The Governing Body

The Dearne School | The Dearne ALC

A Welcome Message from Wendy Eyre, Chair of the Dearne ALC Governing Body

I am Wendy Eyre, Chair of the Dearne ALC Governing Body. The Governing Body fulfils its statutory role through full governing body meetings every term and committee meetings every month. It is there to provide support and challenge to the school...

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Meet the Governors

Wendy Eyre Chair of Governors | The Dearne ALC

Wendy Eyre, Chair

I used to work for Barnsley Metropolitan Borough Council as a Senior Manager in the School Improvement Team. I understand how schools operate and I work with the school to make things better.

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John Mc Dougall | The Dearne ALC

John McDougall, Vice Chair

During my time in the Royal Navy I had the chance to work in schools as part of my role as a Careers Advisor. I wanted to do something within the community so felt the position of School Governor would allow me to give something back. I get great...

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Chris Robinson | The Dearne ALC

Chris Robinson, Principal

As Principal I am a Governor in my own right. Being a Governor as well as a leader ensures the crossover between the school and the governing body is a strong one. I believe in strong school governance and work hard to ensure that the governing...

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Adrian Platts | The Dearne ALC

Adrian Platts

Why I became a Governor at The Dearne ALC: To add value to the school curriculum, improve the opportunities of the students attending the school and assist the school in achieving its objectives.

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Dafydd Cherry | The Dearne ALC

Dafydd Cherry

Students and their families in this community deserve a school that delivers the best education to ensure the children have the same life chances as children from any community across the country. On a day to day basis I ensure this is what I...

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James Annetts | The Dearne ALC

James Annetts

The Dearne ALC is a school full of energy, excitement and positivity which lives and breathes its values of aspiration, ambition and achievement. Having helped support the school in previous years I decided to become a governor to help support and...

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Kay Godfrey | The Dearne ALC

Kay Godfrey

Why I became a Governor at The Dearne ALC: to contribute to the community and education of 11-16 year olds. To continue to the education and wellbeing of the children in the Dearne and improving life chances.

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Liz Leek | The Dearne ALC

Liz Leek

Why I became a Governor at The Dearne ALC: I’m really interested in making sure Barnsley’s young people reach their full potential.

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Lynne Darwin | The Dearne ALC

Lynne Darwin

Why I became a Governor at The Dearne ALC: to develop the school’s career programme and link it to the local employees; to help develop the students to get them ready for work and guide their choice of career and to provide extra support to the...

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Melanie John-Ross | The Dearne ALC

Melanie John-Ross

Why I became a Governor at The Dearne ALC: to support colleagues who work within the school, to achieve the best possible outcomes for the students and to raise aspirations of young people particularly those who come from disadvantaged backgrounds....

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Tom Watson | The Dearne ALC

Tom Watson

Why I became a Governor at The Dearne ALC: I was, and still am, very keen to be involved in the wider school environment outside of my own subject area, and the many aspects of school life for our students.

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UPCOMING EVENTS

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Phoenix House

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WHY THE DEARNE?

Behaviour

“Pupils are helpful, polite and courteous to staff, visitors and to each other. The atmosphere in school is positive, supportive and caring.” Ofsted 2016

Ofsted 2016

“The teaching of mathematics is effective. Most pupils make good progress in this subject.”

Maths

68% of students make expected progress or better

More able

“They are given a significant range of extra opportunities which prepare them well for life beyond the school. These pupils speak with passion and confidence about their ambitious aspirations for the future.” Ofsted 2016

90%

of more able students achieved an A or A*

Students leaving with 5 A*-C grades, including English and maths

50%
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