Governors
Name |
Role |
|---|---|
| Katherine Woodcock | Co-opted Governor Chair and Parent Governor |
| Susan Cornwall | Co-opted Governor Vice Chair |
| David Wilkinson | Headteacher |
| Lisa Ellerington | Staff Governor |
|
Chelsie Johnson/Elisha Barlow |
Staff Governor |
| VACANCY | Co-opted Governor |
| Sarah Thurston | Co-opted Governor |
| Jane Marson | Co-opted Governor |
| Katy Drinkall | Co-opted Governor |
| Simon Harris | Co-opted Governor |
| Nicola Dobson | Parent Governor |
Governor Roles Overview
The governing body has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement.
Its responsibilities include but are not limited to:
- setting targets for pupil achievement
- overseeing the school’s financial decisions
- making sure the curriculum is balanced and broadly based
- appointing staff
- reviewing staff performance and pay
Please click the link below to see a list of governors and their responsibilities.
For Information on the board of trustees for Humber Education Trust, see: https://www.humbereducationtrust.co.uk/governance/governance-structure/
If you are interested in becoming a Governor, or would like more information on the roles and responsibilities of a Governor, please follow the link below.
Welcome, from the Chair of Governors
Children, Parents and Staff
I would like to quickly introduce myself and say how I am proud to be your Chair of Governors. From every visit to the school I have undertaken, it is clear to see that the children here work very hard, enjoy their time at school and are a pleasure to work with.
If you have any comments, questions or concerns that you would like to share, please feel free to contact the relevant member of staff in the school as I do know that staff at Broadacre work hard to be proactive and approachable to all children and parents. If you would like to contact me please feel free to email me at admin@broadacre.het.academy
Katherine Woodcock
Chair of Governors
Further information:
‘The early years learning area is bright and inviting, with a focus on vocabulary development through song and rhyme.’
‘The curriculum includes personal, social, and emotional development, with a focus on values such as democracy and respect.’
‘Pupils’ behavior is extremely good, with a calm and purposeful atmosphere.’
‘Pupils regularly revisit past learning, and assessments are used effectively to plan next steps.’
‘Adult interactions in early years are well planned to support resilient and purposeful learning.’
‘Pupils with SEND receive high-quality and effective support, allowing them to access the full curriculum.’
‘Teachers are supported to plan stimulating and interesting lessons.’
‘The mathematics curriculum has improved significantly, leading to confident problem-solving abilities in pupils.’
‘A new phonics scheme has been introduced, improving the teaching of reading.’
‘Staff and pupils show great respect for each other.’
‘High expectations for all pupils are maintained by all adults at the school.’
‘The school provides a happy and welcoming environment with a ‘family feeling’ in the new, large school building.’
‘The school has specially resourced provisions for pupils with SEND, particularly those with autism spectrum disorder.’