Governors Impact Statement 2021

Impact Statement 2021


What impact is the Governing Body of Ditton Park Academy having on the outcomes for students and welfare of staff and students?

The table below provides an outline about what has happened over the last few years and what the governing body’s intervention has been to this.





Additional class has been funded in Year 9 at the beginning of GCSEs.  This has allowed for a reduction in class size at KS4.

It has given capacity to offer a very diverse range of subject choices.


Pupil Premium Funding was allocated to fund additional staff & resources/provision.

This support has been very useful to help our work in narrowing the gap between disadvantaged students and their peers.


Supported the professional development of several members of staff. 


Release time and where necessary funds made available.

The staff have developed a continuous self-improvement attitude. Middle leaders and Senior Leaders are able to effectively contribute to the Leadership and Management of the school which has helped secure improvements in provision across the school and promotes more positive outcomes for students.


Governors have ensured effective use has been made of Pupil Premium and Catch-up grants.

This has resulted in intensive work around narrowing the gap between themselves (disadvantaged) and their peers.


The monitoring of daily practice by all governors who regularly visit the academy.

This has allowed the governors to develop their own knowledge of the academy so that they can appropriately challenge senior leadership.


Appointment of Financial experts to support the financial management of the academy.

The academy is in a very healthy position financially after a relatively short period of time.


All governors are asked to complete a skills audit when they express an interest in becoming a governor at DPA.

This has allowed the governing body to be convened with an appropriate range of skills to challenge the academy leaders.


Established a strategic direction of the academy.

Working together the academy has established very good systems and structures.  


Contact time for teachers maintained at a lower % than most schools provide in a national context.

Teachers’ well-being and workload remains very healthy.  This in turn had led to excellent recruitment and retention and teacher/student intervention/feedback/student outcomes.


SASH – Trustees/Members

Headteachers of local secondary schools brining knowledge, experience and developing others.



Oversite of a system that is very effective and robust.  Regularly checked.


Fund transition, ICT resource, bursary post 16, cultural capitals

All students received a responsive provision for their needs. 


Retention & Recruitment

Governors support leaders to ‘look after’ its most precious resource – staff. This allows us to concentrate on our core purpose – students. 


Support Staff appointments for extra student wellbeing and welfare

School Councillor, Family Support Worker and Pastoral Managers.


Senior Leadership Team Structure

Creating opportunities and succession planning for the future with interim posts.