Mosaic Federation- Valley View Primary School
For the breakdown of attendance at meetings and organisation of committees please see governance arrangements.
Valley View Primary School
Governors’ Impact Statement: Academic Progress and School Development 2025-26
Governors have sustained a strong and balanced strategic focus on academic excellence, safeguarding, equality, wellbeing and financial stewardship, ensuring leaders at all levels are held rigorously to account for delivering high‑quality provision. School outcomes remain strong overall, with several measures performing above or broadly in line with national averages, demonstrating the impact of leaders’ work and governors’ challenge.
In EYFS, GLD at 65% sits close to national (67%), evidencing secure early foundations and effective oversight of foundational knowledge. Governors have closely monitored the significant strength in KS1 phonics (93% vs 79% national), recognising the impact of targeted investment in early reading, high‑quality staff training and curriculum refinement. KS1 attainment at ARE is broadly in line with national across reading (77%), writing (70%) and maths (73%), with governors identifying the need to increase higher‑standard outcomes (17%) to build greater depth earlier.
KS2 outcomes remain consistently strong and exceed national averages across all subjects: Reading (82% vs 73%), Writing (79% vs 71%), Maths (79% vs 73%) and Grammar (86% vs 72%). Higher‑standard attainment is a notable strength in Reading (39% vs 29%), Grammar (39% vs 30%) and Maths (29% vs 24%), with Writing HS (25% vs 13%) also above national. Combined outcomes (75% ARE vs 61% national) demonstrate secure achievement and a growing proportion of pupils working at greater depth. Governors have maintained appropriate caution in interpreting trends due to small cohort volatility.
Governors have scrutinised pupil premium data carefully, recognising that gaps must be interpreted in context and ensuring leaders monitor progress at an individual level. This aligns with governors’ statutory responsibilities under the Equality Act 2010, ensuring equitable access, inclusive practice and barrier‑removal for SEND, disadvantaged pupils and those with protected characteristics. Governors regularly review equality objectives, policy compliance and the impact of reasonable adjustments through Equality Act monitoring.
Safeguarding remains a central governance priority. Governors review safeguarding records, training compliance, safer recruitment, attendance patterns and wellbeing indicators, ensuring statutory duties are met and pupils feel safe, supported and able to thrive. Oversight includes triangulating leaders’ safeguarding evaluations during on‑site visits and ensuring that staff training, reporting systems and culture remain robust.
Financial oversight has been rigorous and strategic. Governors have ensured that investment in reading, arithmetic, staff training and curriculum development is cost‑effective, sustainable and aligned with SDP priorities. Budget decisions are scrutinised against impact, statutory duties and long‑term value, ensuring resources are deployed to maximise pupil outcomes and meet accessibility and inclusion requirements.
A key area of governance impact has been the commitment to targeted standards days, where governors are on site to triangulate leaders’ evaluations, review pupil work, observe lessons, check safeguarding practice and speak with pupils. These visits have strengthened accountability and provided governors with first‑hand evidence of improvement in reading fluency, vocabulary instruction, arithmetic precision, SEND inclusion and personal development. Leaders at all levels are expected to demonstrate clear impact, and governors’ challenge has been both supportive and appropriately rigorous.
SDP priorities remain tightly aligned to need, and governors have overseen progress in: improving GPS; increasing greater‑depth writing; strengthening inclusion and SEND in line with new DfE guidance; embedding mastering number and secure place value understanding; and further increasing ARE and higher‑standard reading through fluency, vocabulary and comprehension work. Governors’ challenge and support have ensured that safeguarding, equality, wellbeing, personal development and academic excellence remain balanced, intentional and impactful across the school.