School Governing Body

Andrew Hewson - Chair of Governors

Co-opted Governor

Teaching & Learning Committee

Father Jason St. John Nicolle - Vice-Chair

Foundation Governor

Community Liaison Committee

Jane Crickmore

Foundation Governor

T&L Committee (Chair) , EYFS, Class 1 Link Governor

Becky Costello


Teaching & Learning Committee

Heather Lambourne

Non-teaching Staff Governor

Teaching & Learning Committee

Astrid Fox-Orband

Astrid Fox-Orband

Parent Governor

Teaching & Learning committee, SEN, Class 6 Link Governor

Moray Inglis

Co-opted Governor

Finance Committee (Chair)

Katherine Marcham

Parent Governor

Finance Committee, Class 2 Link Governor

Marion Mills


Finance Committee, Community Liaison Committee

Roger Murphy

Co-opted Governor

CL Committee (Chair), T&L Committee, Class 3 Link Governor

Matt Cole

Parent Governor

Community Liaison Committee

Val Stevens

Foundation Governor

Finance Committee, Class 4 Link Governor

Sam Davies

Parent Governor

Finance Committee, Class 3 Link Governor

Katie Paxton-Doggett

Clerk to the Governing Body


Nicki Galbraith

Associate Governor

Teaching & Learning Committee


Governor Information

In all types of schools, governing bodies should have a strong focus on three core strategic functions:

a. Ensuring clarity of vision, ethos and strategic direction;

b. Holding the headteacher to account for the educational performance of the school and its pupils, and the performance management of staff; and

c. Overseeing the financial performance of the school and making sure its money is well spent.

Department of Education Governor's Handbook, January 2015

Anyone who would like to communicate with the governing body should contact the chair, Andrew Hewson.  A letter can be given to the office, addressed to the Chair of Governors, or an email can be sent to

Governing Body Members

The governing body of Blewbury School is comprised of 14 members.  These include:

  • Five Parent Governors;
  • Three Foundation (Church) Governors;
  • Two Co-opted Governors (formerly Community Governors);
  • One Local Authority Governor;
  • the Headteacher; and
  • Two Staff Governors (one Teaching and one non-Teaching).  

There is also a dedicated clerk.


Every governor must sit on one of the three main sub-committees:

  • Finance, Buildings and Health and Safety Committee
  • Teaching and Learning Committee
  • Community Liaison Committee

Specific Roles and Responsibilities

The GB has a Chair and Vice-Chair.

Specific governors are designated for particular areas.  These include Special Education Needs (SEN), Safeguarding, Health & Safety, Buildings and the Early Years Foundation Stage (EYFS).

Three governors make up the Headteacher Appraisal Committee.

Certain governors make themselves available to sit on panels concerning complaints, staff discipline or dismissal, pupil discipline or exclusion and admission appeals.

Link Governors

Every class at the school has a Link Governor.

Additionally, governors can be linked to improvement areas, such as development plan priorities or curriculum teams.

Click here to view Committee List (updated September 2018)


Full Governing Body Meetings


Wednesday, 26 September 2018
Wednesday, 28 November 2018
Thursday, 24 January 2019
Thursday , 21 March 2019
Thursday, 25 April 2019
Tuesday, 9 July 2019

Ofsted Inspection, June 2015:

"Members of the governing body have a wide range of expertise. They are adept at using assessment information to compare the school’s performance with national data. Governors ask insightful questions in order to hold leaders to account. They each have an area of responsibility, related to the school development plan, and visit during the school day to check on how initiatives are proceeding. They seek assurance that additional funds, including those for disadvantaged pupils and for international links, are used effectively. Governors have an accurate view of the quality of teaching. They seek assurance that the teachers’ pay policy is followed and that any underperformance is tackled. They ensure that statutory regulations for safeguarding are fully met."



  • Pupils achieve a good breadth & depth of education & develop skills and enthusiasm for ongoing learning.
  • Pupils understand their worth and potential through developing emotional resilience.
  • Pupils reflect on and understand their responsibilities within their school, the local and global community.