Governors
The governing body of Robert Clack School of Science has played a key role in the recent success of the school. The governors are interested in the school and work hard at meeting their collective and individual responsibilities through a number of established committees and regular visits to the school.
‘Governors are active and highly supportive. They are important critical friends to senior managers and other staff.’ (OfSTED Report June 2004). At the last inspection by OfSTED (December 2007) the inspectors considered “The extent to which governors discharge their responsibilities” and awarded Grade 1 – Outstanding.
The current governing body consists of
- 7 Parent Governors
- 4 Local Authority Governors
- The Headteacher
- 3 Staff Governors
- 5 Community Governors
- 1 Associate Governor
The term of office for all governors is four years with the Chair and two Vice-Chairs being elected annually. The full governing body meets termly, as does the Curriculum committee; the Finance & Resources and Pupil Discipline committees meet twice each term.
All governors gain great satisfaction from playing a part in helping to improve the education and life opportunities of our young people, and remain committed to helping the school make further, continued progress for the benefit of its pupils and their families, its staff and the wider community.
For more information on the role of governors in Barking & Dagenham schools, and how you might become a school governor, refer to the education section of the Barking & Dagenham website: www.barking-dagenham.gov.uk
The school is exceptionally well led and managed by an outstanding and tireless headteacher and a particularly strong senior team. There is a shared sense of purpose that focuses on learning and students. Roles and responsibilities are well-defined and professional development opportunities have further enhanced the effectiveness of managers and teachers at all levels. School self-evaluation is accurate, inclusive and rigorous, resulting in ambitious target setting and improvement planning. Middle leaders throughout the school understand their roles in improving the school's performance; consequently, standards have continued to rise over the past three years, and in some aspects, the rate of improvement has been rapid. For example, the Key Stage 3 results, particularly in science, have substantially improved over the last two years. Leaders and managers know where further improvements need to be made; the whole-school focus on raising literacy levels through various strategies is having a positive impact and the continued and successful drive towards improving attendance has resulted in attendance rates rising year by year.
