Our School Governors
Governors normally meet once a term to receive reports from the Headteacher on the life and work of the school. Members of staff also report to Governors at the termly meetings, and this usually takes the form of an in-depth look at some aspect of the whole curriculum. Termly meetings are held at the school and are now open to the public.
This of course means that parents can attend as observers, although governors retain the right to take certain agenda items as confidential.
The Governing Body has formed several Committees, which focus on particular aspects of the Governors’ responsibilities e.g. Finance, Curriculum, Staffing and Premises.
With the wider powers given them by recent legislation Governors have a very significant role to play in ensuring that, along with the Headteacher and colleagues, they move the school forward in a coherent, cohesive way.
Mountbatten School Governors
| Governor | Type of Governor/Appointed By | Date of Appointment | Term of Office | Responsibilities |
|---|---|---|---|---|
| Mr Jamie Wegg | Head of School | 01/09/21 | Duration of tenure | |
| Mrs Lynne Clark | Community | 11/11/21 | 4 years | Chair
Safeguarding, including child protection Curriculum |
| Mrs Tracey Rees | Community | 18/10/22 | 4 years | |
| Mrs Claire Greenfield | Staff | 22/09/19 | 4 years | |
| Mr Liam Turnbull | Parent | 07/12/20 | 4 years | |
| Mrs Zoe Barlow-Fletcher | Parent | 18/10/22 | Resigned 30/4/2024 | |
| Mr Tom Havercroft | Community | 13/12/21 | Resigned 10/01/2024 | Vice Chair
SEND Behaviour |
Governor Interests
| Governor | Declared Interest | Date Interest Started | Relationship with Governors/Staff | Meeting Attendance |
|---|---|---|---|---|
| Mr Jamie Wegg | Head of School- Mountbatten Primary School Governor- Euler Academy | Sept 2021 | None | 3 of 3 LGB
1 of 1 F&GP |
| Mrs Lynne Clarke | Governor (Vice Chair) – Wawne Primary School | November 2019 | None | 3 of 3 |
| Mrs Claire Greenfield | None | None | 3 of 3 | |
| Mrs Tracey Rees | The Best You Therapy | February 2022 | None | 2 of 3 |
| Liam Turnbull | Employed – Investec Wealth & Investment Qualified member – Chartered insurance institutes personal finance society | February 2017 July 2020 | None | 0 of 3 |
| Mrs Zoe Barlow-Fletcher Resigned 30.04.24 | Employed – Informed financial planning | July 2020 | None | 2 of 2 |
| Tom Havercroft Resigned 10.01.24 | None | None | 2 of 3 |
Making a Difference Together
If you, someone in your family or maybe a friend or colleague would be interested in joining one of our governing bodies please read attached document below:
All governors can be contacted via the school office:
“There are respectful relationships between adults and pupils.”
“Pupils learn how to keep safe when using the internet.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Adults help pupils who fall behind.”
“Teachers check what pupils have learned and remembered each term.”
“Pupils enjoy attending school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Curriculum plans are well sequenced.”
“Pupils say they feel safe in school.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Staff encourage
pupils to be independent from an early age.”
“There are a wide range of school clubs.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Children start to learn to read as soon as they enter the school.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Pupils support each other well when they are completing their work.”
“Pupils recommend the school to their friends.”
“Pupils enjoy learning about a wide range of subjects.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils say that behaviour is good.”
“Pupils access a range of visits and activities beyond their own experiences.”
“There is a strong team culture within the school.”
“Teachers who are new to the school welcome the support they receive.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Staff are well trained in teaching children to read.”
“Subject leaders are knowledgeable about their subjects.”
“There is a clear focus on the teaching of early mathematics and reading.”
“The early years environment is inviting and well organised.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Children settle into school quickly.”