Our School Governors
The Governing Body plays a vital role in the leadership and life of our school. Working in partnership with the Principal and staff, governors help to set the vision and strategic direction of the school, ensuring that every child has the opportunity to achieve their very best.
Governors provide both support and challenge, holding the school to account for standards, safeguarding, and the use of resources. They bring a wide range of skills and experience from the local community, and together they act in the best interests of all pupils.
On this page you can find out more about our governors, their roles, and the important work they do to make sure our school continues to thrive.
| Governor | Type |
|---|---|
| Mr Jamie Wegg | Principal |
| Mrs Lynne Clarke – Chair | Community |
| Mrs Tracey Rees | Community |
| Miss Chloe Whitting | Community |
Governor register of interest and meeting attendance
Governance at Venn Academy Trust
This school is part of Venn Academy Trust, which provides strategic oversight and accountability for all its academies.
The Trust is governed by its Members and Board of Trustees, who hold ultimate responsibility for standards, finance, safeguarding and compliance. Day-to-day leadership is delegated to the Trust’s executive team and the school’s senior leaders, with local governance provided through a Local Governing Body.
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:
“Subject leaders are knowledgeable about their subjects.”
“There are respectful relationships between adults and pupils.”
“There are a wide range of school clubs.”
“Pupils say that behaviour is good.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“There is a strong team culture within the school.”
“Pupils support each other well when they are completing their work.”
“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.”
“Pupils say they feel safe in school.”
“Pupils access a range of visits and activities beyond their own experiences.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“Pupils enjoy attending school.”
“Teachers who are new to the school welcome the support they receive.”
“Pupils enjoy learning about a wide range of subjects.”
“Curriculum plans are well sequenced.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“Pupils recommend the school to their friends.”
“Pupils learn how to keep safe when using the internet.”
“Staff are well trained in teaching children to read.”
“Staff encourage
pupils to be independent from an early age.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Leaders work well
with members of the multi-academy trust to support staff.”
“Teachers check what pupils have learned and remembered each term.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“Children settle into school quickly.”
“The early years environment is inviting and well organised.”
“Adults help pupils who fall behind.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Children start to learn to read as soon as they enter the school.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”