Our Governors

Governors visit the school regularly to meet and talk to the children and staff. They are responsible for holding the school to account for the life and work of the school, including pupil outcomes. To do this from a more secure knowledge base they take part in pupil discussions, pupil progress meetings etc. This allows them to see how the school’s policies and plans are being put into place, how resources are used, and to gather information and knowledge of the school.

Our governors are a diverse group of individuals representing the parents, school staff and the community, with a broad range of skills and experiences. As a collective group of individuals they all share a common goal to help the school develop and improve and, in doing so, to provide its pupils with the best education possible. All governors are volunteers.

The Local Governing Body meetings are termly and the start of each meeting incorporates a learning walk around the school and learning about a specific aspect of the school improvement plan, that leaders may be working on. There are other smaller committees that meet as necessary such as the Pay Committee.

The chair of governors is Amie Wheal.
If you would like to contact her please get in touch with the school office.

Governor Responsibilities

Every year the school produces a School Improvement Plan (SIP) which details the Key Priorities for learning for the year and how these will be achieved. As Governors, they work together with the Headteacher and staff to ensure these key priorities are met.

Beyond the Local Governing Body

To find out about the work of the Trustees/Members of Humber Education Trust, please click here.

Our School Governors

Chair of Governing Body/ other Governor responsibilities

  • Chair of Governors – Miss A Wheal

  • Safeguarding and Attendance Governor – Miss A Wheal

  • SEND Governor – Mrs C Donnelly

Quality of Education: Pupils receive strong support in learning to read quickly and achieving well. The curriculum is well-planned and effective, particularly in the early years and mathematics. Teachers and teaching assistants are well-trained and provide clear explanations and encouragement.

Overall Effectiveness: The school was rated ‘Good’ in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.

Behaviour and Attitudes: Pupils exhibit respectful relationships with adults and move around the school sensibly. They are confident in seeking help from staff if needed, and bullying is rare. Pupils listen attentively to teachers and engage in class discussions.

Leadership and Ambition: School leaders are noted for their ambition and effective work in improving the school. Their efforts have resulted in a good quality of education for the pupils.

Positive Environment: The school’s environment fosters respect and support among pupils and staff. Pupils are encouraged to develop good manners and social skills, contributing to a positive school culture.

Personal Development: Pupils are encouraged to be independent from an early age and take care in presenting their work. They enjoy participating in various clubs and activities, including sporting competitions and educational visits.

Support for SEND: Pupils with special educational needs and/or disabilities (SEND) are quickly identified and well-supported, achieving good outcomes as a result.

Safeguarding: The school has effective safeguarding measures in place. Staff are well-informed and confident in identifying and addressing potential risks to pupils. Pupils are knowledgeable about staying safe, particularly online.