Welcome to our Governors' section.
Please find below details of how our Governing body is structured, including the names, categories, responsibilities and terms of appointment for each Governor.
We have also provided a Register of Governor Interests and an Annual Statement of Issues for your information.
The Governors play an important role in the strategic management of the schools.
We have a great team of enthusiastic Governors, supported by an excellent Clerk, all who are fully involved in the life of the school and passionate about its future and that of our children. The Governing body is made up of elected and co- opted volunteers, a cross- section of the parents, Church Foundation representatives and staff. These are ordinary people who come from a wide range of backgrounds and who bring with them a range of expertise and wisdom needed to help support the day to day business of running the school. Working closely with the executive headteacher, they help to set the school's vision and aims and ensure accountability.
Drakes School is a V.A. (Voluntary Aided) school. We were established by the Church of England and because of this the Church has a more significant role, particularly in employment of staff, the admission of pupils and religious education. We have a high proportion of ‘Foundation’ governors who represent the church and we ensure that at least two of these are current parents.
The Governing Body meets at least once each term and you are welcome to take a look at the minutes of our meetings and contact us if you have any questions or want further information. We have the welfare of the children at the heart of everything we do and aim to ensure that the school provides the best possible all round education and environment for happy, healthy and positive children.
Our recent OFSTED report for Drakes' (2016) recognises that:-
“This school continues to be good.”
“The leadership team has maintained the good quality of education in the school since the previous inspection.”
“The governors have a good range of experience and expertise.”
“Visits to classrooms, scrutinising pupils’ work and analysis of your (Headteacher’s) own records demonstrate that the quality of teaching is characteristically and securely good.”
“During our (Headteacher/HMI) joint visits to lessons, we saw some excellent examples where pupils and adults were discussing the pupils’ work, enabling the pupils to make accelerated progress and produce work of a higher quality.”
We feel privileged to belong to such a friendly and successful school.