Finance & Personnel Governors met on Monday 13th July. They reviewed the final staffing structures for both the nursery and school and were pleased to note that the support team remains strong despite ongoing budget pressures. Governors examined the budget and future projections in detail, recognising the increasing financial pressures associated with recruiting additional staff to support the growing number of pupils with SEND needs.

The Pupil Premium Lead shared the work undertaken this year and the positive impact it has had on children. Governors acknowledged the importance of this work and agreed that it should remain a key priority within the School Development Plan next year.

Governors also reviewed the parent survey results and discussed the actions that need to follow. They were delighted to read so many positive comments from parents about the school.

Finally, they considered staff wellbeing and reviewed the measures planned for next year to ensure that all staff feel valued and supported.

Did you know you can raise money for Newdale Primary School & Nursery simply by doing your everyday online shopping?

The Curriculum Governors met on 18th June and began by focusing on Science. They spoke with pupils from a range of year groups about their experiences and enjoyed looking through the children’s science books to see the learning that has taken place this year. This was followed by an update from Mr Banfield, our Science Leader. Governors were very impressed by both the pupils’ enthusiasm and Mr Banfield’s leadership, and they have requested the opportunity to observe a practical science session next term.

A Year 6 teacher then shared an overview of the complex processes involved in supporting pupils with their transition to secondary school. Governors were surprised to learn that this year our pupils will be moving on to 14 different secondary schools. They were particularly impressed by the time, care and attention given to ensuring a smooth transition for all pupils, especially those who are more vulnerable.

Governors also reviewed a selection of Early Years and Key Stage 1 home–school communication books. They felt these books play an invaluable role in keeping families and school well‑informed and strengthening communication about day‑to‑day matters.

The Health and Safety Governors met on 4th June. They began by reviewing the action plan following the completion of the local authority safeguarding audit and were pleased to note that most actions have now been completed.

They spent time examining the Modified Timetable protocol, ensuring they fully understood how best practice involves engaging outside professionals and parents at every stage of the process. Governors also spoke with Mr McFarland (SENDCo) and several pupils with complex needs to explore their knowledge and understanding of safeguarding, particularly for more vulnerable learners. They were reassured with the children’s responses.

In addition, the Governors met with a Teaching Assistant to gain her perspective on the recent serious fire incident and to understand how policy and procedures operated during a real emergency. They were encouraged to hear that she felt the event was handled safely and effectively, especially given the seriousness of the situation.

Finally, the Governors spent time on the playground gathering parent voice. We look forward to analysing the responses from parents at the next meeting.

The Curriculum Governor Committee met on 13th May. Governors enjoyed a tour of the two‑year‑old provision and the pre‑school provision, noting that children were highly engaged and very well supported by the Nursery team. The environments were described as excellent and thoughtfully designed.

Governors then reviewed a random selection of home–school communication diaries. They observed strong engagement from home, either from the child (KS2) or the parent (KS1), and agreed that the time Teaching Assistants spend completing these diaries each day is a valuable use of time.

Anna Taylor (Nursery HLTA) attended the meeting with three EYPPG children, who demonstrated their maths learning. Governors were reassured that the strong foundations being built in Nursery will be highly beneficial as the children transition into Reception.

Governors requested that Science be the focus for the next meeting.

The Curriculum Governors met on 24th March. They spent time speaking with KS2 girls about Life Learning and were heartened to hear that pupils feel safe in school and have a strong sense of belonging at Newdale. Governors then heard an update from the ‘Stronger Foundations’ Associate Governor, who reported on policy developments and monitoring carried out this term.

They also worked with the Maths Lead, talking to KS2 pupils about their maths learning, and were pleased to see clear progress over time. Governors are keen to follow how the focus on ‘STEM Sentences’ develops over the summer term.

They were further reassured by feedback from recent external monitoring undertaken by the School Improvement Partner and two Partnership Heads. All external visitors recognised the calm, respectful learning environments across the school and the strong drive to support inclusion.

Governors who are part of the Finance and Personnel Committee met on 23 March 2026. They spent considerable time analysing the staff wellbeing audit results and identifying any actions required in response to the findings. Governors were very pleased to note that both teaching and support staff feel happy and safe working at Newdale.

The committee reviewed the draft staffing structure for the next academic year and agreed that the inclusion agenda should drive staffing decisions. Governors also approved a budget of £3–£5k to support the development of the newly established SEND provision for the coming year.

At Newdale, we use the Arbor Management Information System (MIS) to help manage pupil information securely and efficiently. Arbor now includes optional AI‑powered tools that help staff complete tasks more quickly — such as data analysis, drafting messages, or finding information inside the system.

Below explains clearly how AI processes data, where it goes, and how Arbor keeps your child’s information safe.

1. Your Child’s Data Remains Protected

Arbor confirms that any student or staff data processed by Arbor AI is not stored, not retained, and not used to train AI models. [support.ar…cation.com]

Only the minimum information required to complete a specific task is processed.

2. How the AI Process Works

When a member of staff uses an AI feature in Arbor:

1. Arbor checks permissions
   Arbor first checks what information the staff member is allowed to access within the MIS. [support.ar…cation.com]
2. Only necessary data is sent for processing
   Arbor sends only the data needed for that specific task to the AI model (for example, attendance numbers for a summary). [platform.s…areone.com]
3. AI produces a result
   The AI generates an output — such as a summary, draft message, or data insight — and sends it straight back into Arbor MIS.
4. Data does NOT leave Arbor systems permanently
   Arbor operates within UK‑hosted environments and maintains strict agreements to ensure data is handled securely and legally. [platform.s…areone.com]

3. Fully Compliant With UK Data Protection Laws

Arbor states that all AI features comply fully with:

• UK GDPR
• Data Protection Act 2018
• Privacy and Electronic Communications Regulations (PECR)

This ensures data is processed lawfully, fairly, and transparently. [support.ar…cation.com]

4. No AI Decisions Affect Students Automatically

AI in Arbor is used only as a support tool.
It helps staff by providing suggestions, summaries, or draft information.

All decisions affecting students — including attendance, safeguarding, behaviour, or academic matters — are always made by school staff, not by AI.

5. What AI in Arbor Can Do

Examples of helpful tasks Arbor AI supports include:

• Drafting messages for staff to review
• Creating quick summaries about attendance or learning
• Helping staff find information quickly
• Offering guidance when setting up school processes
  [platform.s…areone.com]

These tools save staff time so they can focus more on children and learning.

6. What AI in Arbor Does Not Do

• It does not make decisions about children
• It does not store or keep copies of your child’s information
• It does not use school data to train external AI systems
  [support.ar…cation.com]