Meet our Governors

//Meet our Governors
Meet our Governors 2018-02-27T18:51:03+00:00

Meet our Governors

Welcome to the Governors’ section. The Governing Body has a very important part to play in how we run our school.

We have 10 Governors who meet four times per year as a full group, as well as meeting regularly as smaller sub committee groups. We also have a Joint Review Group which reviews the school’s progress towards its post Ofsted objectives and looks in detail at attainment and progress data for the children.

Governors come from all walks of life and we have a range of governors including one of our Leeds City Councillors, business people, staff and parents.

Parent governors are really important as they can represent the views of the community we serve. If you have any concerns about the school then your parent representatives can put these forward on your behalf.

Details of  Iveson Primary Governors’ Terms

Details of Governor Attendance Record 2016 – 2018

Our Governors are:

Linda Walton
Linda WaltonChair of Governors
I have been a governor for over 20 years, starting as a parent governor when my son was at primary school. I’m a foundation governor and as Chair have a particular interest in making sure Iveson is a safe and happy place where all pupils can do their best. I’m also a local leader of governance and in my spare time I enjoy walking the dog!
Pam Agar
Pam AgarGovernor
This is my first experience of being a school governor. I retired from teaching in 2014 having spent many years working with children with SEN and more specifically Autism. Children’s acquisition of language, both speaking and understanding, fascinates me.
I now spend a lot of my free time reading and delight in seeing children acquire this skill. I also potter in my garden and walk my dog. I have 3 (grown up) children and 2 grandchildren. I’m often in and around school so please feel free to stop me and have a chat!
Sue Bentley
Sue BentleyLocal Authority Governor
I’ve been a school governor for over twenty years. I believe that all children should have a good education and that reading is key to that. If a child can read it opens up all sorts of opportunities from the joy of reading books, finding information and learning more about our fascinating world. I’m also a local councillor, enjoy gardening and watching sport when I get the time.
Saira Mumtaz-Jones
Saira Mumtaz-JonesAssociate Governor
I am new to the governing body at Iveson Primary and very excited to be part of the school community. I am a mum to two children and work for the Health and Wellbeing Service, which helps schools to be happy and healthy places for children and young people to to learn and achieve. In my spare time I enjoy long walks and gardening.
Phil Matthews
Phil MatthewsGovernor
I’m a co-opted Governor in my first year at Iveson Primary. During the day I’m a Civil Servant and hope to bring my experience of projects and Continuous Improvement in to help the school, staff and above all the students to continue to achieve great results. I’m greatly looking forward to working with what I’ve already found to be an inspiring and highly motivated team.
Michael Everett
Michael EverettAssistant Headteacher
I am new to Iveson this year and am delighted to have been made a school governor. Before moving to Iveson, I spent 4 years working in a large International School in Qatar. I relocated back to the UK in the summer of 2016 with my family.
Hayley Marshall
Hayley MarshallHeadteacher
I joined Iveson In 2015 having been a Head in Bradford for eight years. I am proud to be the Head of a school with such a hardworking and dedicated team and know that together we will continue to build on the schools success, ensuring all our children fulfil their potential.
Shaun Walsh
Shaun WalshCo-opted Governor
I am new to the Governing body and proud to be joining a great team, at school with excellent prospects. Having recently become a dad, I want to contribute to the education and development opportunities that the children have at Iveson so they have every chance to achieve their potential. The majority of my time is spent running my own business and spending time with my little boy.

Jo Sykes
Jo SykesAssistant Headteacher

The constitution of the governing body is:

  • Headteacher
  • 1 Local Authority governor, recommended by the LA and approved by the governing body
  • 2 parent governors, elected through a ballot of parents unless the election is uncontested
  • 3 co-opted governors, nominated and appointed by the governing body
  • 1 staff governor, elected by staff employed at school
  • 2 foundation governors, appointed by the NWLET (North West Leeds Education Trust) of which the school is a member
  • A number of associate members (currently 3), appointed by the governing body because of their specific skills.The governing body operates with the following committees:

 

  • Resources committee – responsible for staffing including the appointment and role of the SENCO, implementation of the Pay Policy and Teacher Appraisal Policy, equality and diversity, finance, property management, health and safety and nutritional standards.

 

  • Joint review group – responsible for teaching and learning matters including target setting, standards and achievement, SEN (including reporting annually on the success of the SEN policy), monitoring teaching and learning and curriculum provision and ensuring that the governing body is represented at school improvement discussions. 

 

  • Headteacher performance review group – responsible, with help from the school’s Improvement Advisor, for setting objectives for the Headteacher, reviewing performance against these objectives on an annual basis and agreeing any annual pay progression.

 

  • Pay Appeal committee – if required, responsible for hearing pay appeals and ensuring a fair and proper process has been followed.

You can contact the governors via the school office:

Tel: 0113 2256868 or email: office@iveson-primary.co.uk

 

Governance Statement for the Iveson School Governing Body

The governing body has three core strategic functions:

Ensuring clarity of vision, ethos and strategic direction;

Holding the Headteacher to account for the educational performance of the school and its pupils, and the preformance management of staff;

Overseeing the financial performance of the school and making sure its money is well spent.

The day to day management of the school is the responsibility of the Head teacher and senior leadership team.

The governing body also ensures that the school complies fully with statutory safeguarding procedures. All staff have signed a record to confirm they have read Part 1 of the DfE statutory guidance “Keeping Children Safe in Education”. The governing body has familiarised itself with the document and are working with the safeguarding lead in school to complete the annual safeguarding audit.

 

The remit of the governing body is to help monitor the top three school development priorities:

  1. to formulate a clear vision and strategic three year plan for the future of the school involving all stakeholders
  2. to continue to narrow the gap against national standards in order to secure combined age related expectations and demonstrate accelerated progress over time
  3. to embed differentiation, pace and independence in all lessons to ensure best use is made of all learning time.

The effectiveness and impact of the governing body 2015/2016

The governing body completed a review of governance in March 2016. The areas for development identified on our governors’ action plan are:

  1. To ensure governors have a clear, shared vision for the school
  2. To ensure the governing body is well engaged with the school and wider community
  3. To ensure the actions of the governing body have a continued positive impact on outcomes for pupils.

Resulting Impact :

Governors have a clear understanding of attainment and progress.

Governors are better able to hold school leaders to account for pupils’ progress and attainment.

Governors are well informed about the context of the school.

Governors understand what parents and the wider community think about the school.

 

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