deployment of strategies
Clueing (give a piece of information / hint; a bigger task specific nudge than prompting!)	• “Do you remember …?” • “It’s a grey mammal” • “What goes at the start of a sentence?”	• Start with a small clue • Word clues as questions • React to the specific task being done • Refer to resource in room • Put responsbility on student to give answer	Uses a bit of extra information given about the specific task	• “Come on you remember” • “It’s a grey mammal” • “What goes at the start of a sentence?”	• Start with a small clue • Word clues as questions • React to the specific task being done • Refer to resource in room • Put responsibility on student to give answer
Modelling (show what to do in easy replicable steps)	• “I”, “I am …” • “Oh so you …”	• Provide simultaneous commentary (‘script’) • Speak in the first person • Recast ie. repeat student’s words but in the correct form • Make sure student is actively watching and listening	Repeats the steps modelled to embed it as a strategy	• “I”, “I am …) • “Oh so you …”	• Provide simultaneous commentary (‘script’) • Speak in the first person • Recast ie. repeat student’s words but in the correct form • Make sure student is actively watching and listening • Use short, clear steps

		• Use short, clear steps • NOT just doing the work for the student! • Use only if sure prompting or clueing won’t work • Use if student is unaware of error • Make sure students try asap after modelling			• NOT just doing the work for the student! • Use only if sure prompting or clueing won’t work • Use if student is unaware of error • Make sure students try asap after modelling
Correcting (last resort! Don’t leap into correcting!)		• Give student the answer • Tell student how to do something	Makes little progress towards independent learning (autonomy)		• Give student the answer Tell student how to do something

Full Response Text

Meeting of the Governing Body of Ramsey Grammar School held on 13th July 2021

All members were present The Chairman welcomed the new Headteacher and Parent Governor and all were introduced. Thanks were also extended to the Acting Headteacher for his time in post.
Minutes of the previous meeting were accepted.
There were no matters arising
Attendance across the whole school was discussed and noted.
The suspensions list was scrutinised and it was suggested that it should be anonymised for future meetings.
The Finance Report was discussed and anomalies from the various lockdowns were noted such as gains in Invigilation, Transport of Pupils and INSET but losses in Meals Income, Exam Fees (charged despite Centre Assessed Grades) and loss of Lettings Income. The budget remains very finely balanced with staffing costs disproportionately high.
Headteacher's Report

Time in isolation has been used productively to meet staff remotely and to get an understanding of the school and individuals. Meetings have also been carried out in person in school with a general invitation to staff to drop in and most have done so or are scheduled for appointments. There is no blue print for change. Staff emphasised the community feel of school; achievements and history; pleased to be part of the team; knowing students and their different needs as positive values. Desire for new drive following Covid, ASOSA and leadership change; clarity of communication, system reviews, student achievement pathways and ensuring the right ones are followed were all noted as positive comments. Subject walkarounds with HODs have looked at spaces and student challenges. Primary visits have been good. Still waiting to visit Ballaugh and a visit to Jurby is scheduled this week. Transition is important for students at all ages. Staff communication via weekly bulletin should reduce the number of emails. Behaviour review has taken place by meetings and online surveys with staff students and parents. It is not revolutionary but good tweaks to the existing system. Much work has been done by the Assistant Head and Exams Officer to validate quality assurance. All staff have done a great job regarding CAGs. There is an open invitation to parents to meet the Headteacher (taken up by just 4 so far) but the offer remains in place regarding parental communication. A weekly newsletter has also started with articles and celebration noted. Social media now extended with Instagram, Twitter and Facebook now up and running but the website needs attention although control is out of our hands. Policies are being updated and will be on the website. The Headteacher's award will also be published in the newsletter and the students who embody our way of being (one per year group) will meet with the Head weekly.
Regular walks around the buildings have highlighted the open nature especially with the public access through the middle of the site. This has been raised with DESC and it is proposed to have swipe access fitted to external doors. Safeguarding INSET took place for nearly all staff and there will be follow ups for those staff unable to attend. Areas for focus going forward will be Teaching and Learning; Behaviour Approach; Student Support and Services; KS3 Assessment; whole school literacy drive; curriculum and timetable review.
School policy review - Safeguarding and Child Protection and Assessment Policies were circulated for perusal. Feedback to the Headteacher by next meeting before adoption and circulation. More policies will follow at subsequent meetings. There was some discussion on specifics of number and regularity of assessments. Assessment of access arrangements also needs a look at with feedback from staff. Any changes to policies will be minor

AOB There was a suggestion to return to having a co-opted Governor and Student Governor. This was agreed in principle. The Bullying policy will be reviewed In due course.

Minutes of the Governing Body of Ramsey Grammar School held on 5th April 2022

Present: 2 Council Members, Teacher Governor, Support Staff Governor In Attendance: Headteacher and Clerk to Governing Body

(Y13 student) brought in by as a potential co opted Governor. All introductions were made followed by the appointment of Chair and discussion re Student Governor (Council Member) nominated by , all agreed.

The meeting ran in the following order:

Literacy Programme Impact Data ) Update by Assistant Headteacher regarding background issues of poor reading ages post covid lockdowns leading to the employment of Literacy Coordinator and use of Accelerated Reader and Lexia. Data shows significant progress over the initial 3 months. A second member of staff will be involved shortly.
Y11 and Y13 Assessment Update ( ) Assistant Headteacher gave a comparison of data over the past 5 years. After centre assessed grades, our mocks in Y13 show strong results and therefore potential grades. Consideration given to various sub groups. Similar presentation for GCSE with expected grades in line with pre-Covid levels.

Data Analysis Power Bi explained about the new Data Analysis package Power BI. Staff should be able to drill down data in subjects and to filter extensively on all data logged by teachers.

Knowledge and Skills mapping gave an overview of progress towards our own system of mapping progress with consistency across our own analysis and away from traditional levels. Great support from staff and much potential for further development and consequent successes. DESC looking at something similar, but we are trailblazing!
Pupil Attendance

All Modified Timetables were discussed Attendance overall was noted Suspensions for the year to date were noted

Wellbeing ) Associate Headteacher gave an overview of agencies used by students and staff. Much is available but work is being done to streamline referrals as each agency has their own forms and processes.
Behaviour System Update ) gave an update on revisions to the existing system which was aimed at tackling low level behavioural issues. Revisions hand control back to teachers and the process is much streamlined. Families are informed by app and in school, students are calmer as the system is more rigorous and effective.

11.Teaching and Learning

Deputy Headteacher gave some background to developments so far and current activities and workshops. Greater explanation was given of the FACE model and schedule of lesson study.

Monitoring - Student Voice and Parent Carer Voice Some results shared and generally good. Learning Walks, Student Experience Tracking and Work Sampling all went well with valuable information collected.

SS&S Update ) made the offer of a visit by the Governing Body to see SS&S and to see what goes on in each area Overview was given covering the function of the area, levels of staffing and types of student and their needs. The Hive has had great successes although it can be intensive for staffing. Much successful use of outside agencies.
Staffing - update given by Headteacher Some applicants have reapplied for the Asst Head post and shortlisting has now taken place, bearing in mind the focus of the job is different. Other posts are in various stages of recruitment but all going well.

13.Finance
The Clerk presented accounts for the main school budget and for the School Fund. Both are still in draft form so give a snap shot of the financial situation to date. On the main budget an overspend is highly likely but progress with staffing changes should bring in a better bottom line figure in the fullness of time.

AOB Events and future matters noted Suggestion to develop links with school areas or specific working parties which was welcomed by all

Risk Register and Safeguarding to be included on future agendas

Minutes of the Meeting of the Governing Body of Ramsey Grammar School held on May 11th, 2021 at the school

Apologies: received from who had an earlier meeting which had over run
Appointment of Chair

was duly re-elected.

Welcome to new Members welcomed the new members of the Governing Body and thanked the Parent Governor for her period in office. Election for the vacant post will be held next week.
Minutes of the previous meetings were discussed and agreed as true records.
No matters arising.
Attendance - suspensions noted Modified timetables – discussed and noted. Overall School Attendance – noted. There was some discussion regarding the reports which had been circulated and queries were addressed for the new members.
Headteacher's Report

circulated his report and began by summarising Remote Learning which had dominated the period since the last meeting. Staff had done a fantastic job adapting to using Teams and the Governors agreed that a fabulous job had been done by all. Staff survey results were taken on board and adjustments made accordingly eg lesson times and screen time. There was a great deal of preparation time required and staff had to be adaptable especially those with children of their own who had their own lessons. Admin staff and followed up problems of non-engagement, IT issues and wellbeing. Surveys were generally positive but noticeably fewer respondents as lockdowns progressed. suggested that time especially for Y7 addressing Google, Teams and document sharing would be beneficial. The pros and cons of having had a structured day were discussed and the unavoidably abrupt return to school and assessments for Y11 and Y13. Routine and motivation were highlighted as the most significant impacts followed by IT and home workspace.

The Chairman noted that home school communication was very good and well received during lockdown and now that school has reopened.

The school website has continually updated guidance on assessments.

is directing assessments but with exam board directions constantly changing and lacking consistency board to board it is quite a job. Some students have had to do assessments in home isolation and students having missed assessments can either resit or we can use alternative evidence. Exam fees still apply despite exams not actually going ahead. It is expected that there will be a change in direction regarding exam boards in years to come. June 4th INSET to be used for final subject moderation with whole school moderation complete by June 18th.