What is the governing body?
The governing body has nine members. Some are parents of Hannah More children; others are members of the local community, one is chosen by the local authority and one is a staff representative. We have three teams who meet regularly to look at various aspects of school life. We meet as a full governing body at the end of each term. We regularly visit school to monitor and evaluate particular aspects of the school such as behaviour and safety.
Our role is to:
- Work with the Head Teacher to determine the overall direction of the school
- Oversee the budget
- Help recruit staff
- Monitor how well the school is doing and how well pupils achieve at Hannah More.
- Advise on school policies and procedures
Meet the governors
Name: Ali Hassan, (Co-Chair) Co-opted Governor
Job: IT manager
Governor Role: Named Governor for Health and Safety
Why I am a Governor: I am an IT manager at a local housing association in Bristol, socially and culturally connected to many parents who send their children to the school. My children attend Hannah More school. I believe that all children should have the right education before they reach adult life.
I can use my Information Technology skills and relationships with the communities to contribute to a cause I really care about: children's education. Everyone has Value. Everyone has the potential to give back. That's why I am a Governor of Hannah More school.
Name: Bern Leckie, (Co-Chair) Parent Governor
Job: I am head of music for a national children’s radio station and work freelance as a producer of websites, podcasts and other media
Governor Role: Link governor for the curriculum (Enquiry) and English
Why am I a governor? Hannah More Primary School is central to the community I’ve lived in for over 10 years, and my family wants to see it thrive. I have previous experience as an exam board subject officer, a children’s media company director, and a volunteer reading buddy at this and other schools. I’m passionate about bringing understanding and creativity together to help people learn and grow. As a governor, I enjoy learning about how the school’s diverse community works. I can also use my coaching and evidence-gathering skills to help support and challenge the leadership to give students from all backgrounds the best possible start in life.
Name: Michael Carter - LA Governor
Job - Teacher
Governor role - Link governor for maths, children in care and pupil premium.
Why I am a governor?
Not as some short-term opportunity to look good on my CV, I'm here as a governor for the long term. Nominated by the Labour Party back in 1993, I see being a governor as using my skills and experience to the benefit of my local community. Trying to hold onto my beliefs as to what is important in education, whilst deciding which of the latest crazy ideas from politicians should be thrown out. Schools should be about the pleasure of lifelong learning, not a place where pupils are assessed just so league tables can be compiled and where schools and staff are only as good as the previous year’s results. I want to see Hannah More Primary School as a place where both the children and the staff who work there thrive, and will recall with pleasure, their time at the school as they move forward in life."
Name: Joe Cook, Co-opted (staff) Governor
Governor Role: Named governor for safeguarding and child protection
Why I am a Governor: As a member of the school staff, I'm passionate about helping our school community and the children we serve to succeed. I see my role as to provide an 'on the ground' perspective to the governing body's decisions and ability to support and challenge school leadership.
Name: Bob Rocca, Elected Staff Governor
Job: Premises Manager
Governor Role: Link governor for SEN and wider curriculum
Why I am a Governor: I am employed as the Premises Manager at Hannah More. This has enabled me to become fully involved in the governance of the school. I am able to represent the staff’s views at meetings and share my knowledge of the school with governors. I am entirely committed to raising attainment and working towards our goal to become an outstanding school. I feel, that as a team of governors, we are all committed to putting children’s education and needs first to give them the best start in life and education.
Name: Nerys Shah, Coopted Governor
Job: Outreach Manager at University of Bath and Freelance Science Presenter
Why am I a governor? I have worked in informal education for over a decade, so I have an interest in learning and have seen the challenges facing schools and teachers. I want to use my experience to support my local primary school to be the best that it can be. As a resident of the Dings, I want to see my community’s children have the best education and opportunity. And, as mother of a two year old, I am investing in what I hope will be my child’s future school. Being a governor is also an opportunity for me to learn, develop and give something back to my community.
Name: Soumia Seradj - Elected Parent Governor
Name: Carolyn Dougherty - Co-opted Governor
Job: Engineering Manager at Jacobs Engineering
Why am I a governor? I have taught engineering and history at sixth form and university level, have volunteered to help children and adults develop academic and workplace skills, and currently participate in activities supporting women in STEM. As a school governor I will use my skills to help Hannah More’s students gain experience and knowledge that will help them succeed and achieve in their future lives.
How Are We Organised?
The Full Governing Body meet 4-6 times a year.
In each term each link governor meets with their key staff member to review the impact of their work and find out more about what they are doing. The link governor reports form a crucial part of the Full Governing Body meeting as they offer the whole governing body an insight into the work of several key staff members in the school. The discussion around the report informs the link governors' next meetings. Three times a year the governing body organise a teaching and learning review (GTLR) when they explore in a 'hands on' way some of the themes that have been a focus. They may watch lessons or look at books, speak to teachers or children and senior leaders.