Home Page

Meet the Governors






Type & Term of Office 



Lawrence Lee





Performance and standards


Resources Management




Performance management

Head teacher





Liz Fawcett    

Staff Governor


23-06-17 to 22-06-21

Nick Cox





Anti-bullying governor


Behaviour and safety

Resources Management



Co-opted Governor




01-08-15 to 31-07-19

Sarah Jane Farn   Performance and Standards

Parent Governor


18-01-17 to 17-01-21

Sue Foreman






Clerk to the Governors



Tina Anderson





Values & SMSC

Eco Governor

Resources Management

Co-opted Governor





01-08-15 to 31-07-19


Governance Statement


Annual Statement of Impact for the Governing Body of Glebelands Primary School


September 2016


In accordance with the Government’s requirement for all Governing Bodies, the 3 core strategic functions of the Glebelands Primary School Governing Body are: 


  • setting the vision and strategic direction of the school; 
  • holding the headteacher to account for its educational performance; and 
  • ensuring financial resources are well spent. 


Governance arrangements

All Governing Bodies of maintained schools are required to be constituted under the School Governance (Constitution) (England) Regulations 2012. Our Governing Body reconstituted on 1st August 2015. Please see the Governing Body contact list for the structure of the Governing Body.  


The Full Governing Body (FGB), Resource Management Committee (which focuses on finance, premises and some personnel matters) and Performance Standards committee (which focuses on curriculum and pupil matters) meet each term to consider different aspects of the school in detail. We also have a Pay Committee which focuses on performance management of staff, and other committees that meet if required to consider pupil discipline and staffing matters.


Some of the work we have done during 2015/16

The Governing Body had a busy year and below is some of the business we have focussed on:


Following the decision of Mr Dix to retire in July 2015, governors were responsible for recruiting a new Headteacher.  We understood that it was paramount to recruit the right headteacher who would build on Glebelands' many strengths and bring innovative ideas for the future; to be accessible and have a consultative style of leadership; and to bring a challenging approach to school improvement for the benefit of all our children. Governors put together a very rigorous, two day selection process during which candidates were extensively tested on their suitability to lead our school. They were unanimous in their decision to appoint Mr Lee, the Deputy Headteacher, who had been acting up as Headteacher since the beginning of the academic year. Following his appointment, the next step was to recruit a Deputy Headteacher, and again following a rigorous interview process, Mr Kitchener was successfully appointed. Governors are confident that both Mr Lee and Mr Kitchener will work effectively with the Governing Body, senior leadership team and school staff to lead our school forward.


Following the Governing Body’s reconstitution at the end of the last academic year, one main focus has been on how we can develop and improve our team and structure to better support and hold the leadership to account, thereby ensuring we have a real impact on improvements within our school for the benefit of the children. The following are some of the actions we have taken to do this:

  • A skills audit was carried out on the members of the Governing Body to better understand any areas of development, and to identify that where further skills were required, that these would be desirable of any new governors coming onto the board, and/or training is taken by current governors.
  • The Local Authority's governance self evaluation tool was used to reflect on the audit/changes and to further ascertain where development was needed and celebrate strengths.
  • Following reconstitution, responsibilities were shared among all members to monitor the School Improvement Plan and share feedback appropriately at both committee and FGB levels.
  • An annual planner was created to better organise the work of the Governing Body between all committees and FGB, to ensure all statutory work is covered and meetings are more effective and efficient at dealing with business.
  • An executive committee was created to deal with the strategic elements of the FGB and to ensure the annual planner is effectively implemented.
  • An Induction pack was created to ensure that any new governors can 'hit the ground running' with mentors to support them and relevant information/training is identified and in place.
  • An academy working group was created to research and assess the national agenda and the changing landscape to support the FGB in decision making.


The pay Committee met throughout the year to look at objectives, approving performance related pay for staff and staying informed about quality of teaching and staff development.


The School Improvement Plan (SIP) is agreed by governors and staff and focuses on the actions needed for continuous improvement within school. The governors spent time in school monitoring and evidencing the good work of the school and identifying potential improvements that could be made in discussion with the headteacher. They spent time in the Performance Standards Committee monitoring pupil progress and achievement in different subjects across the curriculum including SEND and impact of interventions. Governors discussed this key data, to ensure that the school was on track to fulfil its ambitious targets – for all pupils. We are always monitoring our ‘vulnerable groups’ of children and focus on how the Pupil Premium and Sports Grants are being spent by the school and what impact this has on their outcomes. (Please contact the office if you think your child is eligible for pupil premium as your child can benefit from receiving free school meals as well as additional support for trips, swimming and other activities).


Governors are particularly committed to safeguarding, behaviour and safety of all pupils, equality, anti-bullying, attendance and punctuality. Following an audit which was completed by the Headteacher and Safeguarding Governor, a report was prepared for the Governing Body to ensure the safeguarding policy is being met and all statutory requirements are effectively covered.


Governors are regularly involved in reviewing and agreeing school policies through a scheme of delegation and also carry out an annual check of the premises. 


Minutes of the Full Governing Body and Committee meetings are public documents – these are all available on the website.


Future plans for the Governors

Every child matters to the governors at Glebelands – we want them to flourish and be well prepared for the next stage of their life. We believe that by promoting school improvement, supporting and challenging the headteacher, monitoring and evaluating progress and ensuring best use of the budget, that we are having a positive impact in helping them achieve their potential. We will continue the good work that was achieved last year and look to improve and develop our own team to support these objectives.


I would like to take this opportunity to thank parents for supporting our school and the children for their enthusiasm and attitude towards learning. I would also like to give a big thank you to all the Glebelands staff for the time and effort they put in to deliver excellent, engaging and creative teaching. Finally, a thank you to my fellow governors for their commitment, hard work and enthusiasm.  Together we are all 'what makes Glebelands great'!


Sue Rames


On behalf of the Governing Body


Interested in becoming a governor?


We currently have vacancies for 2 co-opted governors. Please contact the Clerk to the Governors if you would like further information.



If you would like to contact Glebelands Governors, please write to:


Sue Foreman, Clerk to the Governors, c/o Glebelands Primary School


or email: sfclerking@outlook.com




Register of interests


Governor Business interests Other educational establishments governed Relationships with school staff
Brian Belcher None None None
Chris Down GB-Innovations Limited, ICT Services (Managing Director) None None
Denis Tanfa

Project Manager Restorative Justice Initiative Midlands CIC, Researcher Office for National Statistics (ONS)

Spouse: Self Employed as Health Care Commissioner

None None
Eric Waweru None None None
Joanne Sharpe

Sharpe Gardens (Self employed / sole trader)


Employed by Glebelands Pre-school and OSC Ltd

None None
Julie Goddard

Employed by Leicester City Council


Spouse: D G Renders & Property Solutions Ltd (Director)

None None
Lawrence Lee Employed by Leicester City Council None None
Liz Fawcett Employed by Leicester City Council None None
Nick Cox None Shaftesbury Junior School None
Rakesh Sonigra

Accapita Group (Director)

Wecomeone Group (Director)

None None
Tina Anderson

Employed by Leicester City Council


Spouse: Neil Watson, Employed by Hemingway Design

None None
Sarah Farn Employed by Babington Academy None None
Sue Foreman (Clerk)

Employed by Leicester City Council;

Glen Hills Primary School Academy; Cossington C of E Primary School

None None


From time to time, you receive a letter asking you if you are interested in becoming a governor. Whilst many of you may be interested, very few put themselves forward. This information sheet is designed to give you some information about what being a governor entails and some pen portraits of our current governors.

Name: Julie Goddard, Chair of Performance and Standards Committee


Type of governor: Co-opted


Background: I have worked at Glebelands for the last 9 years in a Teaching Assistant Role working one to one with SEN children. In the last couple of years I have been in a reading Champion Role, involving more planning, events and assessments to encourage reading both in and out of school. I have previous experience of recruiting and training others and I am confident in speaking to large groups of people.


Why did you become a governor? As both of my children were also here at the time and I worked here I wanted to be able to support them and the school as much as possible by being actively involved.


What being a governor has involved: I have attended as many meetings as I can and also conducted a couple of governor visits into school looking at areas of the curriculum. I have also attended some training to develop my knowledge, there is lots of help and support if you want to take part in further training.


Name: Lawrence Lee,  Head Teacher


Type of governor: Head teacher


Background: I have been teaching for 13 years in Leicester City. 


Why did you become a governor? I wanted to get a better insight into the school’s decision making process as part of my own professional development.


What being a governor has involved Attending Governor’s training and courses.

Attending Performance and Standards Committee meetings as well as full Governors meetings.

Liaising with Literacy Co-ordinator to discuss whole school developments.

Being a part of the body which makes key decisions regarding the running and future of the school.


Name: Eric Waweru,  Vice-Chair and Chair of Resources Management Committee 


Type of governor: Parent


Background: I have experience of working in the voluntary and community sector as the head of a local charitable organisation that support vulnerable and socially isolated people in Leicester. I have a background and interest in accounting.


Why did you become a governor? I become a governor in 2010 to help the school become an outstanding place for my two boys to learn and achieve.


What being a governor has involved: Being a governor has involved attending Governor Board meetings, being a member of the Resource Management and Performance and standards Committees, being on the interview panel to appoint new teachers, being the SEN Governor and working with staff to make Glebelands a Dyslexia Friendly school. It also involves attending various training sessions to be equipped to be an effective and capable critical friend.


Name: Brian Belcher


Type of Governor: Associate governor


Background: After a secondary school education and a five year craft engineering apprenticeship and a restricted National Service (11th Hussars), I specialised as a machine tool fitter before moving into sales of many types (milk, bread, cooked meats and pies, furniture and clothes etc). After a short broadcasting course with the BBC, I became a freelance broadcaster on BBC Radio Leicester, before becoming a founder member of Hospital Radio Fox at the LRI, producing and presenting a magazine programme most Saturdays for 12 years. I returned to the engineering trade and retired in 2002.


Why did you become a governor? As my five grandchildren live in the south of England and I am unable to directly help with their education, I thought that I may help other people’s children as they start out on life’s journey; this is still my driving force.


What being a governor has involved: Regular attendance at curriculum and full governors’ meetings. Helping out in Foundation on Friday mornings for a number of years and accompanying various classes to swimming and the New Parks library. Accompanying staff and pupils to various functions in the city and county. Completing various jobs around school such as putting up shelving in and around the Foundation department, constructing flower beds and viewing areas for the pond, planting young trees and bushes around the perimeter of the school. Listening to children read most Wednesday mornings.

I have also attended about 12 governors’ courses run by the local authority and I have the certificates to prove this! I am in my third term and I get much satisfaction from the position.


Tina Anderson 

Co-opted Governor - Values / SMSC and Eco Governor


I have worked in education for the last 17 years in various posts.  I am now Premises Officer at Glebelands School.


I became a governor to have a better understanding of the whole school environment and to support the school going forward.


Being a governor, I have been involved with all full-governor and subcommittee meetings. I have attended several governor training courses.  As part of the Health and Safety team, I have shared my knowledge with others in order to improve the school environment.   I am now working on Glebelands being and ECO friendly school.

Name: Rakesh Sonigra, Chair of Governors, Member of Resources Management Committee and Performance and Standards Committee


Type of governor: Parent


Background: I am a partner in Accapita LLP,  an accountancy practice based in Leicester. My role is as a practising accountant and registered auditor. I am a keen sports enthusiast, participating in running, cycling and squash. I also have a passion for reading and exploring the outdoors! 


Why did you become a governor? I have been keen to understand and help contribute to children’s education within the school. 


What being a governor has involved: The role has involved an all-round experience into how the school operates - from committee meetings and discussions through to governor visits. It has allowed me to apply my skills where I can and provided the opportunity to further develop in other areas. 


Minutes of Pay Committee 2014 - 2016


These minutes are confidential and are not published on the website.