The Role of the Governing Body

Annual Governance Statement 2017

"Governors use their expertise to provide good levels of support and challenge for the school. Governors are well trained" Ofsted

The Governing body is made up of volunteers who work together to help ensure that all pupils of Beacon Hill Community School not only receive the highest possible level of education, but also feel that school is a safe, enjoyable place to be.

The governing body is answerable to parents and the community. The core responsibilities can be summarised as:

  • providing strategic management
  • acting as a critical friend to the school
  • ensuring accountability
  • promoting high standards of education and achievement
  • planning the schools' long term future
  • setting the school's aims and values
  • appointing senior members of staff including the Head Teacher
  • budgetary allocation and control
Meeting Dates 2017-2018
Thursday 21st September 2017
Thursday 19th October 2017
Thursday 23rd November 2017
Thursday 14th December 2017
Thursday 25th January 2018
Thursday 15th February 2018
Thursday 22nd March 2018
Thursday 19th April 2018
Thursday 24th May 2018
Thursday 14th June 2018
Thursday 12th July 2018

If you wish to contact any of the school governors either write, phone or email via the school office.

  • My time at Beacon Hill provided a massive range of opportunities which have proved valuable not only whilst studying at sixth form and when applying to university, but also in everyday life.
    Former student, 12 A*-C grade GCSEs
  • When I left Beacon Hill I had a career path in mind; I wanted to teach. This was down to 5 brilliant years at the school. I was inspired by my teachers who encouraged and supported me to believe in myself and my abilities.
    Former Student
  • We are impressed with how both of our children have settled in and are progressing though the school. We find staff understanding & helpful.
    Parent Survey
  • Progress is tracked effectively and extra help given quickly to students who need it.
  • The school has developed a really positive culture for learning, as a result of high expectations of both staff and pupils.
    Local Authority
  • The curriculum meets the needs of individual students particularly well [providing] a balance of academic and vocational courses for students to study at GCSE.
  • Students have good attitudes to learning and are keen to succeed.
  • Evidence from pupil interviews, work scrutinies and HMI visit indicates that the Stage not Age curriculum is impacting positively on the quality of learning in the school.
    Local Authority
  • Students benefit from a very wide range of activities which enrich the curriculum… a wealth of field trips, sporting activities and drama productions
  • Teachers know their students extremely well and work is closely tailored to students’ individual needs.