The Board of Leigh Academies Trust has a range of powers and responsibilities that it is legally required to carry out, working in a close, balanced partnership with the Chief Executive and Academy Principals, to ensure that each Academy provides the best possible education for all its students.
Detailed, cross-cutting work is carried out by three central Committees – Standards, Resources and Audit – which report to the full Trust Board.
Molehill Primary Academy also has its local Development Group, which monitors the Academy’s work and progress closely. Any issues requiring decision are brought to the attention of the Maidstone Primary Academies Board, which is responsible for the governance of the four primary academies in the Maidstone cluster: Molehill, Oaks, Tree Tops and Langley Park Primary Academies. In particular, it performs the following statutory functions:
Ensuring clarity of vision, ethos and strategic direction;
Holding executive leaders to account for the educational performance of the organisation and its pupils, and the performance management of staff; and
Overseeing the financial performance of the organisation and making sure its money is well spent.
The Chair of Molehill Primary Academy Development Group also sits on the Maidstone Primary Academies Board to ensure effective, coherent governance across the local cluster of academies as a whole.
Further Information About Governance
The following links will take you to further information regarding the Academy’s governance arrangements:
If you have any queries concerning governance at the Trust or its Academies, please contact us by email at the following address: email@example.com.
What People Say
Daci is learning really well. I love the fact that the children are pushed to their full potential.
It was very nice to be able to view Oliver’s work and see how he is progressing. Thank you for the opportunity.
“My child really enjoyed this Play and Stay and so did I as a parent. Nothing to improve – really pleased!”
Yr R Parent
Thanks for inviting me to do a story session with your school. I found the whole experience very rewarding as both children, and teachers were open to engage with me, and participated in listening to the stories, dressing up, singing and dancing.
Genny Jones (Confidence Queen)
“The behaviour of the Year 5 children was a credit to the school when we were out on the road.”
Mick Jeffries, Invicta Cycle Training
At the end of every lesson I know a bit more than before.