Governance

The Academy is part of the University of Brighton Academies Trust, a multi academy trust which is sponsored by the University of Brighton.

The trust’s Board of Trustees is ultimately responsible for the educational and financial performance of all of the academies in the trust; the trustees are the statutory governors of each academy and the company directors & charitable trustees of the University of Brighton Academies Trust.

Further information about the University of Brighton Academies Trust’s governance arrangements, including its Board of Trustees, Scheme of Delegation, Articles of Association and Funding Agreement, are available on the trust’s website.

A series of committees, including a Local Board for each academy (or group of academies), supports the Board of Trustees in fulfilling its responsibilities.

Local Board

Local Board members are volunteers representing different aspects of the academy community including parents/carers, staff and local people. The members contribute to the academy’s vision and future strategy, ensuring they complement the trust’s vision and values. They are responsible for keeping the academy at the heart of the community, maintaining strong community links and effective communication with all stakeholders, including the Board of Trustees. Local Board members ensure the celebration of staff, pupils and parents and carers is a priority to the academy. They are also responsible for monitoring pupil wellbeing, admissions, complaints and concerns.

Local Board members can be contacted through email at office@thebairdprimaryacademy.org.uk or in writing c/o the Academy. Local Board meeting minutes are available on request.

The Local Board

Chair of the Local Board

Rose Durban

I live locally and want to contribute to making a difference locally and can’t think of a better way than to help contribute to changing children’s learning and life-chances across Hollington, Robsack Wood and The Baird academies. I come with experience of working on behalf of vulnerable children within and across the education, health and voluntary sectors which complements the wealth of skills, expertise and support other Local Board members bring. Our job is to champion children’s learning and achievement in each of our schools.

In my experience, what children and families say they need is simple and powerful:
I tell my story once
Support and services join up around me
People do what they say
I feel better, safer and able to learn and achieve

I believe that every child in each of our Federation Academies, Hollington, Robsack Wood and The Baird, has the right to be safe and cared for, succeed in learning, thrive and mature into adulthood, able to contribute to the economy and their community in a positive way. I’ve been hugely impressed on regular visits to each of our schools at the passion and commitment from everyone who works in them to make this a daily reality for children.

We should think big for children, believe in them, and work together so that their rights are realised, their views shape decisions made about their lives and they respect the rights of others. Together, as a Local Board we can make an important contribution to helping our Federation school leaders ensure children are learning and achieving well and have a bright future.

I am pleased and proud to be chair of our federated Local Board. Please do get in touch via any of the Academies if you want to contact me.

Contact via academy.

Co-opted members

Vanessa Jane Biddiss

Sarah Hilbrig

Mark Fisher

Staff members

Jackie Millard (BPA)

Vacancy (HPA)

Caroline Thayre (RSW)

As the Executive Principal of Robsack Wood Primary Academy and the Teaching School Alliance, I am delighted to be focused on addressing national and local priorities in terms of school improvement through effective system leadership. I am passionate about initial teacher training and strategically lead the East Sussex Teacher Training Partnership which operates as a School Centred Initial Teacher Training, SCITT.

I am a National Leader of Education and am currently working with the Department for Education as part of a national recruitment and retention strategy including the coaching and mentoring of early career teachers. My role also includes working across the multi academy trust as part of the school improvement team.

Parent representatives

Vacancy (BPA)

Vacancy (HPA)

Vacancy (RSW)

Principals

Carly Welch (BPA)

I have been the Principal at The Baird Primary Academy since September 2016, having previously spent several years as the Vice Principal and within other Senior Leadership roles at Robsack Wood Primary Academy. In my previous roles I have qualified as a Maths Specialist Teacher with the University of Brighton and gained the National SENCO Accreditation. My teaching career has been spent within Hastings and St Leonards, as I have a passion and commitment for both inclusion, and this area, and believe that together we can change the life experiences and opportunities for our pupils.

Julie Reece (HPA)

I feel privileged to be the Principal at Hollington Primary Academy following many years of commitment to the school, both as a class teacher and as a leader. Throughout my 30-year career I have taught, and led, across the full primary age range in several local schools within East Sussex and have specialised in the teaching of both English and maths. I strongly believe in developing positive relationships that promote learning and professional development for all within the academy, and proactively support collaboration across the Trust.

Alice Pascoe-Hale (RSW)

I have been working in education since 2009. In 2014, I completed my Masters in Teaching (MTeach) at the Institute of Education, specialising in the teaching of reading. Through my work within school, I have also developed specialist expertise in the area of writing and have had great success in supporting teachers and pupils to achieve the greater depth standard in both of these areas. I have a keen interest in the development of teaching and learning and have frequently set up and run action research teams within school to effectively implement best practice teaching and assessment.

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