A Venn Academy Trust School
– Together we will…
Venn is a pioneering academy trust, committed to building educational environments where all pupils are inspired to become lifelong learners who achieve the very highest standards possible.
Collaborating with all partners, the Trust works with its unique settings to create world class learning experiences for all.
School Governors
The Governing Body plays a vital role in the leadership and life of our school. Working in partnership with the Principal and staff, governors help to set the vision and strategic direction of the school, ensuring that every child has the opportunity to achieve their very best.
Governors provide both support and challenge, holding the school to account for standards, safeguarding, and the use of resources. They bring a wide range of skills and experience from the local community, and together they act in the best interests of all pupils.
On this page you can find out more about our governors, their roles, and the important work they do to make sure our school continues to thrive.
| Governors | Role |
|---|---|
| Richard Breckell – Vice Chair | Community |
| Sheila Breckell | Community |
| Vikki Eggleton | Principal |
| Nicola Witham | Community |
| Claire Gravil | Community |
| Martin Oldknow – Chair | Community |
Governance at Venn Academy Trust
This school is part of Venn Academy Trust, which provides strategic oversight and accountability for all its academies.
The Trust is governed by its Members and Board of Trustees, who hold ultimate responsibility for standards, finance, safeguarding and compliance. Day-to-day leadership is delegated to the Trust’s executive team and the school’s senior leaders, with local governance provided through a Local Governing Body.
Further information:
High Expectations and Progress: The school sets high expectations for all pupils, which are being met. Parents appreciate the support and information provided by the staff and are pleased with the progress their children make.
Safeguarding: The school has effective safeguarding arrangements, creating an open and positive culture that prioritises pupils’ interests.
Promotion of Values: Pupils learn about diversity and British values through various activities and demonstrate positive attitudes and respect for others. The school also encourages community involvement, such as the choir singing in residential homes and helping at the local food bank.
Anti-Bullying: Pupils respect each other, believe in the school’s values, and feel confident that any issues, including bullying, would be resolved quickly by adults.
Overall Effectiveness: The school is rated “Good” in all categories, including quality of education, behaviour and attitudes, personal development, leadership and management, and early years provision.
Extracurricular Activities: There is a wide range of clubs available, such as football, rugby, forest school, and choir, which help develop pupils’ talents and interests.
Reading and Phonics: The school is committed to ensuring all pupils learn to read. Effective training and support for teachers, along with appropriate reading materials and catch-up sessions, help pupils read accurately and confidently.
Positive Behaviour: Changes in how behaviour is managed have helped pupils reflect on their feelings and make better choices. This has resulted in positive behaviour during lessons and playtimes.
Support for SEND: The school effectively identifies and supports pupils with special educational needs and/or disabilities (SEND), involving parents in the assessment process and adapting lessons to help these pupils build new knowledge.
Curriculum and Learning: The curriculum is well-considered, building on previous learning to deepen understanding. While assessment systems need improvement, the school’s overall approach helps in identifying and supporting pupils’ needs.
School Environment: The academy is described as a warm and welcoming place where pupils feel safe and happy. Respectful and positive relationships are central to the school’s environment.
Early Years Provision: The early years setting promotes positive relationships and collaboration among children. Adults model effective communication and use assessment well to engage children in their learning.
Governance and Leadership: Trustees and governors are skilled and committed, regularly visiting the school and maintaining an accurate picture of its operations to ensure continued improvement.