King’s Birthday Honours Recognition for REAch2 School Leader

King’s Birthday Honours Recognition for REAch2 School Leader

Everyone at REAch2 Academy Trust is delighted to congratulate Simon Wood, Executive Headteacher at Sir Martin Frobisher Academy, on being awarded an MBE (Member of the Order of the British Empire) for Services to Education in the King's Birthday Honours.

The award recognises Simon's longstanding commitment to improving the life chances of children and young people and his dedication to serving communities through education.

Throughout his career, Simon has championed high expectations, inclusion and opportunity, ensuring that every child is encouraged to believe in their potential and achieve more than they thought possible.

His leadership at Sir Martin Frobisher Academy has been characterised by a relentless focus on both educational excellence and personal development. Under his leadership, the school has developed a culture where children are encouraged to "dream big", where aspiration is nurtured and where pupils are supported to flourish academically, socially and emotionally.

Cathie Paine, Chief Executive Officer of REAch2 Academy Trust, said:

"We are incredibly proud of Simon and this richly deserved recognition. Throughout his career, Simon has demonstrated an unwavering commitment to improving outcomes and life chances for children.

What stands out most is his belief in the potential of every child and his determination to create opportunities that enable young people to thrive. His leadership has transformed lives, strengthened communities and inspired colleagues across the education sector.

This honour reflects not only Simon's dedication and service, but also the profound impact he has had on generations of children and families. On behalf of everyone at REAch2, I offer my warmest congratulations."

Supporting Schools Through Practical Collaboration, Shared Expertise and Connected Professional Learning.

Supporting Schools Through Practical Collaboration, Shared Expertise and Connected Professional Learning.

Last week, thousands of 11-year-olds across the country took their SATs, and classrooms carried far more than test papers. Behind every pupil was a network of teachers, leaders and school staff who worked tirelessly to help children feel prepared, confident and supported at an important moment in their education journey.

That shared sense of responsibility sat at the heart of the RISE East of England Teaching Exchange. 

Funded through the Department for Education’s RISE programme, the initiative brought together schools, trusts, dioceses, local authorities and subject hubs through one simple but powerful belief: when schools work together, children benefit. 

Since launching in December 2025, the programme has connected teachers, subject leaders and school leaders from across the country through a growing programme of practical, evidence-informed professional development designed to strengthen Key Stage 2 outcomes and support pupils in the lead-up to SATs. 

And throughout the programme, one message surfaced again and again from schools: 

“We’re in it together.”  

Built through partnership working between schools, trusts, dioceses, local authorities and subject hubs, the programme was designed to give schools practical, evidence-informed support that could be applied immediately in classrooms. At its heart is a simple but important principle: schools learn best when they learn together. 

Through professional dialogue, shared problem-solving and the open exchange of effective practice, the programme has created opportunities for colleagues across the sector to connect, reflect and strengthen outcomes for children. Alongside this, The Teaching Exchange set out to: 

  • Raise Year 6 attainment, particularly for disadvantaged pupils  
  • Increase engagement with support available through English and Maths Hubs  
  • Build a sustainable professional network beyond the initial programme  
  • Provide accessible, high-quality professional development rooted in classroom practice  

How the Network Worked in Practice 

The Teaching Exchange operated through a collaborative, partner-led approach to planning and delivery, bringing together expertise from across the education sector to support schools during the lead-up to SATs. In total, the programme was supported by 16 organisations within the advisory group and 7 delivery partners. 

Alongside a programme of free live webinars and online training, a dedicated microsite acted as a central hub for schools, offering event registration, downloadable classroom resources, on-demand webinar content, leadership development opportunities and access to wider English and Maths Hub support. 

Website: https://eastenglandteaching.org/  

The webinar programme itself reflected the breadth of expertise across the partnership. VNET Education CIC delivered sessions supporting senior leaders and headteachers, while Life Education Trust led webinars for English subject leaders. HFL Education and Matrix Maths Hub provided support for maths subject leaders, and REAch2 Academy Trust delivered sessions focused on supporting Year 6 teachers in the lead-up to SATs. 

HEARTS Academy Trust delivered webinars focused on supporting disadvantaged pupils, while Vine Schools Trust Diocese of Chelmsford and HEARTS Academy Trust worked together to support Year 5 and Year 6 classroom practitioners preparing pupils for Year 6 success. 

Programme Impact 

The Teaching Exchange has achieved significant engagement across the East of England and beyond: 

  • 36 live webinars delivered  
  • 16,000 website visitors  
  • 14% conversion rate  
  • 2,236 webinar tickets booked  
  • 776 organisations reached  

The programme attracted participation from class teachers, English and maths leaders, senior leaders and headteachers, reflecting both the relevance of the content and the shared commitment across the sector to improving outcomes for children. 

Feedback From Schools 

Feedback from attendees has been overwhelmingly positive, with many highlighting the practical nature of the sessions and the immediate impact on school improvement planning and classroom practice. 

Of the 442 feedback responses received: 

  • 247 attendees said sessions were “Very useful” and would inform future actions  
  • 169 said sessions were “Useful” and provided key messages and ideas to take away  
  • Only 4 respondents reported that sessions were not useful  

The feedback reflected the different ways schools engaged with the programme, from teachers looking for reassurance and practical classroom support to leaders considering how to strengthen provision across their schools. 

For some attendees, the sessions provided confidence and guidance at an important point in the year. When asked about their key takeaways, one Year 6 teacher from Norfolk shared: 

“Everything! I am a new Year 6 teacher.” 

For school leaders, the webinars offered clear strategies to take back into wider school planning. Reflecting on the impact of one session, a headteacher from Essex commented: 

“Key subject areas to focus on, gap analysis and accountability lower down the school. Thank you – this was a very useful session. Lots to share with my Year 6 team, subject leads and staff.” 

Others highlighted practical approaches they planned to use immediately in the classroom. An English leader from Essex reflected: 

“I love the idea of modelling how to answer a reading test, like how you would model writing.” 

Gill Ellyard, Director of Transformation, REAch2 Academy Trust and Chair of the East of England Teaching Exchange Steering Committee shared her thoughts on the programme and its impact:  “The RISE East of England Teaching Exchange programme has been a highly effective way of reaching a wide and diverse audience of educational professionals across the region. The shared expertise, generosity, and commitment of so many colleagues created a strong collaborative foundation, enabling this ambitious programme to operate successfully throughout the Spring term. Participants benefited from access to high-quality, evidence-informed practice, as well as practical strategies they could immediately apply within their own settings. 

Importantly, the programme demonstrated how collaboration at scale can drive meaningful professional development in a sustainable and cost-effective way. By drawing on the strengths already present within the sector, it empowered educators to lead and learn from one another, reinforcing a culture of continuous improvement. Overall, the Teaching Exchange has been a powerful model for supporting professional growth, improving outcomes, and building lasting partnerships across the East of England.” 

Looking Ahead 

The success of the RISE East of England Teaching Exchange highlights the value of connected professional learning rooted in collaboration, openness and real classroom practice. 

By bringing together expertise from across trusts, schools and education organisations, the programme has supported hundreds of professionals while strengthening relationships and professional networks across the region and beyond. 

Should the initiative continue, the focus will remain the same: creating accessible, practical and high-quality support that helps schools improve outcomes for children and gives educators the opportunity to learn from one another. 

A Great Ofsted Outcome for REAch Teach Primary Partnership

A Great Ofsted Outcome for REAch Teach Primary Partnership

We are pleased to share that the REAch Teach Primary Partnership has received a great Ofsted outcome, recognising the quality and consistency of the programme and the strength of support provided to trainees. 

Following inspection in March, inspectors highlighted the strength of teaching across the partnership and the clear commitment to developing trainees well. This reflects not only what the programme delivers, but how it is delivered, with care, clarity and a strong focus on preparing trainees for the realities of the classroom. 

Powered by REAch2 Academy Trust, the programme currently supports 43 trainee teachers across 80 primary schools, reflecting a shared commitment to working together in the best interests of children. Through this collective effort, we continue to develop great teachers who are confident, capable and ready to contribute from the very start of their careers. 

The report highlights the strength of the programme’s curriculum, describing it as “ambitious, intellectually rigorous and evidence informed.” Inspectors noted that the curriculum is purposefully designed to prepare trainees for teaching, enabling them to build knowledge in a structured way and apply their learning meaningfully in the classroom. This strong connection between theory and practice helps trainees develop confidence steadily over time. 

Inspectors also recognised the role of mentoring and the strength of relationships across the partnership. Trainees benefit from consistent guidance and feedback, helping them to take increasing responsibility for their teaching and refine their practice. The report further highlights the inclusive culture of the partnership, where trainees feel welcomed, supported and able to succeed. 

Cathie Paine, CEO REAch2 Academy Trust said: 

“I am incredibly proud of everyone involved in REAch Teach, particularly our trainees, mentors and leaders. This outcome reflects a great deal of thoughtful work, care and commitment across the partnership. We will continue to build on this, working together to develop the next generation of teachers who go on to make a real difference for children 

Leadership within REAch Teach was also recognised positively throughout the report:

“Leaders systematically translate their ambitious vision for high-quality teacher education into reality for every trainee. They draw on their extensive experience in the sector and prioritise quality over rapid expansion.” Ofsted 

Kate McGreal, REAch Teach National ITT Lead said: 

“As a relatively new provider, we have had the opportunity to build the programme very intentionally from the ground up, drawing on expertise across initial teacher training, curriculum development and the wider REAch2 Trust. 

What matters most to us is developing reflective, confident teachers who are well prepared for the realities of the classroom and ready to make a positive difference for children from the very beginning of their careers. 

It is encouraging to see the quality, care and ambition behind the programme recognised in this way.” 

This outcome marks an important stage in the development of the REAch Teach Primary Partnership and reinforces its ongoing commitment to continuous improvement and high-quality teacher education. 

By combining strong training, inclusive support and meaningful classroom experience, REAch Teach continues to play an important role in developing the next generation of primary teachers.  

Read the full Ofsted report

 

 

Meet Alfie, the Young Eco-Warrior Protecting the Wrekin

Meet Alfie, the Young Eco-Warrior Protecting the Wrekin

At just Five years old Alfie from Apley Wood Primary Academy has become a local eco warrior after capturing hearts across Telford with his passion for protecting the environment! 

On Earth Day, Alfie’s story is a brilliant reminder that you are never too young to make a difference. 

After spotting litter, rubbish hanging in trees and too much waste left behind during a walk on The Wrekin with his mum, Chrissy, Alfie knew he wanted to do something about it. 

Speaking on both BBC News Shropshire and ITV’s This Morning, Alfie shared a simple but powerful message to “Please stop dropping litter.” 

He described seeing “lots of tree stumps and lots of litter” and bags thrown into trees. Rather than walking past it, Alfie and his mum filled their own bags with rubbish they collected. Armed with his litter picker and plenty of determination, Alfie has become a young champion for the local area. 

After Chrissy shared his story online, people across the local community were quick to cheer Alfie on. Many praised his kindness and determination, with some even joking that he should become Mayor of Wellington. 

Cathie Paine, Chief Executive Officer of REAch2 Academy Trust, said: 

“Alfie should be incredibly proud of himself. He has shown such care for his local community and such determination to make a difference. 

It is wonderful to see someone so young speaking up for the environment and inspiring others to do the same. Alfie’s story reminds us all that even the smallest actions can have a big impact.” 

From cleaning up the Wrekin to inspiring people across the community, Alfie has shown that small voices can make a very big difference.  

Ellen Smith, Headteacher at Apley Wood Primary Academy, added: 

“We are incredibly proud of what Alfie is doing in spreading his message about litter picking. 

He has shared this with other children in school, who have celebrated his achievements, and he is inspiring others to be more environmentally aware and respect our school and local environment. 

His enthusiasm is infectious. He is a real eco-warrior and a superstar!” 

We know the Wrekin and Telford are in very safe hands with Alfie around!

Three Schools, One Commitment: Expanding Early Years at REAch2

Three Schools, One Commitment: Expanding Early Years at REAch2

We are delighted to share that three schools have successfully secured government funding to expand early years provision, strengthening access to high-quality nursery places for children and families in their communities.

The successful schools, Unity Primary Academy in Colchester, Sir Martin Frobisher Academy in Jaywick, and Green Park Village Primary Academy, are benefitting from the government’s wider programme to expand school-based nursery provision across England, increasing access to early education in trusted, local settings.

Together, these projects will create significant new nursery places for children aged 2-4, ensuring more families can access high-quality provision.

At Unity Primary Academy, the expansion will introduce a new 20-place provision for 2–3-year-olds, alongside 8 additional places for 3–4-year-olds, supported by improvements to both indoor and outdoor learning environments.

At Sir Martin Frobisher Academy, a disused modular building will be transformed into a brand-new 41-place nursery, including a forest school area to enrich outdoor learning and development.

At Green Park Village Primary Academy, funding will support the creation of 26 nursery places, strengthening early years provision within the local community.

These developments form part of a national effort to increase access to high-quality early education and ensure more children are well prepared as they begin school.

Cathie Paine, CEO of REAch2, said:

“We are delighted to see investment across three of our schools to expand early years provision. This is about more than creating additional places; it is about ensuring that more children can access high-quality early education at the point it matters most.

We know that the earliest years shape so much of what comes next. By extending provision within our schools, we are creating environments where children feel safe, known and able to flourish from the very beginning.

This also reflects our commitment to the communities we serve. We are proud to be able to offer more families access to strong, school-based provision that gives children the very best start and supports them to begin their school journey with confidence.”

Pieter Labuschagne, Headteacher at Unity Primary Academy, said:

“This is a really positive development for our community. Expanding our nursery provision means we can support more local families at an earlier stage and strengthen those important connections between home and school.

By welcoming children sooner, we can build strong foundations, identify needs earlier and give every child the very best start to their learning journey.”

Simon Wood, Executive Headteacher at Sir Martin Frobisher Academy, said:

“This is a significant moment for our school and our community. It allows us to support children and families from the very start of their education, building strong foundations that will stay with them as they move through school and beyond.”

Gemma Jackson, Headteacher at Green Park Village Primary Academy, said:

“We are absolutely delighted to have secured this funding. Expanding our nursery provision means we can welcome more children into our school community at an earlier stage and build those important foundations from the very beginning.

Early years are such a vital time in a child’s development. By increasing our provision, we are creating more opportunities for children to grow in confidence, develop a love of learning and feel a real sense of belonging.

This is a wonderful opportunity for our school and the families we serve, and we are excited to see the difference it will make for our community.”

Through initiatives like this, REAch2 continues to work alongside national priorities while remaining focused on what matters most: ensuring every child, in every community, has the opportunity to thrive.

Oakfield Primary Academy: Giving Every Child Experiences That Broaden Their Horizons

Oakfield Primary Academy: Giving Every Child Experiences That Broaden Their Horizons

Oakfield Primary Academy is a school where children are supported to be curious, grow in confidence, and feel proud of what they are learning. Each day begins in a calm, welcoming environment where pupils feel settled and ready to make the most of their time at school. 

This calm, purposeful approach was recognised during Ofsted’s recent visit. Inspectors saw pupils who enjoy school, feel safe and are keen to talk about their learning. Children approach their work positively and with confidence, reflecting a school culture where learning feels meaningful and achievable. 

Alongside classroom learning, Oakfield places great importance on helping children grow as individuals. Pupils are given time and opportunities to reflect, build confidence, and develop the skills they will need as they move through school and beyond. As a result, this focus on personal development helps children become more independent, resilient, and willing to take on new challenges. 

A key part of this work is the REAch2 11 Before 11 programme the school offers, which is delivered for every child. Through carefully chosen experiences, pupils are encouraged to try new things, step outside familiar routines and broaden their understanding of the world around them. These shared experiences help children discover new interests and develop a stronger sense of who they are. The Year 6 residential is a particular highlight, giving pupils the chance to build independence and confidence, and to put their learning into practice as they prepare for the next stage of their education. 

Inclusion is central to life at Oakfield. Pupils with SEND, disadvantaged pupils, and those supported by social care take part fully in all aspects of school life. From enrichment opportunities to leadership roles, children are encouraged to get involved, contribute and feel that they belong. 

Strong relationships underpin everything the school does. Staff know children individually and respond quickly when additional support is needed. As a result, pupils feel comfortable asking for help and are supported to succeed within a consistent and nurturing environment. 

Children’s safety and wellbeing are taken seriously. Safeguarding was judged to be effective, and pupils feel confident speaking to adults if they are worried about anything. Alongside this, the ongoing work of school leaders continues to strengthen behaviour, attendance, inclusion and achievement. 

Taken together, this reflects a school where pupils feel happy, secure and confident. Children speak positively about their learning, value differences, and are given opportunities to grow both academically and personally. 

REAch2 is proud of Oakfield Primary Academy, its staff and leaders, and the children whose curiosity, enthusiasm and commitment bring the school community to life each day. 

Heath Hayes Academy: Where Children Become the Heroes of Their Learning

Heath Hayes Academy: Where Children Become the Heroes of Their Learning

When parents think about choosing a school, it usually comes down to a few simple things. You want your child to feel safe and cared for. You want them to enjoy learning, and you want those moments at home where they can talk positively about what they’ve been doing at school. 

That’s everyday life at Heath Hayes Academy. 

Children here talk confidently about what they’re learning and how it links to things they already know. Lessons feel calm and purposeful, and pupils are proud of being able to explain what they’re working on. Learning isn’t rushed or disconnected; it makes sense to them. 

A big reason for this is the school’s Heroes Curriculum. It follows the National Curriculum, but most impressively, it brings learning to life through themes and experiences that join everything up. Instead of learning feeling like lots of separate bits, children understand how each new step fits into the bigger picture as they move through the school. 

Children truly become the “heroes” of their own stories-encouraged to take ownership, reflect on their progress and speak with ease about what they are learning. Crucially, this curriculum is not an add-on; it is woven through every aspect of daily school life. 

This approach to learning was clearly recognised during Ofsted's November 2025 visit. As one of the first four REAch2 schools inspected under the new framework, Heath Hayes Academy showed itself to be a nurturing and supportive environment where children feel valued, and learning is fun! Inspectors saw steady progress, strong relationships and a curriculum that genuinely helps pupils learn well. 

The Heroes Curriculum was highlighted as a real strength. 

Reading, writing and maths sit at the heart of each day and are used across subjects, giving children regular chances to practise and grow in confidence. If learning feels tricky, support is there quickly, helping pupils stay motivated and keep up. 

Children play an active and much‑loved part in school life. Whether they’re taking on responsibilities as school councillors or getting involved in trips, clubs and special themed days, they are trusted, encouraged and celebrated as they explore their interests. It’s a real highlight to know that Ofsted recognised how warmly the children spoke about their school. 

Safeguarding was judged to be effective, with strengths highlighted across all areas. For families, this reflects what they experience every day: a calm, nurturing school built on trust, positive relationships and a strong focus on children’s wellbeing. 

As a Trust, we’re incredibly proud of Heath Hayes Academy and the warm, ambitious and child-centred environment it offers families. 

Copperfield Academy: High Attendance Driven by High Standards

Copperfield Academy: High Attendance Driven by High Standards

You can tell a lot about a school from how it feels at the start of the day. Calm classrooms, children who know what they’re doing. A steady rhythm that makes everything feel purposeful rather than rushed. 

That’s the everyday reality at Copperfield Academy. 

When Ofsted stepped through the doors in December 2025, they saw lessons that were focused, behaviour that was consistent across all year groups and pupils who carried themselves with real self-discipline. Within that positive picture, one outcome stood out: attendance remains strong, with pupils who need more support less likely to be persistently absent than pupils nationally. 

At a time when attendance is a national conversation for many schools, that is something to be genuinely proud of. 

Strong attendance does not happen by accident. It reflects a culture where children feel safe, expectations are clear and families know they will be listened to and supported. When school feels predictable, calm, fun and welcoming, coming in each morning feels natural. 

Children spoke to inspectors about how the calm environment helps them concentrate and enjoy their learning. They know what to expect. Transitions are smooth and learning time is protected. There is a sense that everyone understands the shared standards that make the day work well. 

For some pupils, attending regularly can be more complex. What stands out at Copperfield is how carefully leaders and staff work alongside families when challenges arise. Support is thoughtful and personalised and small concerns are picked up early. Conversations happen quickly and help is adapted where it’s needed and over time, that consistent approach leads to lasting improvements across the school community. 

Attendance here reflects something bigger than numbers on a register. It reflects well-embedded behaviour systems, strong staff training and positive relationships across the school. Pupils treat one another with respect. Inclusion systems ensure children with additional needs are supported swiftly and appropriately. A real strength of the school sits with its leaders who continue to focus on removing barriers, not creating them. 

Put simply, attendance at Copperfield grows from clarity, care and high expectations. Children attend school because they feel supported and when children feel that way, they do not just show up. They thrive, every day. 

Congratulations to all at Copperfield Academy for their positive Ofsted outcomes.  

Pound Hill Infants, Desmond Anderson Primary Academy and Holmbush Primary Academy Join REAch2

Pound Hill Infants, Desmond Anderson Primary Academy and Holmbush Primary Academy Join REAch2

A New Chapter of Growth and Partnership

We are delighted to welcome Desmond Anderson Primary Academy, Holmbush Primary Academy and Pound Hill Infant Academy to REAch2 Academy Trust.

Their journey to joining REAch2 began when the Trustees of University of Brighton Academies Trust sought a new sponsor for their schools, with a clear focus on long-term stability, sustained improvement and the very best outcomes for pupils, staff and communities. Following that process, the Department for Education identified REAch2 as the Trust best placed to provide that support. We are proud to have been entrusted with this next chapter.

At REAch2, children sit at the heart of everything we do. As the largest primary-only academy trust in the country, we bring deep experience in school improvement, leadership development and purposeful collaboration, grounded in a simple belief: every child deserves a truly great primary education. Our central and cluster teams work alongside schools to strengthen practice, offer thoughtful challenge and create the conditions in which leaders and teachers can focus on what matters most - delivering high-quality teaching and learning every day.

Children from Poundhill Infant Academy

All three schools will join Cluster 7, a close-knit group of primaries built on collaboration, shared expertise and mutual support. Within this structure, schools benefit from experienced educational leadership and the confidence that comes from being part of a network committed to sustained success.

Justin Burtt, Deputy Director of Education for Cluster 7, said:

“We are excited and privileged to welcome Holmbush, Desmond Anderson and Pound Hill Infants to Cluster 7. The schools have already engaged positively in the transfer process and are keen to be part of our community. As they benefit from shared expertise across the Trust, we are confident they will feel connected and well supported.”

Headteachers across the three schools have expressed enthusiasm for this next step. There is a strong sense of shared ambition building on existing strengths while embracing the partnership, clarity and stability that Trust membership brings.

Cathie Paine, CEO of REAch2, said:

“We are thrilled to extend a warm welcome to everyone at Pound Hill Infant Academy, Desmond Anderson Primary Academy and Holmbush Primary Academy. It is a privilege to welcome them into our family of schools.

Growth, for us, is never about size alone. It is about strengthening our collective ability to serve children well.

Celebrating the Impact of Governance at REAch2

Celebrating the Impact of Governance at REAch2

Marking National Governors’ Day

Across REAch2 Academy Trust, we are proud to work with over 250 governors and trustees whose volunteer leadership strengthens our schools and supports more than 20,000 children every single day.

Governance is leadership. It is service. And on National Governors’ Day, we’re shining a light on the people behind the role and the impact they make.

Why Do People Choose to Govern?

For many of our governors, the role blends professional skills with purpose, offering a unique opportunity to influence the life of a school and the future of its pupils.

“Being part of the REAch2 family is a real honour. The work done every day by the entire team has tangible impact on the lives of over 20,000 young people. The many facets of governance provide challenge and the opportunity to contribute to the wider national education conversation.” — James Penny, Trustee

Some join because they want to give back. Some join to support their local community. Others join because they believe every child deserves the best possible education and they want to play a part in making that happen.

Why I Govern – In Their Words

James Penny (Trustee)

James brings his background in technology and leadership to the Trust. He supports conversations around secure systems, effective operations and digital strategy.

“It is such a pleasure to see and hear what our young people are achieving and how staff work with them every day. Being able to support that work is the best feeling ever.”

Paul Whately (Vice Chair of Governors, Lawley Village Academy)

Paul works in head office for a national retailer a very different world from education, but one filled with transferable skills.

“Becoming a governor was a chance to use my professional skills for a meaningful purpose outside my day job. I’ve seen the importance of strong leadership, safeguarding processes and effective culture skills I felt could add real value to a school environment.” Both Paul and James talk passionately about the rewarding nature of governance:

· Supporting school leaders

· Constructively challenging strategy

· Positively shaping school culture

· Building new skills

· and, most importantly, seeing children thrive.

What Impact Can Governors Make?

Governors are vital to strong schools. Across REAch2, they:

· Support and challenge school leaders

· Help set strategic direction and priorities

· Strengthen safeguarding oversight

· Champion inclusion, ambition and wellbeing

· Bring external insight from sectors such as tech, retail, finance and health

· Keep children and families at the heart of decision-making

Crucially, you don’t need to work in education to be an effective governor. Your professional background is an asset not a barrier.

What do Governors Gain?

Our governors often tell us they gain as much as they give. Through the role, they:

· Grow confidence in leadership

· Develop board-level experience

· Deepen understanding of education, safeguarding and SEND

· Improve communication and strategic questioning skills

· Build relationships with inspiring school leaders and fellow governors

The role fits around work and life: most governing bodies meet 6–10 times a year, with optional school visits and training.

Could You Be a Governor at REAch2 Academy Trust?

If you believe in education, want to use your experience to support children and their communities, and are looking to grow your skills while making a meaningful contribution, governance could be a great fit. We offer full training, support and a welcoming community, whether you’re experienced in governance or completely new to it.

Register Your Interest

If you’d like to explore becoming a governor or trustee at REAch2, we would love to hear from you.

Fill in this quick form.