The Governing Body (GB) was reconstituted in September 2015 and has 12 members: 3 Parents, 1 LEA, 1 Staff, 1 Head and 6 Co-opted Governors. The Governors are mindful that they need to focus on three core strategic functions: 1. Ensuring clarity of vision, ethos and strategic direction 2. Holding the Head Teacher to account for the educational performance of the school and its pupils, and the performance management of staff 3. Overseeing the financial performance of the school and making sure its money is well spent.
The Governor Role
An effective governor is:
- Committed to maintaining and improving the school's standards of education
- Prepared to commit time and energy to the work of the governing body
- Prepared to visit the school during he working day
- Able and willing to work harmoniously with others
- Prepared to challenge, but in a constructive, not confrontational, manner
- An advocate of the school in the wider community
- Aware of the need to keep up to date with developments in the world of education
- Keen to participate in briefing sessions
- Prepared to stand by collective decisions even if s/he held a different point of view
The role of the school governor is to:
- Support the school but not uncritically
- Explain its policies to parents and the community but not blindly
- Watch its standards but with care, humility and an open mind
- Help to settle its disputes fairly and conscientiously
- Oversee its policies and use of its resources but not in tiresome detail
- Attend meetings
- Visit the schoolServe on a committee
- Be attached to an area of the school's work
- Participate in executive decisions of the Governing Body
- Undertake training and development
- Work within an agreed code of conduct
- Represent the school within the local community
- Maintain confidentiality as required
You should do these things as a Governing Body not as an individual governor. And in all such matters you should work with knowledge and understanding of the school.
Philip Cunningham – Chair of Governing Body
I have a daughter at Ladbrooke School and became a Parent Governor in 2014, later becoming a Co-opted Governor. I became the Chair of the Governing Body in 2015.
I’m a Chartered Civil Engineer specialising in strategic planning, transportation work and project management. I worked for local authorities and in private practise before setting up my own consultancy firm 25 years ago. I endeavour to utilise my analytical and management skills and experience in my role as a school governor.
Ladbrooke School rightly has a very good reputation with fantastic children supported by exceptional staff and parents and carers. It is rewarding to be a small part of the continuing success of the school and to hopefully help the school improve still further for the benefit of all the children that attend the school.
Lesley Gawen – Joint Vice Chair of Governors
My association with Ladbrooke spans over 30 years from 1986 when my first child started in the nursery. In the early years I served on FOLS and from 1995 joined the Board of Governors initially as a parent governor.
Professionally, I qualified as a buyer and have worked within the electricity industry sourcing spares for power stations and as a food buyer for Sainsburys. Prior to retirement, for 10 years I managed a local accountancy office.
I have served as Chair of the Governing Body for many years, and am currently Vice Chair and Safeguarding governor. I am immensely proud to support the Head and staff of this school in my role as governor.
Mark Turner – Chair of School Improvement Committee
I have been a civil servant for more than 20 years and currently work at the Business Department working on Industrial Strategy for manufacturing sectors. I began my working life as an undergraduate apprentice engineer at Rolls Royce graduating as a gas turbine engine designer. I’m a Chartered Engineer with a Masters degree in Business Management from Warwick University.
I’m married and live in Potters Bar with four children, two grown up and two at Chancellors School. I have been a Co-opted Governor at Ladbrooke since 2013.
When not working I enjoy gardening and playing the saxophone.
Alex Corke - Chair of Resources Committee
I first joined my wife Donna on the Governing Body as a Parent Governor in 2009 and watched our two children thrive during their time at Ladbrooke. Our children first discovered their passion for badminton within the Ladbrooke School hall, and haven’t looked back since.
Now a Co-opted Governor, I am also a former pupil myself, so have links with the school going back many years. I chair the Resources Committee, where I have been able to bring to the role the experience that I have gained in my role as an Audit Manager in a large accounting practice. I have worked with clients in the education sector as they have faced challenges presented to them by new regulations both financial and non financial.
It has been a pleasure to observe the continued progress of the school over the past eight years, both from the perspective of a parent and as a governor.
I have a BSc (Hons) Immunology from University of Glasgow and a MSc in Pharmacolgy from the University of Strathclyde. I was a Research Scientist (2 years) at the University of Warwick, working on HIV vaccines and then a Scientist (12 years) at the National Institute of Biological Sciences and Control, South Mimms in the Dept of Bacteriology, working on Typhoid vaccines. I was the Health and Safety Officer for the Dept of Bacteriology and hence volunteered for the role of H&S governor!
After the birth of my son, I decided not to return to the lab as my husband's job involves extensive travel. In order to keep the mind active (and leave the house!), I joined the WEA and did many courses including history of medicine, history of chemistry, helping children with maths, helping children to read with phonics, modern short stories and celtic influence in literature
I also volunteered to read with kids in Year 2 and offer help to Year 3, if required. I became a Parent Governor in 2013
I am the Local Education Authority governor for Ladbrooke. I am mum to Phoebe who left Labrooke school this year and to Jasmine in Y5. As well as looking after the girls, I am a part time primary school teacher specialising in working with children who have additional educational needs. I have been on the Governing Body for the past 4 years, initially as a parent governor, and really enjoy supporting our wonderful school. I have recently taken on the role of SEND Governor.
Originally from Kent, I grew up with a passion for Art. Aged 18, I studied at Maidstone College of Art before coming to Hertfordshire to study for a degree in Scientific Illustration at Middlesex University. I continued at the University to qualify with a P.G.C.E. in Art and Design. For the next six years I worked in a Stevenage Secondary School as an Art Teacher and Head of Year. I then took a career break to concentrate on family life with my husband Alex and children - Charlie and Lilie. Both children attended Ladbrooke. Whilst they were flourishing here I was given the opportunity to step back into Education. I began with a voluntary assistant role in Year 6 before taking on a Learning Assistant position where I spent the next six years working 1:1 with a child with Autism and a child with ADHD. During this time I completed a Return to Teaching course which enabled me to make the transition from secondary teaching across to primary teaching.
During my past 11 years at Ladbrooke I have taken on several roles: Vice-Chair of FOLS, 1:1 Tutor, Specialist Teacher for Dyslexia and part-time Year 6 Teacher. I continue to widen my knowledge of SEND issues and my knowledge of the Grammar Curriculum has definitely expanded! It is a privilege to be part of a team that is so committed to the well being and education of our children.
Jon Mackley – Joint Vice Chair of Governors
I have a son in Y5 and joined the Governing Body at Ladbrooke School as a Parent Governor in 2017.
Professionally, I have worked within the Insurance Industry for over 25 years in a number of management and customer facing roles, and I hope to be able to use the skills and experience I have gained in my role as Parent Governor.
My children attended Ladbrooke more than a decade ago and my wife, Carol, is a part-time Teaching Assistant at the school. I became a school governor having been on FOLS for a number of years and have remained a governor, as I believe my skills provide an alternative perspective on school management and governance.
In my professional career I started out in the IT industry nearly 40 years ago and am now a senior executive for one of the UK’s leading providers of software to Local & Central Government, the social housing sector and the Police.
I became a governor at Ladbrooke school at around the time of my retirement, at that time both my grandsons were students at the school, though they have since moved onto secondary school.
Before retiring I worked 38 years for the local water supply company in various engineering based roles, managing various major contracts and finally for the last 10 years managing the Control Room function which both looked after the water supply and the company’s multi million pound energy budget.
My employer encouraged staff to become involved in their local community and in particular supporting education. I became a governor at a local secondary school where I remain on the governing board. Historically I also have been a governor at another primary school and also I supported another nearby secondary school in the Engineering in Education Scheme. I am a resident of Potters Bar and I had also attended both primary and secondary school within the town.
I have two daughters at Ladbrooke, Emma in Year 6 and Katie in Year 2 and I became a Parent Governor in October 2018.
I studied at the University of Hertfordshire after leaving school for a BSC (Hons) in Mathematics and Computer Science. After leaving University I went on to run and manage my own Hydraulic Engineering business for nearly ten years. I sold the business in 2011 and worked as an Operations Consultant around the country, however I decided not to return after Katie was born. When Katie started school, I returned to education to obtain my PGCE and I am about to qualify as a Secondary Mathematics Teacher. I have previously volunteered at the school in Y3 and Y6 and currently help with Choir after school on Tuesdays.
Governors’ Written Statement of Behaviour Principles
Section 88 of the Education and Inspections Act 2006 requires the Governing Body to set the framework of the school’s Behaviour and Discipline Policy by providing a written statement of behaviour principles, taking into account the needs of all pupils.
The purpose of the statement is to advise and guide the Headteacher in drawing up the Behaviour Policy by stating the principles which governors expect to be followed. It follows the guidance issued by the Department for Education in September, 2012, and will be reviewed in line with the Behaviour Policy review, and in response to any changes in legislation and DfE guidance.
The Governing Body believe that the Behaviour Policy should be underpinned by the schools aims outlined on the school website:
- To provide a safe, nurturing and welcoming environment which meets the needs of every child
- To provide our children with a stimulating, creative, challenging and inclusive curriculum
- To enable our children to take responsibility for their learning and to develop the ability to work independently and cooperatively
- To enable our children to develop a sense of citizenship through our agreed school values
- To enable our children to develop care for and respect themselves, others and the world around them
- To encourage partnerships with parents and the wider community
Statement in Practice
The Behaviour Policy, based on the school aims, should enable and encourage children to develop self-awareness, to feel safe, to have respect for themselves and others and to look after their school and its surroundings, thus allowing our learning community to flourish.
The Governing Body firmly believe that the best way to ensure high standards of behaviour and discipline is to recognise achievement and celebrate success. However they also recognise that on occasions sanctions are necessary to demonstrate that behaviours which disrupt learning or impact on safety are not acceptable. These sanctions are used to express the disapproval of the school community; to deter other pupils from similar behaviour; and to ensure the health and safety of the whole school community. It is recognised that the application of rewards and sanctions must have regard to the individual situation and individual pupil, and that the school is expected to exercise discretion in their use.
The Governors expect the Behaviour Policy to be in accordance with their responsibilities under equality legislation: for example, by making reasonable adjustments in its application to vulnerable pupils. It should also support the school’s commitment to improving outcomes for all pupils, eliminating all forms of discrimination, harassment and bullying, as well as promoting equality of opportunity, the welfare of pupils and good relations across the whole school community.
Contents of the Policy
The Behaviour Policy should include the following:
• The school’s expectations;
• Examples of behaviour to be encouraged;
• Examples of inappropriate and unacceptable behaviour;
• A clear explanation of the systems of rewards and sanctions;
The Governing Body are aware of their statutory duty to provide clear advice and guidance to the Headteacher in respect of the following: teachers’ powers to search, to use reasonable force, and to discipline pupils for misbehaviour outside school.
Whilst recognising that these are extreme measures, to be taken in exceptional circumstances, the Governors advise that for the protection and safety of the whole school community they should be carried out only in accordance with the specific guidance issued by the DfE. It is recommended that training be provided on a regular basis to the staff, to assist them on the rare occasions when it may become necessary to exercise these powers.
This statement has been drawn up by Governors in consultation with staff, parents and pupils. The Governors believe that it is by working together that we will encourage children to reach their full potential, and become independent, contributing and responsible members of society.
Ratified by Governors: Autumn 2015
Review date: in conjunction with Behaviour Policy