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Drighlington Primary School

Nurturing, supporting, believing, achieving!

Moorland Road, Bradford
West Yorkshire, BD11 1JY

0113 2853000

Headteacher: Mrs Sue Jackson

  1. About Our School
  2. Our Governing Body
  3. Annual Statement

Annual Statement

Annual Governance Statement for the Governing Body 2019 -2020

During 2019 – 2020 the Governing Body will:

  • continue to work with all stakeholders and strive to develop and work towards the long-term strategy of the school
  • continue to act as a critical friend to the SLT, challenging and holding them to account whilst providing the required strategic support.
  • continue to self- evaluate our skills and knowledge and to take advice from all stakeholders to ensure that governance remains a strength.                               

In 2019 – 2020 we will return to the structure of having full Governing Body meetings, T&L and also Resources committee meetings. We feel that this will allow us to tackle more focussed issues in the committee meetings whilst remaining focussed on school improvement and pupil outcomes in the full Governing Body meetings.

The Governing Body is wholeheartedly committed in its support to the school in building on the tremendous success of the recent Ofsted in achieving “Good” status for the school. We are extremely passionate about providing support to the school so that they can ensure every pupil attending Drighlington Primary School achieves the best start in education; achieves their full potential, and is given the skills and encouragement to pursue learning opportunities

A Governor Development Day took place on 9 October 2019. Our focus was on curriculum and spending time with pupils from all year groups. We also participated in child protection training during this day. Governors reported that school was calm, children were well behaved and said they were happy and safe. They found all children to be confident and outgoing, including those in early years.

Children were able to explain their learning and knew how to complete their tasks. They were focused and engaged, doing as they should in all lessons. Governors praised the uniformity in lessons and said they could see progression in learning. They could see that school improvement initiatives such as Talk for Writing and Power Maths, were in use across school. Children were supported when they needed extra help and had a good range of resources available to them.

Governors spoke to groups of children (School Council, Anti-bullying and Eco Group). They found the children to be eloquent when they talked about their roles in school. Children said they had a voice and they made a difference. The talked about reducing waste, saving the planet, supporting children when they fall out with each other and making decisions about school.