We are part of a hard federation with St Thomas' C of E Primary School and have a joint governing body who support and work with the Senior Leadership Team, teachers and parents for the purpose of school improvement.

Our Governors

Sue Brackenbury

Chair of Governors
LEA Governor

Date of appointment:
15/09/2015 – 14/09/2019

Other governance roles:
Governing Body of Frithville 
and New York Primary Schools


Anne-Marie Strachan

Interim Headteacher

Date of appointment:


Stuart Griffiths

Chair of Finance & Staffing Committee
Co-opted Governor

Date of appointment:
08/01/2013 – 07/01/2021

Relevant business interests:
Owner of Boston Blinds

Rick Chipperfield

Parent Governor 

Date of appointment:
01/02/2016 – 31/01/2020

Other governance roles:
Governing Body of Old Leake
Primary School


Paul Daubney

Co-opted Governor

Date of appointment:
10/11/2015 – 09/11/2019

Other governance roles:
Governing Body of
The John Fielding
Community Special School


Sarah Paul

Associate Governor (no voting rights)

Date of appointment:
03/01/2017 – 21/07/2017

Other governance roles:
Governing Body of Meridian 
Federation, (Holbeach Bank 
and Fleet Wood Lane 
Primary Schools)


Jon Posey

Parent Governor

Date of appointment:
15/09/2015 - 14/09/2019


Gemma Hodgson

Co-opted Governor

Date of appointment:
08/01/2013 – 07/01/2021


Fiona Clarke

Staff Governor

Date of appointment:
03/05/2016 – 02/05/2020


Reverend Stephen Holt

Foundation Governor

Date of appointment:
12/12/2016 - 11/12/2020

Other governance roles:
Governing Body of Boston
Grammar School


Reverend Jane Robertson

Foundation Governor

Date of appointment:
12/12/2016 - 11/12/2020


Jackie Hawkesworth

Associate Member of the Finance & Staffing Committee (with voting rights)

Date of appointment:
10/04/2014 - 09/04/2018


Former Governors

Helen Richardson

Executive Headteacher 

Date of appointment:
18/04/2006 – 02/01/2017


James Shawley

Staff Governor

Date of appointment: 
07/12/2012 – 10/04/2016


Reverend Sowden

Foundation Governor

Date of appointment:
21/12/2012 – 20/12/2016







Philip Barlow

Foundation Governor

Date of appointment:
13/05/2014 - 31/08/2016










Governor Attendance Records 2016/17

Full Governing Body Meetings               Finance & Staffing Meetings  

S Brackenbury - 5/5                              S Brackenbury - 4/4                               
S Griffiths - 5/5                                      S Griffiths - 4/4                     
F Clarke - 5/5                                        P Daubney 4/4                                         
G Hodgson - 5/5                                   J Hawkesworth - 4/4                                    
R Chipperfield - 4/5                              S Paul - 1/1                                                                   
J Posey - 4/5                                        A Strachan - 1/1                                                                 
P Daubney - 5/5                                   H Richardson - 1/1
S Paul - 3/3
A Strachan - 3/3
Reverend Robertson - 2/3
Reverend Holt - 1/3
H  Richardson - 2/2

Governor Attendance Records 2015/16

 Full Governing Body Meetings              Finance & Staffing Meetings 

S Brackenbury - 6/6                               H Richardson - 2/3    
H Richardson - 5/6                                 S Griffiths - 3/3
S Griffiths - 5/6                                       S Brackenbury - 3/3                                    
J Shawley - 4/4                                       P Daubney - 0/2                              
G Hodgson - 6/6                                     J Hawkesworth 3/3                                         
P Barlow - 5/6                                                                  
M Robertson - 0/2
J Posey - 5/6
P Daubney - 5/5
L Young - 1/1
Reverend Sowden - 0/5
F Clarke - 2/2 
R Chipperfield - 2/2

Governor Attendance Records 2014/15

Full Governing Body Meetings              Finance & Staffing Meetings                  Standards Meetings

S Brackenbury - 2/3                               H Richardson - 4/4                                 S Brackenbury - 1/1
H Richardson -3/3                                  S Griffiths - 4/4                                       S Griffiths - 1/1
S Griffiths - 3/3                                       P Singleton - 1/4                                     P Barlow - 1/1
J Shawley - 3/3                                      J Hawkesworth - 4/4                               M Robertson - 1/1
G Hodgson - 3/3                                     L Tyrell - 2/4                                           S Paul - 1/1
P Barlow - 3/3                                         Reverend Sowden - 3/4                         J Sharples - 1/1
P Singleton - 1/3
M Robertson - 1/3
M Chester - 0/3
Reverend Sowden - 3/3


Parent Survey on New National Curriculum


Governors' visits to the school 

Business and Enterprise curriculum 

On 15 October, we attended a staff training workshop on planning a class business to develop children’s Business and Enterprise skills.  The introduction to the session set a very clear focus by making strong links to the aims and priorities of the school.  

The expectations for both staff and pupils within the context of Business Education are high with suitable differentiation for the younger children.  The processes involved mirror those that occur in the business world for example the children have to identify the funding they need and present their business case to the Senior Leadership Team.

World Food Day and Enterprise afternoon, Friday 16th October 2015

As a Governor of the Great Oaks Federation, I attended the World Food Day and was both surprised (at the high quality of the work) and delighted by the tasks the children were undertaking.

Food seemed to be a theme that ran through all of the activities, from a Roman Feast to the Queen’s Tea Party. All of the children were happily working to their task. I am sure that they understood the enterprise themes fully and this helped their positive attitude.

All of the children that I spoke with were able to share the aim of their task, and the purpose of the class topic. This led also to some excellent outcomes that I was able to witness, especially the wonderful Queen’s Tea Party.

Effective ‘drop-ins’ for monitoring and evaluation of non-core subjects 

This was a session for Subject Leaders to assure the quality control of ‘drop-in’ observations of their colleagues for monitoring and evaluation purposes.  

Through dialogue with participants key points to observe were identified and discussed.  Throughout the session, the SLs were encouraged to contribute and to ask for clarification if needed. 

The importance of having a professional dialogue with their colleagues was clearly conveyed as was the need to plan thoroughly for each drop-in and to make sure that areas for development were clearly identified and communicated to observees in a positive manner.

Business and Enterprise Curriculum 

Groups of children from each year group presented their business plans to Governors and members of the Senior Leadership team and made their pitch for a start-up loan.  Their confidence was admirable and their presentation techniques were engaging and well-rehearsed.  They had prepared jingles and some very professional slides and they backed up their ideas with market research, costings, and prototypes.  

It was very rewarding to witness the children’s enthusiasm and commitment. 

Travel Safety Day 

On Monday 23 November, all year groups attended an Assembly delivered by Mrs Tayman of the Road Safety Partnership following which the children participated in a range of related activities and workshops.   These included having their height measured to confirm whether they still needed a booster seat, (Year 2) learning how effective reflective clothing is in the dark (Year 4), drawing graphs of data connected with road accidents (Years 5 and 6), and working with positional vocabulary (Year 1). 

The children were very focused; they worked diligently and were happy to explain what they were doing.

Reception, Year 1 and 2 Nativity Performance

This was a performance that blended the traditional Christmas story with the experience of children in the early days of World War II in 1939.  It opened with children ready for evacuation singing ‘Pack up your troubles’ and ended with everyone singing ‘We’ll meet again’.  The script had been written by Mrs Taylor and was performed exceptionally well by the children who delivered their lines without prompting and sang with great enthusiasm. 

Parents and other family members were clearly very proud and supportive of their youngsters.


Using Great Literature to improve writing skills (May/June 2016)

At a professional development session, the KS2 Leader described the process she has been following with Year 4 pupils to improve their writing skills.  The children were exploring how sentences were constructed in ‘Beowulf’, for example where prepositions and pronouns were used, how subordinating clauses were used, and the effects that could be achieved through these writing techniques.

Teachers were very positive about the improvements they could see in the children’s work and were encouraged to try to incorporate the initiative into their planning.

At a follow-up ‘Bring and Brag’ session, teachers described how they were using the techniques they had been shown.  For example in Year 5, the class teacher had been exploring flashbacks through study of ‘The Highwayman’ poem.  She commented that she had seen an impact on all groups of learners and that the middle-ability learners, in particular, had improved their plotlines.

Teachers shared examples of children talking naturally about authors and about the techniques they could use to build up a story.


La Francophonie (June 2016)

Our visit started with Assembly when children filed into the Hall to La Marseillaise and remained standing to show respect.  There was a clear focus on French culture and language and children were questioned about the activities they had been undertaking.

We then visited each classroom to see the children working.  We looked at the writing completed by Year 6 pupils and heard their own views as to how they had improved during the day.  We saw Year 5 working with playdough modeling French mountains and Year 4 working with structures and placing them on a road map.  We also saw Year 3 planning for a picnic when they would have to order food in French; they were also using their Maths to work out how much to pay in Euros.  Children in Reception were learning how to say ‘Yes please’ and ‘No thank you’; children in Year 1 were learning colours and numbers; and Year 2 children had been working with paints to recreate a Claude Monet scene. 

The children in each class showed keen interest in what they were doing and answered questions readily.  The teachers used the French language and expected children to respond appropriately.


Nursery visit (May 2016)

The Nursery environment is divided into several different areas with an abundance of resources to support both teacher-led and child-initiated learning.  For example there is a large display board showing dinosaurs; there are numerous resources for maths such as different types of counters; there is lots of kitchen equipment and the Leader told us that they had recently introduced real fruit for the older children.  The equipment is new and well cared for; a sensory tray had already been cleaned as it had contained ‘gloop’ for an activity that morning.

We looked at all the planning documents and questioned the Nursery Leader about specific points.  The Leader showed us resources and explained how the staff worked with groups and individual children in order to achieve the targets identified for them.

I was able to examine the Annual Action Plan, a Policy file and a file of monitoring activities.  The latter had been completed by the EHT, other Senior Leaders and Governors and action points were reviewed and confirmed complete in a follow-up visit.

Rising 5s are already being integrated into the Reception class to make the transition to school easier for them.


Autumn Term 2016

Pupil interviews

I recently observed pupil interviews in all age groups at both the St Thomas’ and Wyberton schools.  These interviews focused on behaviour and safety and the children’s responses were very pleasing both in their content and in the manner in which they were given.

All pupils were very definite about telling a teacher if they had a worry or a problem; they said they felt safe both in school and when out on trips.  The younger children talked about holding hands with a partner and not crossing the road until they were told to do so. 

Children spoke knowledgeably about keeping safe while using the internet including telling their parents what they were doing.  Children at Wyberton advised not using chat rooms and Facebook and said they would only use child-friendly sites. 

Pupils in all year groups were able to explain what bullying involved and how to deal with it.  Pupils in year 5 at St Thomas’ spoke at length about the various forms of bullying – emotional, physical and mental. 

They talked about pupil behaviour in their classes and one group spoke very proudly about their ‘Charter’.  They were all very clear about the need to behave well and about the consequences of poor behaviour; they gave examples of the loss of break time and having your name moved down the behaviour chart. 

KS1 children at St Thomas’ had some positive views about attendance: they said they must be at school so that they can learn and so that they can listen to the teachers; they said it was important to follow the rules. 

Children at Wyberton School said that good attendance would help them to get brighter and brighter and that when they were older, they would be able to get a decent job.  One pupil quoted his father saying “the harder you work when you are young, the less difficult it is when you are older”.  They talked about getting a well-paid job, a higher degree in university and a better start in life. 

The children in all year groups were very eager to contribute and able to articulate their thoughts well. They were very well-mannered and did not interrupt their peers but put up their hands to show they wanted to contribute to the discussion.