Our Vision and Impact Report

Our Vision

“The Governors know the school thoroughly. They play a supportive and effective role in checking that safeguarding policies and procedures fully meet statutory requirements. Governors, leaders and staff check and ensure that the school’s facilities and site are safe for pupils to learn and play. Governors have taken effective action to secure as much stability in staffing as possible. They have supported the Head well in sustaining good teaching and pupils’ positive attitudes to learning. As a result, the pupils continue to make good progress." (Ofsted 2017).

Our Vision: 

Whimple Primary School provides a safe environment at the heart of the community where everyone is valued, and which encourages all the children to achieve their potential whilst being caring and aware of the wider world around them.

We shall achieve this through:

  • Providing a broad and balanced curriculum, which inspires and motivates children to learn.
  • Offering a wide range of extra-curricular activities including sport and music.
  • Delivering high quality, inspirational and innovative teaching.
  • Promoting the 6Rs – Responsibility, Respect, Resourcefulness, Reasoning, Reflection, and Resilience.
  • Creating a nurturing working environment where children feel safe and supported in taking risks within their learning.
  • Developing core skills in reading, writing and maths.
  • Involvement with local community events such as carol services, wassailing, and the Civic Award, as well as supporting charities.
  • Encouraging children to take responsibility for themselves and others, and their environment.
  • Ensuring an interest in physical and mental well-being.
  • Communicating effectively with stakeholders.

Governors support the school vision by:

  • Ensuring the school has a sound financial footing.
  • Overseeing the wider curriculum, ensuring it is effective and relevant.
  • Monitoring, evaluating and challenging progress and attainment, and benchmarking performance against other schools locally and nationally.
  • Monitoring, evaluating and challenging policies, audits, appraisals and safeguarding practices through visits and reports.
  • Ensuring continuous improvement by all.
  • Employing the best staff and retaining them.

To achieve these objectives which have been developed with the pupils, staff and parents, governors must continually evaluate the role they play within the life of the school, and publish relevant information to all interested parties.

This statement and report are part of that evaluation and publication process.

School Improvement Plan (SIP) –

Governors work co-operatively with the head teacher and senior management in the writing and monitoring the School Improvement Plan. The School Improvement Plan sets aims for the forthcoming year but also includes a strategic plan which plans for the next three years and beyond. The current SIP is based on priorities identified from data, school self-evaluation and Ofsted priorities. The SIP is set out with clear areas of focus, which are aligned to the Ofsted framework. It identifies the key tasks which will be completed in order to achieve these aims and success criteria in order to measure outcomes. The SIP is monitored and reviewed at each Full Governing Body Meeting through the Head Teachers Report, and at the end of the year an evaluation overview is completed and presented to governors.

The current targets of the school improvement plan are:

Key Areas for Improvement 2019-2021

  1. To increase the number of children making expected or better progress in writing at the end of KS2.
  2. To close the word gap through the effective teaching of vocabulary and language thereby improving reading and writing skills.
  3. To increase the percentage of Year 6 pupils making expected progress in maths and thereby increasing the number achieving greater depth standard.
  4. To implement and develop our curriculum provision for Personal, Social and Health Education (P.S.H.E.) taking into consideration the schools Early Help for Mental Health Plan (EH4MH) and the new requirements regarding Relationships Education, Relationships and Sex Education (SRE) and Health Education.
  5. To improve progress and outcomes for our children with special educational needs by addressing any social, emotional or academic barriers.
  6. To increase the percentage of Reception pupils making expected progress across the Early Years curriculum and thereby improving the percentage achieving a good level of development compared to National.


Governance Impact Statement


The Governing Board is responsible for the strategic direction of the school. It has three core functions outlined by the Department for Education. These are:


• Ensuring clarity of the vision, ethos and strategic direction of the school;


• Holding the Headteacher to account for the educational performance of the school and its pupils and for the performance management of the staff; and


• Overseeing the financial performance of the school and making sure that the money is well spent.


The Headteacher is responsible for the day-to- day running of the school.


Legal constitution of the Governing Board


The Governing Board is formally constituted as follows:


• Three parent governors

• One local authority governor

• One staff governor

• One Headteacher

• Four co-opted governors


Total number of governors - 10



Members of the Governing Board for 2020/21




Category of Governor

Term of Office

Mrs Helena Hastie


Co-opted - Vice Chair/Chair Finance and Resources

3 Years

Mrs Caroline Ward Reece




3 Years

Mrs Gail Martin-Davies




3 Years

Mrs Julia Green


Local Authority


4 Years

Mrs Sarah Butler

Mrs Carianne Bright



3 Years

Mrs Linden Best


Parent - Chair


3 Years

Mr Matthew Brown



2 Years

Mrs Carole Shilston




The Clerk to Governors is: Helen Mitchell


Delegation of responsibilities


As the key strategic decision-making body of the school, the Governing Board has a structure which has each governor having strategic oversight for a specific area and reporting formally to the Board.

The governance structure leads to more involvement by governors in monitoring the impact of decisions of the Governing Board on children’s progress and taking appropriate action based on evidence gathered.

It also reduces the workload of the Headteacher in line with the requirement to promote work-life balance, by reducing repetition of reporting and discussions in order to ensure focused debate and clear decision making.

Terms of Reference have been developed for each Lead Governor role and reporting on each role is part of the Governing Board’s annual cycle of business.


Lead Governor Role for 2020/21


Named Governor

Community Link

Linden Best



Early Years

Caroline Ward Reece

Health & Safety/Premises

Caroline Ward Reece/Digory Smith

PE & Physical Activity

Sarah Butler

Performance Management

Linden Best


Digory Smith

Safeguarding/Safer Recruitment

Julia Green/Helena Hastie

SEN/Looked after Children

Gail Martin-Davies

Standards & Achievements

All Governors

Pupil Premium

Linden Best


The focus for governors is to carry out their roles in advance of meetings in order to be able to report to them.

Overall the Governing Board is an effective governing board that meets all statutory requirements with appropriate challenge of the Headteacher, reflection on decision-making and informed discussion.


Overall impact of Governing Board In relation to the three strategic areas


Ensuring clarity of the vision, ethos and strategic direction of the school




  • A Vision Statement was written in consultation with all staff, governors and the Head.
  • The FGB is undertaking its monitoring roles effectively by challenging information provided.
  • A Self evaluation and monitoring cycle within the SIP, incorporating a monthly governance timetable of actions and visits was agreed for 2020/21.
  • Governors are clear on boundaries and their statutory roles and responsibilities, and this is reflected in their work.
  • The Governing Board has had regular reports from lead governors and has been able to question them and the senior leaders, as appropriate.
  • Structures and systems are in place to safeguard the children.


This impact is evidenced by:


  • Strategic decisions are linked to the vision statement and SIP.
  • The vision statement is becoming embedded in every day decisions. Elements like the 6 R’s have been used successfully with the children for some years.
  • Governors are closely involved with the head in terms of the leadership structure, recruitment and retention, and staff decisions.
  • Terms of reference for lead governor roles; which incorporates leading on relevant policies.
  • Minutes of Governing Board meetings
  • Attendance of governors at appropriate training events;
  • Annual self-evaluation of governance, with areas for improvement included in the

      governance section of the SIP.

  • Policies are reviewed on fixed cycles or if there are statutory changes.
  • The lead governor for safeguarding:
  •    undertaking regular reviews of the Single Central Record to ensure that it is up to date;
  •   monitoring that all staff/volunteers are up-to-date with training to keep children safe and that safeguarding is regularly discussed at staff meetings;

• monitoring to ensure the online safety of the children including ensuring websites are checked randomly and training given to pupils, staff and parents;

• reviewing safety/security of site;

• monitoring absence procedures as part of application of Child Protection policy.

  •  Website improvements


Holding the Head Teacher to account for the educational performance of the school and the pupils and for the performance management of the staff




  •   Headteacher performance management is rigorous and focused on school priorities.
  •   Governors provide a balance of challenge and support to leaders and acknowledge the effort they put in.
  •   Data, training, governor visits, learning walks,  reports from the Headteacher, comparisons with other schools and first-hand knowledge has provided governors with a good understanding of the strengths and areas needing improvement at the school.

• An effective working relationship has developed between governors and the Headteacher focused on school improvement.

• Governors understand the impact of teaching, learning and assessment on the progress of pupils.

• Governors are aware of the progress with different groups of children.

• Governors are increasingly confident to challenge as necessary.

• The Governing Board has ensured that SEN children are receiving appropriate interventions and that these are being monitored to ensure their effectiveness.

• The Governing Board has ensured that Pupil Premium and Sports Premium funding are being used effectively to support the pupils.

• Governors are conscious of a duty of care to the Headteacher and staff.


This impact is evidenced by:


  • The Teaching and Learning committee regularly tour the school focusing on a different aspect of the learning environment and conduct book scrutinies.
  • Minutes of meetings show governor challenges
  •  Minutes of the Finance and Resources Committee.
  • Training undertaken by governors.
  • The lead governors for SEND and Pupil Premium have reported to the Governing Board on their;

• monitoring of SEND, inclusion and PP arrangements to ensure statutory

  requirements are being met;

• monitoring of the progress of SEND and PP pupils;

• reviewing of the effectiveness of current strategies and expenditure;

• reviewing of pupil attendance data;

• Undertaking monitoring of the school’s performance and actions in relation to pupil performance;

• Undertaking monitoring of the school’s performance and actions in relation to the curriculum;

• Monitoring that the school is meeting statutory requirements by effectively monitoring pupil progress, taking whatever steps are necessary to  improve overall performance and the performance of identified individuals and groups as appropriate, in accordance with the SIP;

  • Governors’ preparation for Governing Board meetings.
  • Comparison of school with national expectations and data.
  • Monitoring visits with key staff.
  • Governing Board minutes.
  • Lead governor reports.
  • Governors expectations of staff and pupils
  • Governing Board structure and activities link to school improvement priorities.
  • Skills audits annually conducted.
  • Governors improving familiarity with the school and staff.


Overseeing the financial performance of the school and making sure that the money is well spent.




• The staff structure is reviewed termly to ensure that funding is being spent on staffing in the most effective way to benefit the children;

• The school budget is regularly monitored by the Finance and Resources committee;

• Decisions about teachers’ salary progression and performance are made promptly and fairly;

• Governors ensure that performance management systems and objectives are linked to school improvement priorities;

• Governors participate in staff appointments;

• Governors ensure that school finances are properly managed and evaluate how the school is using the pupil premium and the primary PE and sport premium funding

• Processes are transparent and accountable, including in the recruitment of staff.

• Funding has been spent on additional site security with a view to making the children feel



This impact is evidenced by:


  • Minutes of Finance and Resources Committee.
  • Finance audit report
  • Schools Financial Value Standard (SFVS) completed and submitted.
  •  Governing Board minutes.
  • Interviews with children regarding safeguarding.
  •  Recruitment of effective staff to meet the needs of the school,
  • Some governors have undertaken safer recruitment training.
  • Regular monitoring of the budget by the Finance and Resources committee which is reported to the Governing Board;
  • The chair of  Finance and Resources, working with the Headteacher and administrative lead, produce a draft budget to recommend to Finance and Resources and then the Governing Board;

• The lead governor - Health & Safety and Premises has reported to the Board on:

• An annual inspection of the premises and grounds;

• The effectiveness of the school’s Health and Safety arrangements;

• The review of the security of school property.

  • The termly analysis of accident reports.