Thorpepark Academy governors
Governors play a very important role in the school community. They monitor the progress the school is making, appoint key members of staff, and ensure that both children and staff operate in an appropriate way.
Governors are responsible for the strategic direction of the academy, establishing suitable policies, monitoring standards and ensuring value for money.
| Name | Type |
|---|---|
| Christopher Fenwick | Chair |
| Sheila Wallace-Marshall | Vice Chair |
| Caroline Knight | Executive Principal |
| Michael Notarantonio | Appointed |
| Andrew Ritchie | Appointed |
| Jacquie Worsley | Appointed |
Additional Venn Academy Trust information
“Children in the early years get off to a good start.”
“Pupils learn the importance of contributing to their community.”
“Extra-curricular clubs are carefully chosen to stretch individual pupils’ talents in music, sport and other areas, including sewing.”
“Pupils thrive at Thorpepark Academy.”
“Leaders are committed to and highly skilled in supporting pupils who struggle to manage their own behaviour.”
“By the end of key stage 2 pupils have secure knowledge in English and mathematics.”
“The school’s offer for pupils’ personal development is exceptional.”
“Pupils are exposed to a wide range of high-quality books.”
“Lots of initiatives are in place to encourage pupils’ love of reading.”
“Pupils know ways to raise their own self-esteem and that of others.”
“Pupils enjoy being active citizens and getting paid in credits they can spend in the school shop.”
“Pupils often benefit from bespoke plans which are matched to their needs.”
“Leaders have ensured that the teaching of reading is strong.”
“Leaders know the pupils, their families and the community very well.”
“Pupil mentors support younger pupils and those new to the school.”
“Pupils understand how to keep their minds and bodies healthy.”
“Leaders, including the trust, ensure that pupil, parent and staff well-being is a top priority.”
“Pupils learn about people and places from their local area in all subjects.”
“The curriculum for pupils with special educational needs and/or disabilities (SEND) is well designed.”
“Parents work in partnership with leaders and staff.”
“There is a truly inclusive ethos.”
“Pupils are well prepared for secondary education.”
“Pupils are motivated to learn. They enjoy lessons and they achieve well.”
“Pupil ambassadors check on other pupils’ well-being.”
“Leaders prioritise pupils’ well-being.”
“Many parents appreciate the adult learning and volunteering opportunities available to them.”
“Leaders have designed the curriculum to develop pupils’ sense of belonging, identity and pride in being from Hull.”
“Pupils are empathetic and show understanding of other pupils’ needs.”
“Pupils love the ‘Thorpepark 50’.”
“Pupils are motivated to learn.”
