Welcome to our Governors’ section.
Please find below details of how our Governing body is structured, including the names, categories, responsibilities, terms of appointment and Register of Interests for each Governor.
On March 18th 2016 the School Governance Constitution Regulations 2012 was amended so that all serving governors in maintained schools will be required to have an enhanced criminal records certificate (ECRC). This means that by 1st September 2016, all serving governors must have an enhanced CRC and from 1st April 2016 governing bodies must have applied for an ECRC within 21 days of election or appointment of a new governor.
We can confirm that all governors at Meadowhead Infant School have had this completed.
Governor Name | type | Governor Responsibilities | Term of Office End Date | Curriculum Committee Member T&L Standards | Resource Management Committee Member | Connections to Staff | Other Governor Posts | Business Interests Declared | |
---|---|---|---|---|---|---|---|---|---|
Sue Mellor | Staff Governor | Headteacher | Yes | Yes | Headteacher | None | Husband works for BwDBC | ||
Steve Jones (Chair) |
Co-Opted Governor |
Link & Equality |
07/12/2018 |
Yes |
Yes | None |
Cedars Primary School Co-Opted Governor |
None Declared | |
Cllr Julie Gunn | Local Authority Governor | eSafety | 30/09/2018 | ||||||
Rebecca Rudge | Staff Governor | Maths | 11/06/2021 | Yes | Yes | Teacher | None | None Declared | |
Jenna Harty | Co-Opted Governor | Pupil Premium | 05/12/2019 | Yes | None | None | None Declared | ||
Rachael Wilson | Co-Opted Governor | Pupil Premium & Looked After Children | 07/05/2021 | Yes | Office Manager | None | None Declared | ||
Trish McGahan | Parent Governor | Safeguarding & Looked After Children | 07/12/2020 | Yes | None | None | None Declared | ||
Mark Robinson | Parent Governor | Health & Safety & Extended Schools | 07/12/2020 | Mother is a Teaching Assistant |
Meadowhead Junior School Parent Governor |
None Declared | |||
Michelle Dinsdale | Parent Governor | Literacy | 10/12/2021 |
Meadowhead Junior School Parent Governor |
None Declared | ||||
Louise Blacklidge |
Co-Opted Governor |
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2 x Vacancy | Co-Opted Governor | ||||||||
Meet Our Governors
Stephen Jones
Chair of Governors
(Co-opted Governor)
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Jenna Harty
(Co-opted Governor)
I am keen to broaden my experience of other school settings and feel my skills and experience will enable me to offer support and challenge to Meadowhead in my role as governor.
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Sue Mellor
Headteacher
(Staff Governor)
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We recently have had a few changes in our governing body with effect from June 2017.
We have a new Staff Governor
Miss Rebecca Rudge.
A new Local Authority Governor
Cllr Julie Gunn
Three new Parent Governors
Mrs Michelle Dinsdale, Mr Mark Robinson and Mrs Trish McGahan
A new Co-opted Governor
Mrs Rachael Wilson
More details of our brand new governors are to follow soon.
A Statement by the Governors
In the interests of transparency, all schools are required to publish an annual statement setting out the key issues that have been faced and addressed by the governing body over the last year, including an assessment of the impact of the governing body on the school.
Here is a brief outline of our issues and impact since January 2015.
In January 2015, the school was subject to a Section 5 OFSTED inspection with an overall outcome of 'Requires Improvement'. Key Areas for Improvement were :
1 Improve teaching and learning so that it is consistently good or better, in order to raise pupils’ achievement in reading, writing and mathematics, by making sure that:
expectations of what pupils can achieve are always high enough
the work set is always hard enough so that pupils are consistently challenged to make the best possible progress and achieve the highest standards
pupils are always given very clear guidance in teachers’ marking about what they need to do to improve their work, and that checks are made that pupils respond to this advice
pupils have more opportunities to write in different styles in different subjects
there are more opportunities for pupils to use and apply their mathematical skills and knowledge to solve practical problems
staff have more opportunity to observe and share outstanding teaching in order to improve their own practice.
2 Improve the quality of leadership and management by ensuring that:
middle leaders become more involved and accountable for making checks and improving the quality of teaching and learning in their areas
governors hold the school to account more effectively for improving the quality of teaching and pupils’ achievement and improve their knowledge and skills in the use and analysis of pupils’ performance data.
3 Improve the quality of provision in the early years by:
using information about children’s achievement and progress to plan activities that challenge children to extend their learning and make more rapid progress ensuring that there is more focus and purpose to children’s outdoor learning
In response to this, the governors drew up a detailed Post-OFSTED Action plan to address these issues, including undertaking a comprehensive review of Governance.
Examples of Impact
Tighter, more focused Governor meetings and using committees more effectively.
Governors improved understanding of data through training and therefore more able to identify strengths and areas for improvement in groups of pupils. More evidence of governors' challenge at meetings through minuted questions and discussions.
More governor visits to school leading to a better understanding of the day to day life of the school and a better relationship with staff and pupils.
Improved outcomes for pupils in all year groups and in Statutory assessments in 2014-15. (Broadly in line with NA in spite of low starting points)
Focused monitoring, evaluation and school improvement by SLT and subject leaders, regularly reported back to governors, is showing a clear and marked improvement in the quality of teaching and learning. The evidence from this includes lesson observations. drop ins, book scrutinies and pupil conferencing and discussion. (Jan 2016 - no lessons judged less than 'Good' with 25% judged 'Outstanding' and a further 17% judged as 'Good with Outstanding')