The Governing Body
The Governing Body have responsibility for raising standards of achievement in the school.
They hold senior leaders to account, seek external views of the school and use a range of information to set the strategic direction.
The Governing Body is made up of community governors, parent governors and staff governors and are appointed by the Local Authority based on a skills audit which ensures a range of expertise and experiences across the governing body.
Current members of the Governing Body are as follows:
| School Governors | Role |
|---|---|
| Mrs P. Dyson | Chair of Governors |
| Mrs S. Ferron | Vice-chair & Authority Govenor |
| Mr M. Sibley | Voting Head |
| Mrs K. Lee | Associate Governor |
| Mr S. Capewell | Associate Governor |
| Miss E. Ware | Associate Governor |
| Mr J. Watson | Co-opted Governor |
| Mrs R. Harper | Co-opted Governor |
| Mr A. Barraclough | Co-opted Governor |
| Mrs H. Pulleyn | Staff Governor |
| Mrs M. Wynne | Parent Governor |
| Mr C. Johnson | Parent Governor |
| Mrs S. Anderson | Parent Governor |
| Mrs L. Mitchell | Parent Governor |
| Ms T. Massey | Clerk |
Governing Board Code of Conduct
All Governors can be contacted through the school.
For further information, please click on the link below.
“Staff are proud to work in this school.”
“Leaders at Boothferry Primary School have established a distinctive school vision based on respect, cooperation and ‘international mindedness’.”
“Staff who are new to the profession flourish due to the effective support and professional development provided.”
“The school has established a vibrant curriculum for all pupils. Adults bring learning to life through the many opportunities that the curriculum offers.”
“The support that pupils with SEND receive is exemplary. Pupils with SEND are flourishing.”
“Leaders have established an ambitious curriculum. The school has clearly identified the most important knowledge that pupils need to learn.”
“Children in early years quickly master new sounds in phonics and enjoy curling up with their favourite book.”
“Leaders deliberately broaden pupils’ experiences by enabling them to take on responsibilities within school.”
“Pupils understand difference and diversity. They know that everyone deserves to be respected.”
“Leaders have made reading a priority. Staff share carefully chosen stories that inspire pupils to read.”
“Pupils feel valued and are proud to be themselves. The school is a very happy place to learn.”
“Pupils behave consistently well. They display very positive attitudes towards their learning.”
