Brunel SEN MAT

BSM Governance

The Board will hold an annual Visioning Day where they will set the BSM’s Vision and strategic priorities for the coming year and looking forward to the next five years. The strategy will include priorities for achieving the vision with key performance indicators which will be regularly monitored and reviewed. The KPI’s will be SMART (Specific, Measurable, Agreed, Realistic and Time bound) and will be monitored by the Board on an ongoing basis. KPI’s will be monitored against and reviewed as part of the strategy. 
 

The Brunel SEN MAT Board will receive a strategy report from the CEO three times per year which will include and update on the following areas:

·BSM Risk Register Review

·BSM 1 Year Development Plan

·BSM 5 Year Status and Growth Strategy

·BSM Education Provision Profile


The CEO’s report will include a dashboard summary of each setting reflecting financial performance, pupil numbers and average pupil funding, staff numbers and costs, quality of education provision, capital work, building status and risk. Each provision will be RAG rated.
 
In addition to the CEO report, three times a year, the Board will receive the following reports (all reports are succinct and written to a standard BSM format):
 ·Director of Finance Report (Financial reports will report on compliance to all DfES requirements in accordance with the Academies Financial Handbook and internal controls, to ensure financial propriety)
·Director of HR Report (HR reports will include a review of the BSM People Strategy and HR Delivery Plan)
·Director of Education Report
·Head of Education Provision Reports

The Head of Education Reports will include a Head of Education overview, data report, safeguarding and learner welfare report, learner progress, teaching and learning curriculum, staff update and leadership and self-evaluation. The Director of Education will summarise the Head of Education Reports for the Board and provide a real time quality assurance report measuring the performance of each provision within the BSM and will report to the Board on progress towards targets.
 
Succinct reporting will ensure that the board can effectively hold the CEO and Executive Leaders to account by ensuring that they understand the Education Provisions performance data, including in-year progress tracking data.

 

The Board will delegate some of its powers to the Local Governing Bodies in accordance with the Brunel SEN MAT Scheme of Delegation. The Board will receive the minutes from all Local Governing Body meetings and Champion Groups and reports and recommendations from Local Governing Body Chairs. The Board will challenge each Education Provider to deliver an outstanding provision that is continuously aspirational, both as judged by Ofsted and in terms of value for money. Local Governors will regularly visit the education provisions in order to monitor and evaluate performance against the provisions strategy plan.

 

The Education Provisions will be regularly and systematically monitored, supported and challenged to ensure they are safe, secure and providing high quality learning, teaching and leadership and best outcomes for all children. This service will be provided to the Education Provisions, Local Governing Bodies and the BSM Board by the Director of Education (appointed by the CEO). The DoE will provide regular reports to MAT and Governing bodies both on the agreed reporting cycle and on demand as requested.
 
The Brunel SEN MAT Board will consider and respond to the research and delivery work of the Champion Groups who will act as Working/Steering Groups for the Board. Champion Groups will draw on expertise at all levels from across all provisions within the MAT. The Board will receive information and recommendations from the Champion Groups to inform them when making decisions. The Board will consider ‘Options’ before disseminating to the Local Governing Body for consultation. The Board will make a final decision after full consideration and recommendations from the Executive Leadership Team and Champion Groups in the form of a briefing paper with clear options, rationale and timescales. Decisions will be implemented by the Local Governing Body and impact will be reviewed and monitored at Board level.
 
The Board will agree an annual strategic plan with the relevant governing bodies which confirms the direction of the school’s efforts for the year. The Board will provide challenge to both the Education Provision’s governing bodies and the Board Audit Committee by scrutinising the following a regular basis:
 
·         Agendas and minutes of LGB’s meetings
·         Financial reports and forecasting including profit and loss accounts and cash flows
·         Performance reports against the provision’s KPIs and strategic targets in the provision’s annual strategic plan
·         Review progress against aspirational student centred targets identifying areas for concern.
·         Level of satisfaction by reviewing minutes of student council meetings, parent and student surveys and the level of complaints
·         Receiving the provision’s self- assessment report and monitoring the achievement of the provision’s improvement plan
·         Reviewing the provision’s policies and approach around safeguarding, including scrutiny of the SCR, chronologies and reviewing the provision’s response to initiatives such as ‘Prevent’
 
The BSM Risk Register will be reviewed as a standing item at every BSM Board meeting, risks are RAG rated according to their likelihood and impact. Mitigation and internal control procedures relating to all ‘red’ risks will be considered by the Board. The Board will also review and consider any significant movement in the likelihood or impact of risks. Business/pecuniary interests will be declared at each meeting.
 
The BSM will have centrally held policies which will be reviewed by the Board on an annual basis. In addition there will be locally held policies which will be reviewed by the Local Governing Bodies.
 
The Board will annually review the performance of each educational provision over a three period to consider the impact on outcomes for learners. The Board will also review its own performance, and the skills and performance of the Board Directors, annually and consider what the Board’s contribution has been to these outcomes.
 

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