|Mr P Tyreman (Head Teacher)||01.09.2012|
|Ms R Hannah||18.01.2016||18.01.2020|
|Mrs C Johnson||15.11.2016||14.11.2020|
|Local Authority Governors||From||To|
|Mrs M Veal||24.02.2017||23.02.2021|
|Mrs J McGill||20.11.2016||20.11.2020||Performance Management and Pay Review|
|Mr S Gilmore (Vice Chair)||25.11.2016||25.11.2020||Performance Management and Pay Review|
|Miss J Parncutt (Chair)||31.08.16||31.08.2020||Performance Management and Pay Review|
|Mrs L Tanner||15.11.16||14.11.2020|
|Mrs P Jackson||15.11.16||14.11.2020|
To view the full arrangements of delegation, please Click here
All our Governors are part of the general purpose meetings.
Please click here to view our Membership List 2017
|I was born and brought up in Middlesbrough. I attended Whinney Banks Infant and Junior School before passing the 11+ and attending Kirby Girls Grammar School. On leaving school I went to Darlington Teacher Training College to train as an infant teacher. My first teaching post was in Ladgate Primary School Berwick Hills. When this school closed I moved to Park End Primary School. I have had experience of teaching the full age range Nursery to Year 6. I retired after teaching for 34 years. I moved to Loftus in 2004. I am also a Licensed Lay Reader in the Church of England and am currently attached to Saint Leonards Church Loftus and Saint Helens Church Carlin How.|
|Simon Gilmore||Vice Chair|
|I have had a parallel career in social care and adult education. I was, until I retired, a childrens guardian, responsible for safeguarding their welfare and advising Courts on how best to meet their immediate and long-term needs. In addition, I have also been responsible for the training and development of those undertaking courses in social care. This has entailed structuring periods of practical training, contributing to their academic development and evaluating and formally examining students at the conclusion of their studies.
Following my election as vice-chair of the School Governors I have participated in a number of workshops, including good governance and safer recruitment. My aim remains to work collaboratively with the Chair of Governors, the Head Teacher and my colleagues on the governing body in order to maintain and develop the high standards of excellence within the school.
Since my retirement I have developed my interest in anthropology and the social history of the community in which I live, exploring the local area and enjoying family life.
What have we challenged the school to do?
Governors – We have asked the school to ensure that the new National Curriculum will still reflect the creative developments that the school has worked hard over the past three years to achieve.
School – Where possible, we have started to devise a rolling programme that still has a thematic approach. The school has ensured that money for curriculum enhancement will still be used to support first hand experiences for the children.
Governors – We have requested that class sizes are kept as small as possible working within the school budget.
School – Class sizes are all below 20 children. The average class size is 15 children. All classes are supported by TAs.
Governors – We wanted to be kept more informed about the day-to-day running of the school.
School – The Head Teacher, Chair and Vice Chair meet monthly to discuss emerging issues such as budget, attainment, staffing and most importantly to complete walk rounds of the school.
What did Ofsted say about the Governing Body? (Ofsted 2015)
The governance of the school:
Governors share the same ambition as all leaders to make the school the best it can be. They achieve the right balance of supporting the school in all that it does but also in providing a high level of challenge to leaders and holding them to account for the schools performance. They know the school well. Governors not only receive regular reports from the headteacher but also make good use of published information about pupils achievement and their regular visits to the school to ask searching questions. As a result, governors have a clear understanding about performance data, the quality of teaching and what the school needs to do to improve even further. Governors ensure that there are robust systems in place to monitor teachers performance and are very clear that pay progression is not automatic.
Governors ensure that all the schools finances are used prudently, especially the pupil premium and sport funding. They are well-informed about the positive impact additional funding is having on the achievement of eligible pupils and pupils physical well-being. Governors also ensure that safeguarding and child protection policies are not only in place but translate into highly effective practices.