Parent/Carer Forum
Venn Academy Trust’s parent carer forum brings together parents across the trust.
The forum meets each term to discuss topics important to you and the trust and for the benefit of your children.
Aims of the forum
- To learn about the school community and parental viewpoints
- Raise awareness of the views of our parent community
- Share information, knowledge and skills
- Strengthen links with the community
- Triangulate viewpoints of trustees/governors, parent/carers and staff
- Consult on changes, school policy proposals and local issues in the school community.
Membership
- Chair of Trustees
- Trust Lead and Accounting Officer
- Up to three parent/carers from each school. In the event more than three volunteers express an interest, a parent/carers vote will take place.
Code of conduct
As a member of the parent carer forum, I agree to:
- Show respect to all members of the forum, by listening to and respecting a diverse range of opinions
- Maintain confidentiality on matters discussed and by not mentioning the names of individual members of the school community
- Have the best interests of all children and their parent/carers, e.g. not discussing your own child’s issues
- Avoid discussing individual circumstances. These issues will be directed to the school office.
Meetings
- Held once a term
- Held remotely by Microsoft Teams (your school can provide a device and space for you to join the meeting if required)
- Expected duration of each meeting is one hour.
Find out more:
If you would like to find out more contact:
“Pupils recommend the school to their friends.”
“Pupils access a range of visits and activities beyond their own experiences.”
“The residential visit to Robinwood encourages pupils to experience new challenges and work collaboratively with their friends.”
” Some teachers check carefully to find out which pupils are stuck and which pupils need further challenge during lessons.”
“The school enjoyed recent success when the computing club won a local area competition using their coding skills.”
“Pupils say they feel safe in school.”
“Pupils learn how to keep safe when using the internet.”
“Children settle into school quickly.”
“There are a wide range of school clubs.”
“Pupils listen carefully to what adults say. They join in class discussions enthusiastically.”
“Senior leaders, alongside the multi-academy trust, have provided subject leaders with training.”
“Teachers who are new to the school welcome the support they receive.”
“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.”
“The ‘Mountbatten 50’ challenges pupils to complete a range of interesting activities
before they leave the school.”
“Pupils enjoy attending school.”
“There is a strong team culture within the school.”
“Pupils support each other well when they are completing their work.”
“Staff welcome the highquality training they receive. They feel proud to work in the school.”
“Staff encourage
pupils to be independent from an early age.”
“Teachers appreciate the support they receive from subject leaders to help them improve their teaching.”
“Leaders have thought carefully about the curriculum plans they have introduced.”
“Curriculum plans are well sequenced.”
“Pupils say that behaviour is good.”
“Pupils enjoy learning about a wide range of subjects.”
“Leaders have considered what pupils might need to know to broaden their understanding of the world around them.”
“The school is calm and orderly. Pupils walk around school sensibly and are courteous to one another.”
“There is a clear focus on the teaching of early mathematics and reading.”
“Adults help pupils who fall behind.”
“Subject leaders are knowledgeable about their subjects.”
“Leaders and teachers make regular checks to see how well pupils with special educational needs and/or disabilities (SEND) are doing.”
“Children start to learn to read as soon as they enter the school.”
“The early years environment is inviting and well organised.”
“There are respectful relationships between adults and pupils.”
“Staff are well trained in teaching children to read.”
“Leaders work well
with members of the multi-academy trust to support staff.”