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Governor Information

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.

 

 

 

Meet Our Governors

 

 

 

Stephen Jones

 

 

Chair of Governors

(Co-opted Governor)

 

  • I have worked in local government for over 37 years  in  leisure & sports administration , youth & community  services  and in mainstream /further  and higher Education as a  senior manager, lecturer and a consultant. 
  • I am a serving  Governor  at  Cedars Primary School and previously , I served as a governor   at Beardwood Community High School
  • I am passionate supporter of good causes, I have previously acted as a Trustee to a number of charitable organisations and I currently advising and supporting a local charity in Blackburn.
  • I am committed to ensuring that the school and its workforce is supported and equipped to enable our pupils to develop their full potential. 
  • I am Health and safety Governor

 

 

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Mrs Louise Edwardson  

 

 

Co-opted Governor (Vice Chair)

 

I have been a parent governor for a few years now but I'm now co-opted.

At the time I had two children at the school, one since is at the juniors.

I am a hands-on parent and am always striving for the best for my children. I enjoy helping them to learn productively and believe learning should be fun. I have a good understanding of business and managing budgets.

Outside of work and school I like bike rides with my children and being out in the fresh air in the local parks. I also enjoy baking and cooking up new savoury recipes. At a quiet moment I really enjoy a good book.

 

Jenna Harty

 

 

 

(Co-opted Governor)

 

  • I live near Chorley with my husband and my 3 year old daughter .
  • I currently work as a Deputy Headteacher and SENCo at a school in Blackburn with Darwen.
  • I have taught across different age ranges in school, but have a particular love for EYFS and KS1.
  • 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.

  • I am Literacy and Pupil Premium Governor

 

 

 

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Sue Mellor

 

 

Headteacher

(Staff Governor) 

 

  • I have worked in Education for 24 years as a teacher with specialism in Early Years (3-7 years). Prior to my appointment as Headteacher at Meadowhead Infants in April 2014 I was Assistant Headteacher at a primary school in Blackburn.
  • I served as a governor from the 1990s to 2008 at a primary school in Darwen and was for the last two years, the Chair of Governors.
  • I am married with two grown-up children and I live in Darwen.

 

 

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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.

 

Two new parent governors :

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.

 

 

Many thanks to our retiring governors : Mrs Catherine Clayton- Young, Mrs Joanna Blake, Mr Chris Hinds, Mrs Jen Strahan and Mr Greg Strong. We really appreciate your service to the school over the last few years.

 

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.

 

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.

 

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')

 

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