Our Governors

Our governors


Our governing body


Welcome to the Governors’ section of the Sheringham High School website which I hope you will find interesting and informative. 

The  North Norfolk Academy Trust currently consists of four schools working in partnership; Sheringham High School, Stalham High School, Antingham and Southrepps Primary School and Gresham Village Primary School.

This section gives a broad outline of the role of the Sheringham High School Governors, how we go about fulfilling our responsibilities and who we are. It also provides you with a description and aims of the North Norfolk Academy Trust.


Chair of Governors


North Norfolk Academy Trust

Sheringham High School became an academy in November 2011 and went on to form North Norfolk Academy Trust.  The Trust is passionate about raising standards for our young people in North Norfolk.  We aim to give students the very best education.  Having Sheringham High School, Antingham and Southrepps Primary School, Gresham Village Primary School and Stalham High School working closely together will bring about enormous benefits for all four schools.

There are currently five Trustees: John Wollocombe (Chair), Gill Pegg (Vice chair), Dr Andrew Richardson (Chief Executive Officer), Constance Tyce and Mary-Jane Edwards. 

The Trustees are responsible for the strategic direction of all four schools, but delegate some powers for local decision making to the governing bodies of the schools. Governors have the same legal duties and responsibilities as company directors, and duties under charity law as charity trustees.


Sheringham High School Governance

The governing body of Sheringham High School consists of 7 governors which includes 2 parent governors.

The Local Governing Body meets at least three times per academic year.  At each meeting we receive a report from the Headteacher, updates on Pupil Premium, Safeguarding, Finance, Personnel and Curriculum. Other items are discussed or approved at specific times of the year, for example exam results, planning for school improvement, monitoring standards and reviewing the budget.

We also attend public events such as the Year 6 transition evening, the Sixth Form open evening, school performances, the annual awards evenings and parents’ evenings.  Please come and talk with Governors while you are at these events. They will be wearing governor lanyards.

In addition, some Governors are designated as responsible for Child Protection, SEND, Health and Safety. In this role Governors regularly come into school to meet with staff and students."


 

PAN - Declared Number of Admissions
Maximum intake for 2020/21 is 134

 

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A massive thank you to all our parents and carers for your feedback on how remote learning is going!

As we all learn more about how we can work together while apart, we will continue to refine what we do and get better at it. We will continue to contact you about how your child is doing and keep you informed of how best they can be helped. Stay safe.

There’s nothing ‘remote’ about learning at SHS!

Everything about the Covid crisis has been about distance. We must be physically apart, we might find ourselves emotionally apart and we have been compelled to be educationally apart.

Recent press headlines and discussions have focused on the difficulties of engaging students without in-person contact. Some press reports have used ‘statistics’ gathered in dubious ways to talk about the percentages of students who are actually working remotely. Indeed, a recent study by UCL has suggested that 20% of students have done ‘little or no school work’ since lockdown.

Whatever the alleged ‘national picture’ of student engagement in distanced learning, the crucial question that has emerged is: how do we engage learners when we are not together physically? It’s a complicated question and, as with most issues, there isn’t one solution, one style, or one computer program for increasing learner engagement and motivation. But the answer, as with many things educational, seems to be what many of us call ‘common sense’!

Research seems to say that ‘online’ teachers need to combine multiple strategies to reach learners and, unsurprisingly, they must be behavioural, cognitive and emotional. In short, teachers must set a variety of work. They must reply and feedback early and often; building relationships. There must be regular, simple parental feedback so that the carer knows what work is actually being submitted. There must be a caring ear and a personal call for students and parents.

Here, at Sheringham High and Sixth, we set work which can be done independently and in REAL households with all their individual restrictions such as connectivity issues and multiple use computers. We mark and feed back quickly. We track students fortnightly. Student managers and tutors ring home personally!

So, let me share our actual statistics since the closure on March 23rd at Sheringham High given that 20% of students nationally seem not to have been engaged by their staff. On average, each of our students has completed 73% of the work set on time. Only 0.4% of students has completed no work since lockdown. Over one third of all our Year 7,8,9 and 10 students has submitted over 90% of their work on time. A quarter has done ALL work set! Since March 23rd, our students have watched 7033 podcasts on our GCSE Pod portal; usage doubling since last year. Between March and June, 3079 individual pieces of work have been set by our staff for Years 7-10 and 435 for Year 12. Over half of our sixth form students has completed 100% of the work set.

If we believe what we are told about national statistics and the etymology of the word ‘remote’(to ‘push away’) what we have at Sheringham High and Sixth is an engaged, embraced learning community which is working well and bucking the national trend! Well done to students, parents, carers and staff!

Stay safe!
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