Introduction to governance
Local governance matters in our trust. It is what ensures our schools are rooted in their communities. In order for pupils, staff and schools to flourish and succeed, governance at all levels of the trust needs to be highly effective.
Every layer of governance needs to know what it is responsible for and what it is not. We must avoid gaps, overlaps or grey areas in our governance work. We are committed to have the right people, doing the right things in the right way to support our schools.
Every school will have local governance as an entitlement. This may be delivered through a local or cluster governing committee. Largely advisory in nature, Local and Cluster Governing Committees (LGC/CGC) sub-committees of the Board of Directors. An LGC has oversight of one school. A CGC will have oversight of 2–4 schools.
Download our Local Governance Handbook for more detailed information
Directors
Our Board of Directors are responsible for making strategic decisions about the running of the trust. They play a critical role in ensuring robust challenge around, accountability, effectiveness and standards and have duties as both directors (under company law) and trustees (under charity law).
Our Directors bring a wealth of experience and expertise to the trust and hold the CEO to account for pupil outcomes, and financial compliance and probity.
Stephen Adshead
Kath Allsopp
Rachel Collier
Viv Froggatt
Sarah Grain
Lucy Gregson-Green
Mark Maksymiw
Graeme Ostah
Andy Smith
Members
Trust Members appoint and remove Directors. They hold Directors to account for the performance of the trust and receive a trust update during the annual AGM.
- Stephen Adshead
- Paul Heery
- Rev. Phillip O'Riley
- Carolyn Shoyer
- Rev. Philip Watson
Local Governing Committee
Local Governing Bodies have a duty of care to their Head Teachers and School Leaders and should act as a ‘critical friend’ whilst providing both challenge and support. They work alongside the Head Teacher and senior leaders to ensure that the school is running effectively.
Local Governing Body Chairs
Andrew Woodman
Albert Village Primary School
Sue Horn
Barlestone C of E Primary School
Ian Toon
Belgrave St. Peter's C of E Primary School
Andy Tipton
Blackfordby St Margaret's C of E Primary School
Jacqueline Prisk
Christ Church and Saint Peter's C of E Primary School
Sarah Tookey
Croxton Kerrial CE Primary School
Simon Bailey
Frisby C of E Primary School
Karen Allen
Higham on the Hill C of E Primary School
Howard Jones
Loughborough C of E Primary School
Gareth Newman
Measham C of E Primary School
Mark Foote
Oakthorpe Primary School
Richard Bingham
Redmile CE Primary School
Mark Haggan
Snarestone Primary School
Anne Sawford
St Luke's C of E Primary School
Julia Pointon
St Mary's C of E Primary School
Robert Evans
St Michael and All Angels CE Primary
Laetitia Rocha
St Paul's C of E Primary School
Alan Milner (Acting)
St Peter and St Paul CE Academy
Karen Allen
St Simon and St Jude C of E Primary School
Chris Ball
Swannington C of E Primary School
Katie Clamp (Acting)
Three Trees Academies
Alyson Rees
Tugby C of E Primary School
Holly Gibbs
Viscount Beaumont's C of E Primary School
Anna Butler
Waltham-on-the-Wolds CE Primary School
Sarah Tookey
Wymondham CE Primary School
Statutory Governance Documents
- Scheme of Delegation — 2024/25
- Directors Declaration of Interests — 2024/25
- Members Declaration of Interests — 2024/25
- Rise Mat SLT Declaration of Interests - 2024/2025
- Rise Mat SLT Declaration of Interests - 2023/2024
- Memorandum of Association
- Governance Leaflet 2024
- Directors Attendance — 2021/22
- Full Board Attendance — 2023/24
- FRAP Attendance — 2023/24
- Directors and Members Attendance — 2022/23
- Standards Attendance — 2023/24
- SLT Declaration of Interests — 2023/24
- Directors Declaration of Interests — 2023/24
- Members Declaration of Interests — 2022/23
- Master Funding Agreement
- 75% Member Resolution — September 2021
- Articles of Association — September 2021
Local Governance at Rise
What knowledge and skills do I need?
Across the trust, local governors bring a wealth of knowledge and experience to their volunteer role. There is not one set of knowledge or experiences that add value per se.
What we mostly look for is the right disposition. The desire to build relationships with the school and Rise. The drive to ask pertinent questions. The passion to think about all pupils in the school and the ambition for things to be even better.
What is the time commitment?
There are four two-hour meetings a year — two in the autumn and then one in spring and summer. There is an expectation that the uploaded documents are read in advance.
Our training and support is online and can be reviewed at a time that suits you. The minimum we ask is an annual refresher regarding safeguarding and GDPR and a one of engagement with our induction to governance at Rise resources. Other training is available online but optional.
We encourage at least four local governors to visit the school at least once a year in their role as an advocate for:
- SEND pupils
- EYFS
- Culture and Ethos
- Safeguarding
These governors would spend an additional 30 minutes watching a short training video and would spend a couple of hour’s maximum a year, visiting and providing a short write up.
We aim to strike the balance between recognising the role is voluntary, whilst valuing the service that you provide and thus investing in your training and development.
What do we do?
Most of the work of the local committees is done through the four meetings. You will receive papers, including the Head’s report and you will often ask questions. You will also receive all of the review outputs from the Rise team; so you will also get a view of the school’s strengths from outside of the school staff.
Finally, you will have updates from any advocate visits to the school.
