Governors Report to Stakeholders 2017-2018 (continued) Year 7 Year 8 Year 9 Year 10 Year 11


Stage 3’. In an effort to climb up the performance tables, some schools prefer to teach a 2 year Key Stage 3 which we believe leads to a ‘narrowing’ of the curriculum and this often leads to Art and Design subjects being cut. Having a 3 year Key Stage 3 means that Matravers students have the opportunity to experience a much wider range of subjects over a longer period before they have to select their GCSE Options.


Matravers is also rightly proud of its long standing commitment to the Performing Arts. Research shows that students who regularly study drama, music, dance and art become better all-round learners. Not only that, they also go on to become more rounded adults.


This last year, in order to embed the school’s philosophy and ethos, the school agreed a set of curriculum planning principles which will be used as a set of foundations to underpin all future curriculum planning. These principles are:


Across All Key Stages


• We believe in our core values. Our curriculum embeds and nurtures the values of Creativity; Resilience; Ambition; Dynamism; Success and Happiness.


• We believe in individual students. Our forensic knowledge of our students enables us to tailor our curriculum to each student.


• We believe in the importance of reading. Our students are given opportunities to read widely and regularly so they can articulate and understand the world they live in. They learn to debate, compromise and appreciate the difference between what is right and wrong.


• We believe in developing an understanding of our place in the world. Our students are global citizens and they need to be able to show an understanding of global and local issues and be empathetic towards other people and other cultures.


• We believe the school day does not finish at 3pm. We believe in educating the whole student. Our students have access to an extensive range of extra-curricular activities that will further develop our students’ skills, knowledge and personal qualities.


Behaviour. Throughout this year, overall exclusion rates continue to remain low compared to previous years. This is due to a number of factors including the school’s zero tolerance to poor behaviour which is aimed at improving outcome opportunities for all students. This policy is set by the Headteacher but is fully endorsed by the governing board. This is because students themselves tell us that they do not like poor behaviour as this disrupts their own learning. The school behaviour policy can be found on the school’s website (alongside other key policy documents) here: https://matravers.wilts.sch.uk/our-school/4578-policies.


www.matravers.wilts.sch.uk html. Exclusion Rates


Number of Exclusions


Total Days


Maximum Duration


Number of Permanent Exclusions


Number of Exclusions


Total Days


Maximum Duration


Number of Permanent Exclusions


3 3 1


0 20


29.5 5


0 10


15.5 5


0


30 60 5


0


Year 12 Year 13 All Years 0 0 0


0 0 0


0 0 68


118 5


0


Note: The high number of exclusions in Year 10 was due to a one-off significant incident involving a group of students.


3. Overseeing financial performance


Governors approve the school budget, scrutinise Income and Expenditure Reports and agree major purchasing decisions. They work with the school to ensure value for money and that funds are spent in line with our strategic priorities, while maintaining a balanced budget. This year e.g. the governing board authorised the use of school funds to pay for the refurbishment of the music block.


The governing board has also supported the Headteacher in securing funding from the Priority School Building Programme (phase 2) to fund the building of a new state of the art Maths/Science/Design block. Work started on this during the summer break and it is scheduled to complete towards the end of 2019. The Local Authority has also agreed to fund some refurbishment work on the main block of the school, although this work has not yet been placed on contract. These projects are both part of our Site Development Master Plan, designed to provide the world class buildings and facilities that our school community and the people of Westbury deserve.


Wider Involvement. During this period, the governing board has also continued to lead on governance across the Westbury schools via the Westbury Area Schools’ Partnership (WASP) which seeks to improve governance across Westbury and ultimately improve the outcomes for all children in our schools. This year, the WASP grouping has been organized by Mr. Guy Davies


5 10 4.5 0


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