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School Governance

The Governing Body is the ‘critical friend’ of the school and, as such, seeks to ensure that the school fulfil its aims and objectives and meets statutory requirements. 

Governors have a key role in overseeing policies, appointing staff, care and maintenance of the building, monitoring grounds and equipment and setting the budget. Governors work closely with our senior management staff to develop the school. The role is strategic rather than operational. The day to day running of the school is managed by the head teacher and his staff.

Core strategic functions

Core strategic functions

  1. Ensuring clarity of vision, ethos and strategic direction
  2. Holding the Head to account for the educational performance of the school and its pupils
  3. Overseeing the financial performance of the school and making sure its money is well spent.

To achieve these functions, they will:

  1. determine the aims and overall conduct and ethos of the school
  2. set and review policies, plans and procedures
  3. plan the strategic objectives of the school
  4. ensure its financial health
  5. hold the Head to account for the management of the school
  6. ensure compliance with legal requirements
  7. raise standards through such measures as:
  • setting strategic direction
  • ensuring accountability
  • monitoring
  • evaluating school performance

Additional areas of responsibility

The governing body is also held responsible for the following areas.

  1. The suitability of staff, supply staff and proprietors, effecting the necessary checks and keeping a central register.
  2. The premises and accommodation.
  3. The welfare, health and safety of pupils.
  4. Adherence to regulatory requirements such as the Special Education Needs and Disability Act 2001 and Equality Act 2010.
  5. The school’s child protection safeguarding policies and procedures.

As part of a charity, the board will

  1. further the objects of the charity
  2. comply with the school’s governing document relating to the school, when discharging its functions
  3. comply with their duties and responsibilities as charity trustees.

Our governing board

The school is connected to Al Ameen Foundation, a registered charity however the governing board allocated to manage the strategic development of the school is slightly different and as below:

Maulana Moin Uddin

Maulana Moin Uddin serves as the chair of governors. He has had over 20 years of leadership in schools and works hard with the headteacher to improve outcomes for children. 

Hafiz Maulana Syed Kofil Ahmed

Hafiz Maulana Syed Kofil Ahmed serves as the vice chair of the school governing board. With over 20 years of experience, he works with the school’s senior leadership team in ensuring it’s financial viability and compliance, alongside developing the school site and it’s facilities. 

Zeenat Riaz

Zeenat Riaz has had over 10 years of experience working in leadership and management in a school environment. She has been an integral part of the school since 2012 and continues to work hard to ensure the school’s curriculum meets the needs and aspirations of the pupils. 

Mrs F Iqbal

Mrs Iqbal brings her experience as a former maintained school governor to the school. With a vast amount of experience in school management, she supports the head and the rest of the team in developing staff and learning opportunities for children. 

Independent School Standards

The proprietors, governors and trustees of independent schools have considerable freedom to run establishments as they wish. However, in England they must ensure that the schools they are responsible for comply with the requirements of the Education (Independent School Standards) Regulations 2014.

The regulations set out the Independent School Standards to which independent schools are inspected under the Education and Skills Act 2008. They replaced the Education (Independent School Standards) (England) Regulations 2010 which were revoked from January 2015.

The standards are contained in the Schedule to the Regulations. That Schedule is divided into eight different parts:

Part 1: Quality of Education

The overall purpose of Part 1 is to ensure that a school has a curriculum which covers a broad range of subject disciplines, delivered through teaching that will enable all pupils to make good progress according to their abilities, and that such progress is properly assessed as part of a continuous process which feeds back into lessons.

Part 2: SMSC development of pupils

Spiritual, Moral, Social and Cultural development of pupils

The purpose of this Part is to ensure that pupils’ development in non-academic terms will enable them to play a confident, informed role in society, have a fully developed value system, and be able to interact with other people in a positive way. 

Part 3: Welfare, health and safety of pupils

The standards in Part 3 cover a wide range of subjects but in general are designed to ensure that so far as possible, pupils are safe and their well-being is promoted.

Part 4: Suitability of staff, supply staff and proprietors

This Part of the standards sets out, in detail, the checks which schools (and in some cases the Secretary of State) have to make to ensure that staff, supply staff and proprietors or members of proprietor bodies are suitable for the posts they occupy.

Part 5: Premises of and accommodation at schools

This section mainly covers advice and regulations for the premises of an education provider, in relation to the School Premises Regulations of 2012. Those regulations provide guidance and recommendations regarding areas such as:

  • Toilet and washing facilities.
  • Medical accommodation.
  • Health, safety and welfare.
  • Acoustics.
  • Lighting.
  • Water supplies.
  • Outdoor space.

Part 6: Provision of Information

This Part sets out what information must be provided or made available to parents of pupils and parents of prospective pupils, and to certain other people or agencies. It also contains requirements about the publication of information.

Part 7: Manner in which complaints are handled

This Part of the standards sets out requirements about a complaints procedure to deal with complaints from parents of pupils which, amongst other thing, needs to provide for three stages: informal, formal and a hearing before a panel which is to include an independent member. A school can have a complaints process which has a wider scope or more facilities for complaint than the standards require, but to meet Part 7 a proprietor must ensure that a procedure is drawn up and effectively implemented

Part 8: Quality of leadership in and management of schools

Section 94 of the Education and Skills Act 2008 requires that in addition to those matters covered by the standards described above, the Secretary of State must prescribe standards relating to the quality of leadership in and management of independent schools. As is the case with the other standards, the approach behind this standard is to focus on required outcomes. It is not the intention to tell schools how to govern or manage themselves – i.e. about how they are to go about achieving the required outcomes. But recent experience has shown that repeated, multiple and/or serious failures to meet the independent school standards are often the result of a failure in the school’s management structure or processes, and an inability or unwillingness to take appropriate corrective action. If any other standard is not met, then this is evidence pointing to the leadership and management standard not being met.

Contact us

The chair of the governing board can be contacted on the following

+44 121 706 3322
[email protected] 

Al Ameen Primary School, 447 Warwick Road, Tyseley, Birmingham, B11 2JR