LGC terms of reference for Committees

‘Go and do Likewise’ Luke 10:25-37, The Parable of the Good Samaritan

We live with love and compassion, seeking help in times of need

LOCAL GOVERNING COMMITTEE’s TERMS OF REFERENCE

September 2026

Admissions Approval Committee:

Quorum: Three Governors including the Headteachers.

Regularity of Meetings: No meetings – approval via email with ratification at full LGC meetings

to consider and determine all applications for admissions to the school in accordance with the agreed policy (authority is delegated to the Headteachers to admit applicants when such admission will not cause the number in the relevant year group to exceed the PAN)

Careers Link Governor

to implement and monitor the governor strategy within the realm of the Committee’s remit
to oversee the strategy for careers education and guidance and ensure the school is meeting its legal requirements
to ensure the careers strategy is developed in line with the Gatsby Benchmarks and informed by the requirements set out in the DfE statutory guidance.
to take a strategic interest in careers education and guidance and encourage employer engagement.
formulate, review, monitor and approve the policies on:

A: Provider access

Link Governor for Christian Distinctiveness

To monitor that the school’s Christian vision and values are lived out in its culture, curriculum, relationships, and strategic decision‑making
To champion the school’s Christian vision so that it shapes daily practice and long‑term development, supporting all members of the school to flourish as a community rooted in the teachings of Jesus and the values and vision for education (wisdom, hope, community & dignity) of the Church of England
Monitor how the school’s Christian vision is understood, articulated, and embedded across policies, practice, and the wider school community
Monitor how the school's vision supports opportunities for students/pupils to develop spiritually
Monitor the inclusivity, and impact of collective worship, ensuring it reflects Anglican tradition while remaining accessible and invitational for pupils of all faiths and none
Monitor the provision of RE and pupil outcomes, and how RE contributes to the school’s Christian distinctiveness
Help maintain positive relationships and encourage wider partnerships with the local parish and Diocese, faith and community groups ensuring collaboration that enriches school life
Support the school’s readiness for SIAMS by understanding the framework, reviewing evidence, and ensuring the Christian vision drives improvement planning
Bring a Christian lens to strategic discussions, ensuring decisions align with the school’s vision and values
To feed into the school’s collective worship and RE policies

Disciplinary Panel

Quorum: Three Governors (None of the governors will be an employee of the school) The Chair shall be appointed by the Panel on an ad hoc basis. The Panel members can also be Trustees and/or other governors from other schools in the Agape Trust.

Regularity of Meetings: Hearings arranged as necessary

to implement and monitor the trustee and governor strategy within the realm of the Committee’s remit
to carry out the Local Governing Committee’s responsibilities for reviewing exclusions and suspensions
to carry out the Chair of Governors responsibility to review offsite directions in the chairs’ absence or at the Chairs request
to comply with the Trust and Local Governing Committee’s statutory obligations as set out by the DfE in their document: Suspension and permanent exclusion from maintained schools, academies and pupil referral Units in England, including pupil movement – guidance 2026 and/or associated statutory guidance/legislation
to consider representations, if made, by parents of a pupil suspended for 1 - 5 school days in aggregate in a term, and to ensure that a note of the Committee’s views on the suspension is placed on the pupil’s record, with a copy of the Headteacher’s suspension letter
to review at a meeting: (a) suspensions of 6-15 days, if the parents make representations and request a review meeting (b) all suspensions of more than 15 school days in aggregate in a term (c) all suspensions and permanent exclusions which would deny a pupil the chance to take a public examination or National Curriculum test; (If convening a meeting before the exam date is not possible, this decision can be taken by the Chair of the Local Governing Committee using their emergency powers) (d) all permanent exclusions
to represent the Trust and/or LGC at any hearing of the case by the Independent Review Panel and to prepare the Trust/LGC’s statement.
to consider staff disciplinary matters referred to the LGC by the Headteacher(s) and take appropriate follow up action
to consider appeals against dismissals made by the Headteacher(s)
to consider capability appeals following the staff capability procedures
to consider staff grievances following the staff grievance procedures

Governor with responsibility for finance

To support the LGC in ensuring the school's financial resources are aligned with its strategic priorities and school improvement plans
To monitor the financial health and sustainability of the school through a consideration of the monthly management accounts, final accounts and budget
To consider the long-term implications of financial decisions and budget planning
To ensure that value for money is a key consideration in financial decision-making
To monitor income and expenditure against approved budgets
To seek explanations for significant variances and report concerns to the LGC
To support the LGC in approving an annual balanced budget.
To gain assurance that appropriate financial controls and procedures are in place
To monitor compliance with relevant financial regulations, policies and procedures
To ensure recommendations arising from internal scrutiny, internal audit or external audit are considered and addressed
To promote compliance with procurement and tendering requirements.
Monitor the impact of staffing costs on the school's budget
Consider staffing proposals from a financial perspective
Support long-term financial planning, including forecasting and scenario planning

Governor with responsibility for Leadership and Management:

to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
to monitor and, where necessary and/or appropriate, challenge the School’s development priorities and its self-evaluation of progress towards these priorities undertaken by the senior leaders
to be aware of the leadership opportunities being made available to all members of staff
providing support for the Headteachers to enable rigorous and robust management, especially at times when difficult personnel decisions must be made
to work with the Headteachers to ensure that all Governors remain aware of their responsibilities to challenge and hold senior staff to account for student achievement.
to monitor appointments of all staff
to offer exit interviews to employees leaving the school and to identify any trends
to monitor the appraisal procedures and in conjunction with the CEO and Trust Board ensure arrangements are in place for the Headteacher(s)
to ensure strategies are in place for succession planning, especially in respect of professional development (CPD) opportunities that enable staff and governors to develop their skills, knowledge and understanding of leadership and management
to be informed of any disciplinary action against a pupil or employee and any trends identified.
to review offsite directions
to be advised of safeguarding separations
to support and promote the Headteachers’ wellbeing
To support the CEO and Trust in the appraisal of headteachers and recommendation of any pay uplift

Governor responsible for medical needs and allergies

to build an effective relationship with the named member of SLT leading on medical needs and allergies that allows for appropriate support and challenge
to arrange monitoring visits with the school to learn about the implementation of the statutory medical condition guidance, understand the school’s strengths and areas for development, discuss (without specific pupil details) any incidents and near misses, to verify that there are individual health plans in place for all at-risk pupils and emergency protocols are in place and understood by staff
to monitor that all staff have received training they need on allergies and are well supported to carry out their role and to seek assurance that staff are up to date with policy and practice
to build a knowledge and understanding of the school’s medical policies and procedures, ensuring these are effective, regularly reviewed and updated
stay up to date on relevant guidance and policy (including local guidance), ensuring the wider LGC are made aware of any changes to their responsibilities
to report to the Local Governing Committee following monitoring meetings with the school
to champion a whole school culture of allergy safety so that pupils with severe allergies can participate fully and safely
ensure the school has adequate resources including the availability of spare, in date, adrenaline auto injectors
ensure the named member of SLT responsible for allergies and medical conditions has had adequate training and they have the resources they need to carry out their role effectively
review the medical conditions and the allergy policies and feedback any recommendations to the Trust Board

Pay Committee

Quorum: Three Governors plus the Headteachers. None of the Committee members, save for the Headteachers, shall be an employee of the school.

Regularity of Meetings: as required with two weeks’ notice.

to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
approve pay progression for all employees including the SLT and where appropriate consider Headteacher recommendations
review and approve, if appropriate, any recommendations made by the STPCD and/or Headteachers to increase the pay scales
review annually the TLR structure
consider and recommend to the Trust Board additional benefits to employees outside remuneration

Primary Committee

Quorum: Three Governors plus the Charvil Primary Headteacher (or a delegated representative of the Headteacher.)

Regularity of Meetings: three per year with two weeks’ notice.

In relation to Early Years and Key Stages 1 and 2:

to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
to have oversight of Trust Board and LGC achievement targets for all learners
to monitor the plans and actions taken at school to ensure progress towards these targets
review learner outcomes e.g. result in the light of the targets set and report regularly on these to the LGC
to monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils (disadvantaged, LAC, SEND, more and most able, EAL etc) except for PSHE;
to anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments save for PSHE and SRE.
to regularly review and make recommendations to the LGC in respect of the school’s curriculum aims
to monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
to make recommendations to the LGC and Trust Board for the School’s Improvement Plan
to oversee the primary phase website and ensure its compliance
to ensure that the looked after children (LAC) have the same opportunities as all other pupils
To monitor whether looked-after and previously looked-after children have made the expected or better levels of progress in line with their peers (i.e. educational, social and emotional progress);
to monitor the pattern of attendance and exclusions for all pupils
to monitor whether the school’s policies are sensitive to the needs of LAC, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs);
to ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of LAC.
to monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.
to ensure equality of opportunity for all students regardless of ability, aptitude, physical access and background
to have oversight of and recommend Equalities Objectives to the LGC
to report to the LGC on the School’s SEND procedures and advise on how they are impacting on the achievement of students with learning difficulties
to have oversight of the impact of the SEND budget on learning outcomes (especially in relation to ‘Closing the Gap’)
to provide support for the School’s SENCO
support the Primary in preparing for inspections
To monitor the effectiveness of transition into EYFS
formulate, review, monitor and approve the policies on: -

A: Accessibility (Primary)

B: Attendance (Primary)

C: EYFS

D: Medical needs and children with health needs that cannot attend school

E: Online safety

Designated Safeguarding Governor (NB: the LGC retains collective responsibility)

to build an effective relationship with the DSLs that allows for appropriate support and challenge
to arrange monitoring visits with the DSLs to learn about the school context and how this influences the approach to safeguarding, understand the school/trust’s safeguarding strengths and areas for development, discuss (without specific pupil details) any safeguarding incidents and to monitor progress on any strategic safeguarding priorities
to ensure the DSLs have received the training they need including on Prevent and are well supported to carry out their role and to seek assurance that staff are up to date with policy and practice
to build a knowledge and understanding of the school’s safeguarding policies and procedures, ensuring these are effective, regularly reviewed and updated
to observe (through arranged visits) how the culture of safeguarding is working within the school, understand how safeguarding is built into the school curriculum and how pupils are taught about staying safe (including online safety)
to use any safeguarding audits to help ascertain the robustness of safeguarding procedures and systems and to use data to spot trends, for example, absence rates for looked-after children
stay up to date on relevant guidance and policy (including local guidance), ensuring the board are made aware of any changes to their safeguarding responsibilities
to report to the Local Governing Committee following monitoring meetings with the DSLs
to ensure safeguarding is given suitable coverage and prominence within the LGC’s strategic discussions
to support the LGC’s oversight of the school record of the single central record
to ensure there are effective filtering and monitoring IT systems in place at the Primary and Secondary phases

Governor with responsibility for Inclusion (Primary Phase) (NB: The LGC retains collective responsibility)

Be a member of the Primary Committee
To lead on the LGC’s monitoring of inclusion arrangements alongside the Primary Committee, ensuring that all pupils with SEND and with additional vulnerabilities get the support they need
To engage with the SENDCO on a regular basis in order to:
- develop an effective working relationship that allows for appropriate support and challenge
- conduct monitoring visits to learn about the school context and the needs of pupils with SEND
- discuss SEND provision, focusing on how policies are applied and whether any changes are needed
- understand the school’s strengths in relation to SEND provision and areas for development
- ensure that the SENDCO has received appropriate training and is well supported
- seek assurance that staff receive effective and up to date SEND training
Report to the LGC annually on their meetings with the SENDCO
Keep up to date through training and reading chapter 6 of the SEND Code of Practice on the legal duties of schools and governors in relation to pupils with SEND.
Understand the views of all key stakeholders in relation to inclusion (pupils, families, staff, and local partners)
Check that the school makes good use of financial resources (including the notional budget) to support pupils with SEND and those with additional needs
Ensure that the school publishes the necessary documentation detailing their SEND provision including the inclusion strategy
Champion an inclusive culture, reminding the board to consider the impact of their decisions on all pupils (particularly during budget discussions)
Together with the link governor for SEND in the Secondary Phase:
- Ensure all members of the LGC have the knowledge and understanding they need to make informed decisions – all governors should be familiar with Chapter 6 of the SEND Code of Practice
- Make sure that the school and LGC comply with their statutory duties around SEND
- Liaise and collaborate with the Link Trustee for SEND, as appropriate
- Feed into any amended SEND policy before approval by the LGC

Governor with responsibility for Inclusion (Secondary Phase) (NB: The LGC retains collective responsibility)

Be a member of the SALT Committee
To lead on the LGC’s monitoring of inclusion arrangements alongside the SALT Committee, ensuring that all pupils with SEND and with other vulnerabilities get the support they need
To engage with the SENDCO on a regular basis in order to:
- develop an effective working relationship that allows for appropriate support and challenge
- conduct monitoring visits to learn about the school context and the needs of pupils with SEND
- discuss SEND provision, focusing on how policies are applied and whether any changes are needed
- understand the school’s strengths in relation to SEND provision and areas for development
- ensure that the SENDCO has received appropriate training and is well supported
- seek assurance that staff receive effective and up to date SEND training
Report to the LGC annually on their meetings with the SENDCO
Keep up to date through training and reading chapter 6 of the SEND Code of Practice on the legal duties of schools and governors in relation to pupils with SEND.
Understand the views of all key stakeholders in relation to SEND (pupils, families, staff, and local partners)
Check that the school makes good use of financial resources (including the notional budget) to support pupils with SEND and those with additional needs
Ensure that the school publishes the necessary documentation detailing their SEND provision including the inclusion strategy
Champion an inclusive culture, reminding the board to consider the impact of their decisions on all pupils (particularly during budget discussions)
- Feed into any amended SEND policy before approval by the LGC
Together with the link governor for SEND in the Primary Phase:
- Ensure all members of the LGC have the knowledge and understanding they need to make informed decisions – all governors should be familiar with Chapter 6 of the SEND Code of Practice
- Make sure that the school and LGC comply with their statutory duties around SEND
- Liaise and collaborate with the Link Trustee for SEND, as appropriate

Standards, Achievement, Learning and Teaching (SALT):

Quorum: Three Governors plus the Headteacher (Wargrave) or delegated member of the SLT.

Regularity of Meetings: three per year with two weeks’ notice.

For key stages 3, 4 and 5:

to implement and monitor the trust and governor strategy within the realm of the Committee’s remit
to have oversight of the Trust Board and LGC’s challenging achievement targets/KPI’s for all learners
to monitor the plans and actions taken at school to ensure progress towards these targets
review learner outcomes e.g. external examination results in the light of the targets set and report regularly on these to the LGC
to monitor funding, learning needs/provision, curriculum and standards for all students including subgroups of pupils (disadvantaged, LAC, SEND, more and most able, EAL etc) save for PSHE
to anticipate and be aware of the implications of curriculum developments proposed internally and/or required by the DfE; to provide a challenging sounding board for SLT’s plans and to monitor the impact (in learning outcomes, if possible) of specific curriculum developments save for PSHE and SRE
to regularly review and make recommendations to the LGC in respect of the school’s curriculum aims
to monitor and review curriculum plans as part of the School’s budget preparation, considering the impact of these plans on resources, school organisation and future learning outcomes
to make recommendations to the LGC and Trust Board for the School’s Improvement Plan
to oversee the website and ensure its compliance
to report to the LGC on the School’s SEND procedures and advise on how they are impacting on the achievement of students with learning difficulties
to provide support for the School’s SENDCo(s)
to ensure that the looked after children (LAC) have the same opportunities as all other pupils
to monitor the pattern of attendance and exclusions for all pupils
to monitor whether the school’s policies are sensitive to the needs of LAC, e.g. in accessing out of school hours learning, respecting the children’s wishes and feelings about their care status or generally meeting their needs as identified in their personal education plans (PEPs) and disadvantaged pupils;
to monitor how the teaching and learning needs of looked-after and previously looked-after children and disadvantaged pupils are reflected in school policies, in particular in relation to interventions and resources;
to ensure that relevant staff receive appropriate training and that all staff have regular CPD supporting their understanding of vulnerable pupil groups.
to monitor that the additional monies through Pupil Premium Plus and top up funding provided for the LAC has an impact and improves the outcomes and opportunities for that young person.
To monitor effectiveness of student transition into Years 7 and 12
formulate, review, monitor and approve the policies on: -

A: Acceptable internet usage

B: Attendance (Secondary)

C: Exam contingency

D: Management of non-examination assessments (exams)

E: Medical needs & children with health needs who cannot attend school

F: Post 16 bursary