Governors

Adwick Primary School Governing Body

The Governing Body has a number of duties and responsibilities towards all its stakeholders; students, staff, parents, the local authority and all our partners.

Name Type of Governor
Lisa Almunshi Community
Nicholas Donnelly Parent
Daniel Dukes Head of school
Kerry Holl Community
Stephen Kearney Parent
Kate McKeown Community
Nicki Scase Community
Jonathan Wain Staff

The role includes:

  • Quality and Standards
  • Ensuring the school fulfils its statutory duties and meets legal requirements
  • Setting challenging targets
  • Ensuring the school has adequate resources to meet the needs of the students and that it uses best value principles in setting its budget
  • Ensuring all students are supported with their transition
  • Leadership
  • Establishing a clear vision for the school and setting the strategic aims
  • Communicating this vision to students, staff. Parents and stakeholders
  • Developing shared values and principles based on an explicit moral purpose
  • Monitoring and evaluating performance and progress
  • Relationships with stakeholders
  • Ensuring the school is accountable to all stakeholders
  • Building and nurturing a close relationship with young people and their families
  • Caring for the welfare of students and staff

The Governing Body is made up of representatives from parents, staff of the school and co-opted members from the community. Representatives are elected for a period of four years. The Governing Body meets to discuss issues concerned with the school. Minutes of the meetings are available for reference at the school. Members of the Governing Body are always willing to discuss school matters and can be contacted via the school office.

The Governing Body has a programme of meetings throughout the school year, and a committee structure that focuses on specific areas of governance:

“Effective Safeguarding: Safeguarding arrangements are effective, with staff understanding their responsibilities and providing good support for vulnerable pupils.“

Ofsted Report

“Calm and Orderly Environment: The school environment is described as calm and orderly, with good behavior from pupils.“

Ofsted Report

“Pupils Enjoy School: Pupils are enthusiastic about their lessons and enjoy attending school.“

Ofsted Report

“Supportive and Safe Environment: Pupils feel safe, understand that bullying is rare, and know that adults are there to help if needed.“

Ofsted Report

“Broad Curriculum: Leaders provide a broad range of subjects, which are well-planned, helping pupils remember what they learn.“

Ofsted Report

“Engaged and Resilient Pupils: Pupils listen carefully, focus well on their activities, are keen to join discussions, and demonstrate resilience when facing difficulties.“

Ofsted Report

“Effective Pastoral Support: The pastoral team provides good support for vulnerable pupils, helping them stay safe and enjoy healthy relationships.“

Ofsted Report

“Strong Early Years Provision: The early years provision is effective, with strong relationships between adults and pupils, a well-organized environment, and activities that enthuse children.“

Ofsted Report

“High Expectations from Leaders: School leaders have high expectations, understand what needs to improve, and staff work well together to share ideas and support each other.“

Ofsted Report

“Ambitious for SEND Pupils: Leaders are ambitious for pupils with special educational needs, ensuring they receive good support and achieve well.“

Ofsted Report

“Focus on Reading: There is a strong emphasis on teaching reading, with high-quality training for teachers and effective support for pupils who need extra help.“

Ofsted Report

“Extra-curricular Activities: Extra-curricular clubs are well attended, and pupils regularly go on school trips that enhance their classroom learning.“

Ofsted Report