The function of the Governing Body is to govern the School in accordance with the Law and Government Requirements. More specifically the task is to ensure the clarity of the Vision, Ethos and Strategic Direction of the School, to hold the Head Teacher accountable for the performance of the School and to ensure the Budget is set and managed responsibly.
Please click the link below to see PDFs showing the membership of our Governing Body and Subcommittees.
Welcome from Mr Steve Lunt, Chair of Governors
May I take this opportunity to welcome you to the TMBSS website and service.
I took over as Chair of Governors in September 2020 when our previous Chair, Dr. Charles Woodford decided to stand down after 7 years of service. Charles had overseen a period of significant change in the service and we, as governors, would like to thank him for his hard work and unstinting commitment.
I think it is fair to say that when I agreed to assume the role of Chair earlier in the year I did not fully envisage the scale of challenges that 2020 would throw at us. COVID-19 has meant that for the service this has been a year like no other. From Risk assessments and remote learning to PPE provision and ‘social distancing’, we have had new challenges to face and it is a source of real pride that many aspects of our work which are special and unique have been able to continue despite the pressures the health crisis has brought.
Governance at TMBSS is strong and it is a privilege to lead such a committed team. Through digital “TEAMS” meetings we have continued to support and challenge Greg and his staff. A range of committees meet regularly to review all aspects of our provision. TMBSS now has seven centres spread geographically across the county supporting students with SEMH and medical needs through all four key stages.
We did have a successful Ofsted inspection in 2018, but we are far from complacent about our work and so our ‘Development Plan’ aims to achieve ‘outstanding’ provision and outcomes for the students we serve. We want our students to be ‘world ready’ when they leave us.
Finally, it is important to recognise that the service does continue to face challenges on a number of fronts which may or not be connected. Firstly, we have recently seen an escalating number of permanently excluded pupils from mainstream schools who need our support. We do, however, face more generally, the impact of mental health and well-being issues that our young people are confronting in the modern age. It is in our response to these challenges, amid a global pandemic, that the true measure of our service will be found.
With best wishes