Arthur Terry Learning Partnership

The Arthur Terry Learning Partnership has appointed local governing bodies on a trust-wide basis which support the Trust Board in achieving appropriate oversight of schools on an individual and collective basis.

In late 2021, The Arthur Terry Learning Partnership concluded a review of its governance practice and structures across the Partnership and its individual schools.  The primary focus on improving information flows as the ATLP grows and clearly defining the role of local school governance, which up to this point has been provided through Local Governing Bodies.  As the governance needs have changed over the last five years, particularly due to impact of the pandemic and the ongoing centralisation of many functions previously managed by individual schools, the Trust Board’s objective was to find a new way to maintain strong, meaningful links with ATLP schools and their communities.  The new governance structure to be adopted in the 2022-23 Academic year supports this ethos with the introduction of the Governance and Consultation Network alongside the introduction of local School Advocates, whom will provide specialist and targeted support in an advisory capacity to their school/group of schools and the Trust as a whole.

Each ATLP school is supported by four individuals, each of whom will provide advice and assistance in one of the specific areas listed below. 

  • Safeguarding
  • Vulnerable Children
  • Community 
  • Support and Challenge

WCA has appointed the following Advocates:

  • Mr M Slevin – Safeguarding Advocate
  • Mrs K Morris – Vulnerable Children Advocate
  • Ms M Palmer – Community Advocate
  • Mrs J Jones – Support and Challenge Advocate

The introduction of the advocate roles and their associated trust-wide committees will replace the historic local school governor role and local governing bodies, and place a renewed emphasis on collective improvement and excellence across our family of schools.  Through introducing specific responsibilities and remits for each advocate role, and as a result of advocates liaising with both their local school and their skillset peers in advocate committees; local schools and ATLP as a whole will benefit from increased communication opportunities between the Board and local levels to improve informed decision-making processes.