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 |
|---|---|
| Mr Jamie Wegg | Head of School |
| Mrs Lynne Clark | Community |
| Mrs Tracey Rees | Community |
| Mrs Claire Greenfield | Staff |
| Mr Liam Turnbull | Parent |
| Mrs Zoe Barlow-Fletcher | Parent |
| Mr Tom Havercroft | Community |
Governor register of interest and meeting attendance
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:
“Pupils say they feel safe in school.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Children start to learn to read as soon as they enter the school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“There is a clear focus on the teaching of early mathematics and reading.”
“There are respectful relationships between adults and pupils.”
“There are a wide range of school clubs.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Curriculum plans are well sequenced.”
“Pupils learn how to keep safe when using the internet.”
“Pupils say that behaviour is good.”
“There is a strong team culture within the school.”
“The early years environment is inviting and well organised.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils enjoy learning about a wide range of subjects.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Adults help pupils who fall behind.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Teachers who are new to the school welcome the support they receive.”
“Staff encourage
pupils to be independent from an early age.”
“Children settle into school quickly.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Pupils recommend the school to their friends.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils enjoy attending school.”
“Pupils support each other well when they are completing their work.”
“Staff are well trained in teaching children to read.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Staff work closely with professionals from external agencies to provide support for pupils with SEND.”
“Teachers check what pupils have learned and remembered each term.”
“Pupils access a range of visits and activities beyond their own experiences.”
“Subject leaders are knowledgeable about their subjects.”