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The Role of the Governing Body

The Governing Body, forms a key part of every school and works closely with the head teacher, staff and local authority.   It oversees the strategic leadership of the school, providing support and challenge to help the Head Teacher in moving the school forward and ensures that the school functions well in terms of standards, staffing, curriculum, premises and finance.  The school has the following committees:  Pupils & Strategic Development; Personnel & Finance; Standards.

Membership of our Governing Body

The School Governing Body elected to reconstitute under the School Governance Regulations on Monday 28, July 2014. This decision means that they are now able to appoint more people on the basis of the skills they bring.  The Governing Body now consists of six co-opted Governors, two elected Parent Governors, one elected Staff Governor, one appointed Local Authority Governor, two Associate Governors and the Head Teacher.  They are:

Nottinghamshire County Council

 Bagthorpe Primary School Governing Body Membership List for March 2020


Name Category Appointing Body Governor Elsewhere Business Interest Relationships Start Term of Office Finish Term of Office
Mrs Jackie Shacklock Co-opted (Chair) School No Owner Wildflowers UK Ltd None 28.07.2018 27.07.2022
Miss Liz Kitts LA (Vice Chair) LA Yes - Priestsic Primary None None 29.01.2018 27.01.2022
Mr Stephen Fletcher Co-opted School No None None 28.07.2018 27.07.2022
Mr Paul Woollam Associate Member School No None None 27.02.2017 26.02.2021
Mrs Karen Jones Co-opted School No None Yes - Married to Site Manager 28.07.2018 27.07.2022
Mrs Rebecca Leader Co-opted School No None None 28.07.2018 27.07.2022
Mrs Donna Hemp Parent School No None None 10.03.2017 09.03.2021
Mrs Louise Dakers Co-opted School No None None 16.10.2017 15.10.2021
Dr Christopher McLaren-Towlson Parent School No None None 29.11.2018 28.11.2022
Mr David Walton Head Teacher LA No None None 01.09.2007  
Mrs Yvette Pearse Staff Governor School Staff No None None 20.06.2019 19.06.2023
Miss Emily Parkinson Associate Member School No None None 16.10.2019 15.10.2020

1] Explanation from Govs Handbook

[2] This includes relationships between Governors and members of school staff, including spouses, partners and relatives




Meet our Governors:

Mrs J Shacklock - Co-opted Governor: Chair of Governors

Committees:  Personnel & Finance, Pupil & Strategic Development and Standards. Curriculum Governor. Responsible for Child Protection & Safeguarding; Anti-bullying; Complaints; Literacy, Safer Recruitment, Training Co-ordinator & Head Teacher Appraisal

"I have been a Governor since 2008 and Chair since 2011.  I was a senior buyer for a large company based in Sheffield, but when my oldest daughter reached school age I retrained as a florist and opened Wild Flowers in Selston. Having lived in the area for all of my life it's great to be in the heart of the community and to be part of Bagthorpe as a parent and a governor. As governors we have every respect for the staff and work alongside them, to ensure our children receive the best primary education, with a strong emphasis on our Core Values.  We have a fantastic environment at Bagthorpe, both indoors and outdoors and as a Governing Body we are passionate about our work to make the school the best it can be."

Miss L Kitts - Local Authority Governor: Vice-Chair of Governors

Committees:  Pupils & Strategic and Standards committees; Chair of Personnel & Finance.  Curriculum Governor.  Has responsibility for Looked After Children, GDPR, Mathematics and Complaints.

"I have now been a Governor for over 20 years, in two Nottinghamshire schools.  I work as an Educational Improvement Consultant in Nottinghamshire Primary Schools in the areas of Early Years, Assessment, Computing and Professional Development for Teachers. As a teacher, I miss working with children, so being part of Bagthorpe keeps me in touch with the day-to-day reality of school life!  As a governor I get involved in all aspects of school life and I enjoy working with our team of governors to find ways through challenging situations, whilst making sure that the children benefit."

Mr S Fletcher - Co-opted Governor

Committees:  Pupils & Strategic Development and Personnel & Finance. Has responsibility for Health & Safety, Prevent & Head Teacher Appraisal.  Curriculum Governor.

"I am a retired Police Officer, formerly based at Radford Road Police Station, Nottingham City Centre.  I didn't have a police car - I walked everywhere, because I was a 'beat bobby' in Carrington and Sherwood!   I'm a school governor because I want to give something back to the local community and in particular Bagthorpe Primary School as both of my children are pupils here.  As well as tact and diplomacy, another of my skills is keeping people safe, so I help to advise on this at Bagthorpe by checking things through with Mr Jones.  It's great to be part of a good school and to see how it progresses."

Mrs K Jones - Co-opted Governor

Committees:   Pupils & Strategic Development, Personnel & Finance and Standards.

Has responsibility for Special Educational Needs and Disability (SEND), Health and Safety (Records); Pupil Records.  Curriculum Governor

"I feel immensely privileged to be part of Bagthorpe, where I took up my position as governor in 2010.  My two daughters both came to the school and were so happy being part of the family feel of the school and its core values.   I have been a nursery nurse for over 13 years at a private day nursery, which is a job I love - but not as much as my most important job, which is being a mum!  As a governor I always try to focus on the individual child's development because I know how important this is.  I love being a governor at Bagthorpe and I hope that I make a difference - even if it's a small part!"

Mrs R Leader - Co-opted Governor

Committees:  Personnel & Finance and Chair of Pupils & Strategic Development.  Has responsibility for Child Protection & Safeguarding & Head Teacher Appraisal.  Curriculum Governor.

"I have worked for Derbyshire Constabulary in the control room for 14 years.  I am used to dealing with sensitive and stressful situations in a high pressured environment.  I can stay calm and am level headed keeping an unbiased opinion.  I have a real passion for education and believe all children should have a solid foundation to build on for their future.  I am able to bring many of my workplace skills including safeguarding children and dealing with outside agencies to my role.  I enjoy working in a team and helping to get the best out of the school for the pupils and community.  It is also a pleasure to be part of a team that can help to support the Head Teacher in the challenges that arise."

Mrs Y Pearse - Staff Governor and Deputy Head Teacher

Committees:  Pupils & Strategic Development, Personnel & Finance and Standards.

Has responsibility for English, Art and Design, Design Technology, Pupil Premium

"I have been Deputy at Bagthorpe since 2010, before which I spent 9 years as a LA Literacy Consultant.  I have a deep commitment to helping children improve their learning and I love the day to day challenges of being a class teacher as well as my wider role as a school leader.  This also includes my involvement on the Governing Body, where I enjoy working alongside parents and getting to know other people from our community.  Sharing ideas with people from all different walks of life gives different perspectives of what we do at Bagthorpe - and that's got to be a good thing!

Mr D Walton - Head Teacher Governor

Committees:  Personnel & Finance, Pupils & Strategic Development and Standards. 

"Since 1993, I have taught at four different Nottinghamshire schools and been Head Teacher at Bagthorpe since 2007.  The best thing about being a teacher, is working with children, but I also get to work with lots of adults too!  Our Governing Body is a strong team, drawn from many different walks of life, with a wide range of skills and experience.  We enjoy working together and have a strong, corporate view of where we are going and what we want to achieve for the children.  Our Governors help me to do a better job, by supporting me with some of the more difficult parts of my work, but at the same time challenging me to raise standards and to make our school even better for the children."

Miss E Parkinson - Associate Governor

Committees:  Pupils & Strategic and Finance & Personnel Committees.  

The governors decided to create an Associate Member of the Governing Body with the aim of this being one of the teachers.   We decided that teachers would spend 2 years serving on the governing body in this way so that we all get chance to see how this side of school life operates, as well as giving teachers the opportunity to build a relationship with the governors.  My role in school is Y2 teacher and Subject Leader for Design Technology and Computing & E:Safety.

Mr P Woollam - Associate Governor

Curriculum Governor.  I have been a governor since 2005 when my twin daughters started at the school. Back then, I felt that there was great potential to improve attainment, the school buildings, and to make better use of the fantastic environment in which the school is located. I am pleased to have played a small part making this happen, and in continuing to support ongoing improvements. In my day job, I am a director of a housing association and believe that my professional skills and experience help me in my governor role. I am also a trustee of a charity which provides assistance to older and vulnerable persons.

Mrs D Hemp - Parent Governor 

Committees:  Pupils & Strategic, Personnel & Finance and Standards.  Curriculum Governor.  I am a mum of five with two children at Bagthorpe Primary School.  I love Bagthorpe and am very passionate about the school and the children's wellbeing.  I am the Chair of the PTA and help at most events.  My priority is the children and I ensure I do everything I can to benefit them.  I believe that if I provide my help and support the children will get the rewards.  I help most weeks in both my boys' classes.

Mrs L Dakers - Co-opted Governor

Committees:  Pupils & Strategic & Personnel & Finance.  Responsible for Pupil Records.  Curriculum Governor.   I feel very privileged to be given the opportunity to be a governor at Bagthorpe School and am very excited to get started. Being a Secondary School teacher I have a great understanding of the education system and a real passion for educating and developing children. I believe this will help me work to support the school in many different areas. I have worked as a teacher specialising in Computing for over 12 years and it is something I thoroughly enjoy. I love to inspire children and help enable them to achieve their full potential. There’s nothing better than seeing their beaming faces on results day.

Mr C McLaren-Towlson - Parent Governor

I am a lecturer and researcher in Sports Coaching and Performance Science at the University of Hull.  My research and teaching primarily focuses on the athletic and physical development of children and how these can be influenced by the adolescent growth spurt, accompanied by where a child is born within the calendar (or sporting) year.  Within my University role, I sit on a number of committees (research ethics, health & safety, curriculum develop groups, etc) and I am responsible for the management and leadership of externally funded research projects.  I enjoy all things related to sport, exercise and physical health and I hope that these interests will be reflected within my role as a parent governor at Bagthorpe Primary School. 


Governor Impact Statement - 2019


  • Our Governing Body is an integral part of the school’s leadership and has played a very strong role in moving our school to its current position.
  • The school’s previous inspection report said: “The governing body holds [the head teacher] and other leaders to account. Governors visit the school regularly and receive accurate information about many aspects of provision. They meet with the leaders of English, mathematics and science and receive detailed reports from them, which they use to ask searching questions about improvements you are making, and the impact of these on pupils’ progress.
  • The report also highlighted that, “… because they do not receive the same level of information across all subjects they do not have a comprehensive overview of the quality of the curriculum, the teaching or pupils’ progress. This risks any weaknesses in subjects being missed and improvements delayed.”
  • The Governing Body acknowledges these findings and continues to build its capacity to affect improvement, through undertaking its statutory responsibilities, consistently demonstrating a high ambition for the school and its sustained improvement. 
  • Governors’ commitment is to see the School Aims and Core Values realised so that children’s achievement and wellbeing prospers. The Governors know that in order for this to happen the pupils must be supported by a well led, caring, enthusiastic, professionally competent and highly motivated staff, all working together within a safe, supportive, calm and purposeful environment.
  • Governors understand the concerns and expectations of our children’s parents and carers and that they must be satisfied about the overall leadership and management of the school and how it this affects their child’s safety, learning and enjoyment.
  • To achieve their objectives, the governors apply a self-reflective approach in evaluating their role in the school. This report and impact statement articulates this information for all interested parties. 
  • This document is organised under the core functions detailed in the Governor Handbook published by the Department of Education. These are: 
    • 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 performance management of staff;
    • Overseeing the financial performance of the school and making sure its money is well spent.
  • The entire work of the governing body is focused on meeting the requirements of these functions. As a result, the governing body:
    • knows the school well;
    • is confident that all statutory and legal requirements are met;
    • ensures that issues within school are addressed in a timely and effective manner;
    • contributes to a strategic plan ensuring the school’s continues long-term effectiveness.




Ensuring clarity of vision, ethos and strategic direction: 

  • Our School Aims and Core Values are a clear articulation of what we promise our children for their years at Bagthorpe. These encapsulate our vision and ethos and are visible through all aspects of the school. They are intrinsic and the governors are proactive in affirming, promoting and adhering to these principles at all times.
  • The School Improvement Plan (SIP) is the key document through which we articulate, very clearly, our strategic direction. Governors work with the SLT in the writing and monitoring of the SIP, which outlines the priorities identified from data sources and school self-evaluation and sets out with clear objectives, tasks and milestones, how these will be addressed, as well as very specific success criteria to help governors measure outcomes. The development plan is monitored and reviewed termly as part of the termly Head Teacher Report to Governors. Additionally, an evaluation overview is completed and presented to governors in preparation for the new priorities the following year.
  • These priorities are communicated to parents through the school website and through the school newsletter.
  • This is a standing agenda item on all Pupils and Strategic Development committee meetings.


Next Steps:

  • Continue to consider the future of the school in a changing educational climate;
  • Ensure the School Improvement Plan:
    • responds to updates on government initiatives 
    • addresses further training in safeguarding issues;
    • reflects regular updates on the changes in education;


Priorities for School Improvement 2019/20: 

  • The current priorities for improvement are as follows:


Priority 1: To improve the quality of education

1.1: To improve pupils’ vocabulary (links to 3.3)

1.2: To establish a maths curriculum where pupils apply their learning through all subjects. Consistency.

1.3: To raise achievement in reading, grammar and spelling, so that all groups make good progress.

1.4: To implement the revised curriculum, ensuring that all staff understand sequences of learning.


Priority 2: To improve behaviour and attitudes

2.1: To develop the core values as the intent for driving the curriculum

2.2: Attachment Aware including review of behaviour policy


Priority 3: To improve personal development

3.1: To implement a whole-school approach to SRE through SCARF

3.2: To improve pupils’ cultural capital

3.3: To promote a healthy attitude towards use of technology (links to 1.1)


Priority 4: To improve leadership and management

4.1: To develop the impact of subject leadership across the school, including core and foundation subjects.

all subject leaders provide the governing body with comprehensive information about the curriculum, teaching and pupils’ progress.

4.2: To measure the impact of the curriculum

4.3: To complete the development of EYFS outdoor curriculum.


Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff: 

  • Robust, rigorous head teacher appraisal is carried out by the Chair and Chair of the Strategic Development sub-committee, advised by an Education Improvement Adviser; discussions are frank and very challenging, commensurate with the high ambition the governors have for the school.
  • Both governors have undertaken Head Teacher Appraisal Training.
  • Progress towards set targets is monitored termly, ensuring that if it looks unlikely for a target to be met, governors could challenge and support to ensure a swift rectification of any concerns.
  • Robust, rigorous teacher appraisal is carried out by the head teacher but the governing body are also able to monitor staff performance throughout the year through the Standards Committee, which includes performance data for all pupils, including vulnerable groups as well as judgements about the quality of teaching, informed by work scrutiny, data analysis, lesson observation and pupil interviews. 
  • The visits governors make to school in their link role enable them to gain some first-hand experience of the monitoring undertaken in order to form evaluative judgements.
  • The impact is that governors understand the areas of strength and weakness in teaching within the school. As a result, they challenge the head teacher as to how good practice is being shared and how weaknesses are being addressed. 
  • The Standards Committee follows a schedule, set at the start of the year, which synchronises with data collection points and Review Meetings with the Education Improvement Adviser (EIA), commissioned by governors. By scheduling meetings this way, governors have developed an additional mechanism to hold the head teacher to account in respect of requiring a response to questions raised through the EIA review. This includes updates on key publishes (and internal) data as well as receiving Subject Leader Reports each term. This has proved to be both rigorous and efficient in sustaining a good pace of development.
  • Over time, governors questioning has become more incisive, because they understand the challenges, trends and potential vulnerabilities in the school. 
  • The presentation of data and summary explanations has been modified on several occasions, in response to governors’ requests. The impact of this is that the governing body are now confident in their monitoring role and are able to hold the school to account for issues identified in the data.
  • Governors receive detailed analysis of biennial, formal, whole-school tests for Years 3, 4 and 5, which has enabled them to ask more specific, challenging questions.
  • As a result, the governors know throughout the year how the school is progressing towards the school priorities and targets.
  • Governors are familiar with Ofsted and Fisher Family Trust (FFT) dashboards, enabling them to benchmark the school’s performance against other similar schools and nationally. They are similarly conversant with The ISDR data.
  • Governors formed a Pupil Premium Working Party to scrutinise the spending and impact of the grant and to research ways of measuring its effect. This work has since been brought within the Standards Committee, where specific updates on the performance of vulnerable groups is included.
  • Staff have been invited to governing body meetings to present information about areas of the curriculum which they lead, or projects in which they have been involved.
  • During its recent reconstitution, the Governors created an associate position with the intention that this be taken by a teaching member of staff for a two year period so that they can become conversant with the operation of the Governing Body.

Next Steps: 

  • Through the data presented, Governors are able to challenge the school on how it links with school improvement priorities;
  • Ensure that school improvement priorities are monitored in the Standards Committee;
  • Ensure that Governors hold Subject Leaders to account through the Standards Committee.


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

  • The Personnel and Finance Committee considers financial issues and in conjunction with the work of the Pupils and Strategic Development Committee ensures that the money is well spent, by evaluating the impact of school spending on pupil outcomes. 
  • Governors know how the Pupil Premium Grant is spent and they ensure it is targeted at eligible children. Financial Benchmarking, Budget Monitoring and evaluations against the Schools Financial Values Standard (SFVS) means governors are confident that they know the financial situation of the school, where money is spent and they can assess value for money.
  • All members of the governing body have received financial training. The impact of this is a good understanding of educational funding, clarity about their responsibilities with regard to financial management and an improved confidence to challenging school leaders on financial matters.

Next steps:

  • Ensure that the budget is closely monitored through ‘austerity.’


Future and continuous improvement

  • To fully review and implementation of the Link Governor system, so that it is better aligned with the new curriculum. Develop the role of Curriculum Governor.
  • To hold further annual Governor Days in order to: 
    • develop governors’ awareness of policies and good practice in the areas of health and safety and safeguarding, through hands-on experience;
    • to self-evaluate and assess the quality of the school’s provision in these areas;
    • to identify areas for possible future development (both short and long term).
  • To review training, to ensure that all Governors have access to safeguarding training which exceeds requirements.


Governor Induction Policy & Visit Policy

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