School Governors
Governors of Willerby Carr Lane Primary are fully involved in the life of the school. As well as governing body and sub-committee meetings, they attend Christmas festivities, school sports days and fund raising meetings and activities.
The governors are also involved in the academic side of the school, have taken on board curriculum subjects and are invited to take part with staff in relevant subject planning meetings. Our Governors take time to visit the school during the working day to see how policies are put into practice and monitor school priorities.
The governors have a key role in the development of the school improvement plans and the target setting procedures which both aim to enhance the achievement of all pupils at the school.
The role of school governors:
School Governors 2024-2025
‘Wider Development Opportunities: The school promotes pupils’ wider development through opportunities beyond the curriculum, such as links with a school in Uganda, debates, sustainability awareness, and diverse role models.’
‘Student Responsibility and Community Engagement: Pupils also engage in community activities, like making Christmas food hampers and starting a road safety campaign.’
‘Support for Early Career Teachers: The school supports early career teachers with training from subject leaders.’
‘Governance and Safeguarding: Safeguarding arrangements are effective, with consistent training and comprehensive incident logging.’
‘Effective Phonics Teaching: The school is considering a new phonics program to maintain high-quality teaching.’
‘Support for Early Career Teachers: An emotional literacy support assistant has been employed to enhance the special educational needs and disabilities team, providing valuable support to parents and pupils.’
‘Well-Planned Curriculum: Curriculum leaders have developed knowledge organisers to identify key knowledge, skills, and vocabulary, which are shared with families and pupils.’
‘Student Responsibility and Community Engagement: Year 6 pupils are given responsibilities, such as being ‘dinner buddies’ and leading celebration assemblies.’
‘Happy and Safe Environment: Pupils feel happy and safe at school, working cooperatively and responding well to teachers’ instructions. They perceive the behavior policy as fair and report that bullying is rare.’
‘Enthusiastic Curriculum Leaders: Pupils, including those with special needs, benefit from scaffolded tasks and appropriately pitched work.’
‘Enthusiastic Curriculum Leaders: Curriculum leaders have clear visions for their subjects, with PE and mathematics leaders investing in schemes to support teachers.’
‘Effective Phonics Teaching: Reading books match the taught sounds, and additional support is provided for pupils needing extra help.’
‘Well-Planned Curriculum: The school has redesigned its curriculum to build on existing knowledge, with all teachers responsible for specific areas.’
‘Governance and Safeguarding: Governors have a strong understanding of the school’s strengths and areas for improvement, effectively supporting and challenging the school leadership.’
‘Student Responsibility and Community Engagement: The school offers numerous lunchtime and after-school clubs, fostering interests in sports and creative arts.’
‘Effective Phonics Teaching: The phonics leader ensures consistent teaching of phonics across the school.’
