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