School Governors
I am delighted to welcome you to the Leconfield Primary school website. I hope that through the pages and different features of the website you will be able to get a real understanding of what a special place Leconfield Primary School is.
As Governors, we are very proud to be part of the local community and are fully committed to working with Mrs Tracey and her staff, the children and parents/carers to ensure that we keep encouraging the pupils to be the best they can and also promoting the spiritual, cultural, mental and physical development of pupils, preparing them for the opportunities, responsibilities and experiences of adult life.
Part of our role as a Governing body is to set the vision and strategic direction of the school and to achieve this we have worked with the school leadership team to identify where the school needs to improve to ensure your child receives the best possible education they can in a safe, secure and nurturing environment.
Our Governing body consists of a diverse group of people from different walks of life, including parents: the different skill set each governor brings allows us to effectively support and challenge the leadership team as a ‘critical friend’. All with the aim of improving all aspects of the school, including raising attainment and achievement and ensuring your child’s needs are carefully met.
I am extremely proud to be part of the Leconfield Primary School team and I know my fellow governors all feel the same way.
Thank you for reading this welcome and do check out our website for much more detailed information about all aspects of our school.
Liz Pollard
Chair of Governors
‘Pupils are supportive of one another’
‘Pupils are respectful of people with different backgrounds or beliefs.’
‘Pupils listen carefully to other people’s opinions.’
‘In
mathematics, the ‘small steps’ of knowledge that pupils must learn are clearly identified.’
‘Pupils enjoy their role as ambassadors for the school, welcoming visitors and organising fundraising events.’
‘There are respectful relationships between adults and pupils.’
‘ Pupils, including those with special educational needs and/or disabilities (SEND), are given extra support if
they fall behind.’
‘Learning builds on what pupils already know. Teachers have strong subject knowledge and support pupils to develop their reasoning skills.’
‘Leaders know how important it is for pupils to enjoy reading.’
‘ Children learn to read as soon as they start at school. Welltrained staff skilfully help children to read with increasing confidence.’
‘Leaders encourage pupils to take on responsibilities in school.’
‘Pupils feel safe in school. Bullying is rare.’
‘Pupils enjoy taking part in a wide range of extra-curricular experiences, such as rugby club and choir.’
‘Leaders are working to further improve their curriculum.’
‘There are consistent routines and high expectations.’
‘Across
the school, pupils behave well both in lessons and during social times.’
‘Pupils move around the school sensibly.’
‘Children enjoy exploring the purposeful learning environment that staff have created for them.’
‘One pupil, typical of many, said, ‘We should treat others as we expect to be treated ourselves.’
‘Pupils learn to develop their independence from an early age.’
‘One group of pupils is supporting the community to develop a sensory garden in
the local area.’
‘Pupils are confident that staff will help them if they have any concerns.’
‘Pupils enjoy attending this school.’
‘Teachers encourage pupils
to read in a variety of ways.’
‘Staff have given careful thought to what
children will learning each term.’
‘Pupils learn how to stay safe, including when using the internet.’
‘The safeguarding of pupils is a priority in school. Staff know pupils and families well.’
‘Leaders ensure that staff have the training and support to meet the needs of pupils with SEND’
‘Leaders and teachers promote a respect of different cultures and ideas.’
‘ The early years staff know their children well.’
