The Board of Governors of Leigh Academies Trust has a range of powers and responsibilities which it is legally required to carry out, working in a close and balanced partnership with the Chief Executive and Principals, to ensure that the Academy provides the best possible education for all its students.
Detailed work is carried out in two Committees: Academic Standards and Resources which report to the full Board of Governors.
Dartford Primary Academy also has its own Board of Governors which is shared with The Leigh Academy (the Leigh Academies Board). The Academy Board is responsible for the day-to-day management and governance of the academies under its jurisdiction. The majority of the leadership and management is delegated to the Principals of each academy. The chairperson of the academy board is represented on the Trust Board to ensure that there is effective and coherent governance.
The Board of Governors of Leigh Academies Board
Mr D Childs – Chair
Ms A Barritte – Vice Chair
Mrs S Thompson
Mrs F Williams – Parent Governor
Mrs A O’Donnell – Principal Governor
Mrs K Bates – Parent Governor
Mrs S Ives – Parent Governor
Mrs K Major – Principal Governor
Mr D Millar – Principal Governor
Mr A Sandhu
Mrs S Waterman – Principal Governor
Mr S Wilkins
Vacancy – Staff Governor
Dartford Primary Academy also has a Development Group, which has a largely monitoring role in support of the academy board. The membership of Group is as follows:
Pupils are given many high quality opportunities to develop their curiosity and creativity. They are encouraged to use their imagination, for example when thinking of ways to praise a friend, and are taught to respect the feelings and viewpoints of others.
Pupils are engaged and motivated by the way teachers present and teach the well-planned curriculum. This not only ensures that good learning takes place but makes a strong contribution to pupils’ spiritual, moral, social and cultural development.
Teaching assistants make a strong contribution to the good learning taking place, especially when pupils with special educational needs are taught in small groups outside the classroom. They work in very close partnership with teachers and bring an additional range of helpful skills and experiences into the classrooms.