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