Our Governors

The role of the Governors is to provide a strategic view for the school, to ensure accountability and to be a critical friend.

The Governors set and agree frameworks within which the school operates. The Headteacher and other professionals manage the day-to-day running of the establishment and the Headteacher liaises regularly with Governors.

The Governors provide the Headteacher and staff with support, advice and information, drawing on members’ knowledge and experience. In these ways, the Governors act in the role of critical friend.

The Governing Board has the responsibility of ensuring a high-quality education at the school; therefore the Governors examine all proposals from the Headteacher.

The Governors are mindful that they answer to the parents and community for the school’s overall performance. The Governing Body comprises of 14 members. There is a Chair of Governors (Mr J Rhodes) a Vice Chair (Prof. B Ollier) and a team of supporting Governors who bring a variety of skills and knowledge. The Governing Board meets termly as a Full Governing Body and it also meets in smaller committees every term. The school Senior Leadership Team (SLT) attend these meetings and, at times, Governor Representatives attend SMT meetings. This gives transparency and mutual understanding in the strategic decision making process.

Governors are appointed by the Local Authority, Full Governing Body, school staff and parents.

Ruskin Community High School Governance Statement 2024–2025

Key Activities and Focus Areas 2024–2025

During the past academic year, the Governing Board has:

• School Improvement: Undertaken a whole-school curriculum review to ensure the curriculum remains broad, balanced and responsive to student needs.
• Curriculum Development: Completed governor monitoring through link departments, meeting with middle leaders to review progress on department development plans and undertaking learning walks, books scrutiny and student voice.
• Inclusion: Monitored the school’s SEND (Special Educational Needs & Disabilities) action plan and reviewed progress.
• Attendance: Reviewed and supported school-wide initiatives to improve student attendance and behaviour, and to promote student and staff wellbeing.
• Safeguarding Oversight: Conducted regular safeguarding visits and reviewed termly reports from the DSL to ensure compliance.
• Financial Monitoring: Ensured the school maintained a balanced budget despite rising cost pressures through regular monitoring of the school’s finances, resources, and environment, including planning for improvements in school spaces and facilities.

Priorities for 2025–2026 (as identified by the Governing Body) 

• Implementation of three-year strategic plan.  

• Ensure that Inclusion is the golden thread throughout all areas of the school, enabling all students, regardless of any barriers, to thrive and achieve well at the school. 

• Continuing work to raise attainment in core subjects, particularly maths and science. 

• Sustaining improvements in attendance and punctuality and working to reduce the gap between disadvantaged and non-disadvantaged students. 

• Further strengthening provision for SEND students 

• Raising the attainment and progress of disadvantaged students and SEND students.  

• Promoting student and staff wellbeing.