Governance

An overview of governance for UCAT and all of it's academies can be found on the UCAT website.


Governors have three key roles;

  • Setting strategic direction
  • Ensuring accountability
  • Monitoring and evaluating school performance

All Governors are expected to demonstrate a high level of involvement and engagement within the Academy through regular attendance at meetings, events and through the use of ICT.

Governance

UCAT is a multi-academy trust (MAT) and its Board of Directors have overall control and are responsible for all UCAT Academies.

The Board have set up a structure that has tight lines of accountability through two main committees and Statement of Action Committees (SOACs) in each academy.

In addition there are Community Development Groups at each academy to ensure that important links with parents and the wider school community are maintained.

Statement of Action Committee (SOAC)

The SOAC, on behalf of UCAT Trustees, has the responsibility of improving the quality of provision so that the academy moves to ‘Good’ or better. The SOAC meets every three weeks and holds the Principal and senior leaders to account for student progress and achievement; ensures effective use of resources; ensures continuous improvement and maintains consistency of UCAT practices and procedures. 

Our Statement of Action Committee (SOAC)

Hazel Gloster:  Chair of the Statement of Action Committee

Hazel has spent her Career within the Education Sector, mainly Post 16 provision with the Greater Manchester Learning and Skills Council and formerly the Training and Enterprise Council in Rochdale. Hazel has worked within a broad range of provision, including the 14-19 Agenda, European Social Fund, NEET Initiatives together with LLDD provision and placement.

 

Hazel became a National Leader of Governance in 2013 following 12yrs experience of Governance which started with her Local Primary School, East Crompton St Georges C of E Primary School.  She was appointed by the Parochial Church Council of East Crompton ST James' Church and she is also the Manchester Diocesan Board of Education representative.  Hazel is one of only 3 Church of England NLG’s in Manchester and carries out work both with and on behalf of the Diocese.

 

Hazel is a Board Member of the Cranmer Trust, a position which she has held since 2015. Her remit of the Board is Governance and she works with all of the schools within this area.

 

Hazel is currently working with the University of Chester Multi-Academy Trust where she is Chair of both the University Primary Academy Weaverham and the University Church of England Academy Statement of Action Committee.

Hazels passion is ensuring that all students reach their full potential and that excellent Careers Advice and Guidance is available within their school from the Age of 14yrs. 


Cath Green

Cath Green has been working in education for 23 years.  During that time Cath has not only held positions of responsibility but also was an AST and a Lead Practitioner for SSAT.  Cath started teaching at Chesterfield High School in Crosby and then moved to Ellesmere Port as an Assistant Principal.  In 2006 she joined the Academy as a Vice Principal responsible for Curriculum and Teaching and Learning.  In 2014 Cath was appointed as Principal at UCAN and has recently taken on the additional role of Interim Executive Principal for both UCEA and UCAN.

Cath is committed to making a difference to the life chances of all children and has a committed and professional team who support her relentlessly in order to realise the potential in every student.

Cath values highly the support of parents and carers and believes that this partnership is vital to the success of each and every student.  Cath is also keen to develop links with members of the local community in order to drive each academy forward.

Cath is married with 2 children of school age.


Sarah Titterton - Head of School

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Jonathan Farrington - Executive Principal



Community Development Group (CDG)

The CDG ensures that parental and community views are included in decision making and forms and maintains links with the wider school community.

The CDG meets termly to gather the views of the wider school community to provide the SOAC with a clear view of that community’s perspective; ensures that the Academy meets the needs of the community; uses the expertise within the community to support the development of the Academy; works closely with the SOAC to ensure that the community dimension is taken into consideration when planning for future improvements; reports progress on a regular basis to the SOAC ; and undertakes parent and wider community surveys to report back to the SOAC.