Governance

Tudor Park Education Trust

“Inspired by the success of our schools and our students. Open minded, future focused and passionate about education.  We make a difference every day.”

Springwest Academy is part of Tudor Park Education Trust (TPET). Springwest's governance is made up of a Local Governing Body, a board of directors (of the wider Trust) and members of the Trust. More information on the structure of the Trust and our governance arrangements can be found below and on the Trust's website as well as through the UK Government's Company Information Service.

Company Registration Number 07798639 (England and Wales)

Registered Office
Browells Lane
Feltham
Greater London
TW13 7EF

info@tudorparkeducation.org / 0208 831 3000

CEO – Victoria Eadie   v.eadie@tudorparkeducation.org

Chair of Directors – Charlotte Warner   c.warner@tudorparkeducation.org

There is a Trust Scheme of Delegation that sets out the accountabilities and responsibilities of Directors, the CEO, Governors and Principals.

Scheme of delegation

Our Mission

Tudor Park Education Trust is firmly rooted in Feltham and its locality and is deeply committed to its development. The Trust is founded on the belief that inspirational teaching and learning is the key to future opportunity. We have developed an expertise in training and developing our teachers to be innovative and creative ensuring progress at all levels. We are determined to secure a happy and healthy community that is energised by the achievements of its young people.

  • We want to work in a collaboration of local schools, working together for the benefit of the individual and the whole.
  • We are committed to inclusion and determined to offer excellence in our provision for children with all ranges of educational needs.
  • We will provide challenge and strong leadership in our schools to ensure our shared vision is achieved.
  • We take a lead role in the Hounslow Partnership of Schools

We are actively connected to wider partnerships that influence the broader educational landscape.

Local Governing Body

Together we form the Local Governing Body of Springwest Academy. We audit our skills as governors to ensure that we have the right mix of people and talent to best support the success of the school. We all undertake safeguarding training every year and three of us are trained in safer recruitment.  We have a Clerk, Rebecca Wilson, who takes our minutes and advises us of our legal responsibilities.

Below is a table of our Governors, their business and pecuniary interests and attendance at meetings (2020-21).

Type of Governor

Name

Date Appointed

End

Additional Role

Employer

Other Declared Interests

Possible Meetings (2020-21)

Meetings Attended (2020-21)

Co-opted

David Snaddon

08-Dec-19

07-Dec-23

Member and Vice Chair

Brother - Business occasionally used by the Trust

4

3

Co-opted

Daniella Lawson

17-Oct-21

16-Oct-25

Director and Chair

Friend of Sandi Sehmi (Member). Trustee of the Carole and Geoffrey Lawson Foundation

4

3

Co-opted

Adam House

17-Oct-18

16-Oct-22

Kingston Grammar School

None

4

2

Co-opted

Mei Lim

10-Oct-19

09-Oct-23

Reach Children's Hub

None

4

4

Co-opted

Vacancy

-

-

-

-

-

-

Staff

Maria Alvarez

14-Mar-18

13-Mar-22

Tudor Park Education Trust

None

4

4

Parent

Martin Charlwood

21-Sep-21

20-Sep-25

Consultant - Software

None

N/A

N/A

Parent

Clive Brooks

10-Oct-19

09-Oct-23

JLL at BP

None

4

3

Principal

Simon Hart

01-Sep-20

N/A

Tudor Park Education Trust

None

4

4

DANIELLA LAWSON (CHAIR OF GOVERNING BODY)

I was delighted to have been appointed a governor for Springwest Academy in October 2017. I have now been elected Chair and therefore I am also a Director of our Trust (Tudor Park Education Trust)  I am a qualified solicitor, and have previously worked in private practice, as managing partner of a multidisciplinary firm. Whilst there,  I volunteered as a legal advisor for the Citizens Advice Bureau at the Royal Courts of Justice and today I sit on a committee raising funds for research and treatment of childhood cancers. I am the mother of two teenage boys and passionate about the value of education, and providing opportunities to young people. I am very keen to apply my prior experience to my role as governor, and have taken responsibility for safeguarding at the school, to ensure that the health and wellbeing of the students are protected in all of our activities.

DAVID SNADDON (VICE CHAIR)

A former student at Springwest, then known (as those of us of a certain age will recall) as Feltham Community School, I joined the governing board in 1988 and was Chair from 1994 to 2001. I am currently the Vice Chair of Springwest Governing Body and, since 2015, one of the five Members of the Tudor Park Education Trust which is responsible for both Springwest Academy and the Logic Studio School.

Now early retired, I joined the Financial Times newspaper straight from school working as a researcher and news librarian based in the London editorial library.

I am pleased to be able to support the provision of excellent educational opportunities for the young people of my local community.

MARIA ALVAREZ (STAFF GOVERNOR)

Maria Alvarez teaches Spanish and is an Assistant Principal at Springwest.

MEI LIM

I began my teaching career as a History teacher in secondary schools across London, before moving into headship in a primary academy and I now oversee several community initiatives at the Reach Foundation, which is located just around the corner from Springwest in Feltham. I know first-hand the benefit of having a strong Local Governing Body and I was always hugely grateful to the passionate, committed and insightful individuals who volunteered their time to support and challenge me; I hope that I can provide similar support to the excellent school leaders and staff at Springwest.

How does governance work in our Trust?

Each part of the governance structure is committed to the success of the family of schools in our Trust and wider partnerships. Professional management and leadership of the schools is delivered by the education professionals employed by the Trusts.

Governance by all bodies in our Trust is about:

  • Setting and carefully reviewing the strategic direction
  • Ensuring that public money is spent wisely to give value for money and best outcomes for our children and young people
  • Determining and upholding the ethos and values of the Trust
  • Holding our educational professional to account for the standards, impact and performance of our schools
  • Supporting and encouraging the work of the schools and school leaders
  • Acting as ambassadors for the individual school and the Trust as whole

 

All parts of our governance are highly valued as together our work creates success at each level for our schools. The Board and Local Governing Bodies work collaboratively in partnership at all times. The Board will make decisions, following consultation with Local Governing Bodies, on matters which affect all academies in the Trust. The Local Governing Body will make decisions on matters which affect their individual academies. Local Governing Bodies and their Principals in the Trust should be as autonomous as possible and have as much freedom as possible in order to achieve excellence for their school.

There does have to be a primacy of decision making in any successfully run enterprise and a school, or family of schools, is no different. Therefore there exists the need for a Scheme of Delegation. Our accountability framework is strong and goes in more than one direction. The Board must take action, including the withdrawal or partial withdrawal of delegated authorities should any individual, group or Local Governing Body, fail to carry out their duties and responsibilities effectively.

Governors have a term of office for four years. The full governing body at our school meets 4 times a year.   The meetings start at 8.30 am and usually last for around 2 to 2 ½ hours. The morning meetings allow governors to meet staff and students and see the school at work.

The main focus of the Governing Body meetings are Teaching & Learning alongside behaviour attendance and wellbeing. The function of the Governing Body is to support the Principal in leading a great school with successful outcomes for all of our students and staff. They work with the Chief Executive Officer of the Trust to report back to the Board of Directors on how the school is doing. Governors need to play the role of a ‘critical friend’, challenging robustly where necessary, but always remembering that the Principal is responsible for the day to day running of the school.

Key responsibilities of Governors:

The Local Governing Body  holds the Principal and Senior Leaders of the academy to account. They work most closely with the professional leaders in their schools on behalf of: children, young people, parents and the community. Their primary concern is that their children or young people have a great experience at school and are well safeguarded. They ensure that progress is strong and targets are monitored, achieved and reported on to the Board. They represent the interests of pupils and parents to the Board and in turn hold the Executive Head and the Board to account for ensuring standards of learning and welfare are kept high.

Local Governing Body’s RoleThe Three Ps

Progress

  • Recommend targets for achievement and the school development plan
  • Review progress regularly – ensuring progress gaps are closed or closing
  • Review curriculum
  • Review teaching for learning strategies
  • Monitor ongoing professional development of staff
  • Ensure performance management of staff is carried out and robust
  • Ensure SMSC offer is strong
  • Report to the Board

 

Protect

  • Monitor and review all safeguarding procedures – student welfare is of highest priority
  • Monitor the school site for safety and accessibility
  • Monitor the progress of Looked after Children, children with SEND and those on CP plan
  • Review all arrangements for ensuring health and wellbeing of the school community
  • Monitor attendance, punctuality and exclusions targets and report
  • Review transition arrangements and CEIAG
  • Monitor safer recruitment practices
  • Listen and respond to feedback from stakeholders

 

Partnerships

  • Consult with the Board in agreeing a funding model and review compliance at school level
  • Consult with the Finance Director in respect of the budget requirements of the school
  • Consult with the Board on the determination and allocation of central services
  • Recommend two governors to sit on the appointment panel for a new Principal
  • Appoint school staff as recommended by Principal / Head
  • Recommend new governors and LGB chair and vice-chair
  • Review the training requirements of governors and work with wider partnership networks on sharing best practice
  • Ensure the school and trust are represented in a strong network of wider partnerships to the benefit of the Trust and its wider educational community
  • Work with the Clerk of the Trust and the Directors to ensure that reporting and lines of accountability are clear
  • Proactively manage the reputation of the school within the community

 

Key School Development Priorities for 2021-22:

  1. Creating a learning culture for both staff and students.
  2. Continue to improve behaviour.
  3. Literacy, oracy and reading.

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