Category: Uncategorized

Serving our community through strong governance and oversight

Our Local Governing Body plays a vital role in helping Keyworth Primary and Crossdale Schools achieve high standards of education and well-being for every pupil. We are looking for thoughtful, committed individuals to join us and make a positive contribution to our work across both schools.

Governors are volunteers who help ensure that the schools are well led, well governed, and continuously improving. You do not run the school — that is the professional leadership’s responsibility — but you do help ensure it is working effectively and in the best interests of all learners.

You do not need to have children at either school, or any existing connection to the schools, to apply or to contribute effectively.

About the role

Governors operate as a committee of the Equals Trust Board of Directors under the Trust’s Scheme of Delegation. This means:

  • The Trust Board retains overall accountability in law and delegates specific governance responsibilities to the Local Governing Body.
  • Governors monitor and challenge performance within the delegated remit — including pupil outcomes, finance, policy compliance and stakeholder engagement — and report back to the Trust Board.

This is strategic oversight work, requiring curiosity, rigour and thoughtful judgement.

What governors do

As part of the Local Governing Body you will:

  • Attend governing body meetings (typically evening meetings twice per term)
  • Monitor progress against school improvement priorities
  • Review and evaluate performance information
  • Visit the schools to gather evidence about practices and outcomes
  • Report findings and contribute to collective decision-making
  • Ensure statutory duties and policies are being met

Governors are expected to read papers in advance and come prepared to ask questions and offer constructive challenge. Training, guidance and mentoring support are provided.

What the role is not

Being a Governor is not about involvement in the day-to-day running of the school, not a route for raising individual parental concerns, and not a means of influencing decisions for particular pupils or families.

Governors do not act as representatives for parents or staff and must not use the role to pursue personal issues or interests. Any concerns about individual children, staffing matters or operational decisions must be raised directly with school leaders through established school procedures, not through governance.

Applicants seeking the role in order to influence outcomes for their own child or to pursue personal interests should not apply.

What we are looking for now

Following a recent skills audit, we are particularly keen to hear from people who:

  • Can bring evaluative and assurance-based thinking, particularly when analysing data and performance information
  • Are able to help the board focus on impact, not just activity or process
  • Can work confidently within a Scheme of Delegation, understanding the respective roles of governors, leaders and the Trust Board
  • Have confidence in monitoring compliance and asking questions with clarity and sensitivity
  • Can help the board maintain strategic focus rather than drifting into operational detail

You do not need prior experience of school governance, but you do need the ability to think analytically, ask probing questions, and contribute to collective, evidence-led decision-making.

What governors get from the role

Many governors find the role rewarding because it:

  • Offers insight into how education leadership and strategy operate in practice
  • Makes a genuine difference to children’s learning and wellbeing
  • Supports strong accountability and community confidence in schools
  • Develops strategic thinking, analysis and governance skills

How to apply

If you would like to know more, please contact Mr Peter Cresswell (Executive Headteacher) for an informal conversation using contact@crossdale.notts.sch.uk or by calling 0115 974 8005. We can also arrange for you to speak with an existing governor about the role.

We recommend watching this short introduction to school governance:
https://www.youtube.com/watch?v=mRqJ_bFipHk

Safer Internet Day 2026 takes place on Tuesday 10 February.

This year’s theme is:

“Smart tech, safe choices – exploring the safe and responsible use of AI.”

What will children be learning in school?

During the week of Safer Internet Day, children across school will take part in assemblies and age-appropriate lessons focused on staying safe online.

Alongside familiar messages about scams and online trust, there will be a particular focus this year on artificial intelligence (AI) – technology that is increasingly part of children’s everyday digital lives.

This learning builds on our wider approach to online safety and digital citizenship, which is revisited regularly through PSHE, computing and safeguarding work across the year.

AI can be helpful and interesting, and many children already encounter it through games, apps and devices. At the same time, AI tools do not always give accurate information and are often designed for older users. Our focus is on helping children use technology thoughtfully, safely and always with the support of trusted adults.

You can find national guidance, activities and videos for families here:

👉 UK Safer Internet Centre – Safer Internet Day 2026

BBC Teach are also offering free live and on-demand lessons linked to this year’s theme:

👉 BBC Teach – Safer Internet Day 2026

What children will be learning in school

Across different year groups, children will be supported to understand that:

  • AI technologies are tools created by people, not humans themselves
  • Not everything generated by technology is true, accurate or appropriate
  • Personal information should always be kept private
  • It is important to stop, think and ask for help if something online feels confusing or worrying

Assemblies and lessons will reinforce clear, simple messages about making safe choices, checking information, and involving trusted adults.

If something online worries your child: Stop – Save – Report

  • Stop using the device or app straight away
  • Save what you can (for example, ask an adult to take a screenshot)
  • Report it to a trusted adult, and use in-app reporting tools where available

This is the same simple routine we will be practising in school, so children hear one consistent message at home and at school.

Top tips for parents and carers of children aged 3–7

Children in this age group are usually online with adult support. This is a great time to build positive habits.

  • Enjoy going online together
    Shared screen time allows you to guide choices, talk about what is happening, and notice anything that feels unclear or inappropriate.
  • Talk regularly about online experiences
    Help your child put words to what they see and hear online. Simple conversations now make it more likely they will speak up later if something worries them.
  • Use device settings and parental controls
    Check app permissions, disable in-app purchases where possible, and avoid saving payment details on devices children can access.
  • Explain that technology can get things wrong
    Talk about the difference between real and make-believe. Help children understand that some things online are guesses, stories or mistakes.
  • Reassure them they can always come to you
    Children should know they will be listened to calmly and supported if something online feels upsetting or confusing.

Top tips for children aged 7–11 (and their families)

As children become more independent online, they still need clear guidance and regular reminders.

  • Be alert to things that don’t feel right
    Messages, games or offers that seem too good to be true often are. Unexpected requests for information, passwords or money should always raise questions.
  • Use strong passwords
    Passwords should be hard to guess and never shared. A mix of words, numbers and symbols works well.
  • Think carefully about personal information
    Names, addresses, school details, passwords and photos should never be shared online without checking with a trusted adult first.
  • Be cautious when chatting or gaming online
    Not everyone online is who they say they are. Keep chats on safe topics and avoid moving conversations to private apps or platforms.
  • If someone asks you to move a chat to a different app or keep a secret, that’s a sign to stop and tell an adult.
  • Ask before buying or downloading
    Children should always check with a trusted adult before making purchases or installing new apps or tools, including AI-based ones.
  • Remember: being targeted is never your child’s fault
    Encourage children to speak to an adult if something goes wrong online. Asking for help is the right thing to do.

A shared responsibility

Technology is changing quickly, and no one expects children – or parents – to have all the answers. Safer Internet Day is about starting conversations, not finishing them.

By working together, we can help children enjoy the benefits of the online world while staying safe, confident and supported.

We encourage families to use Safer Internet Day as a starting point for regular, open conversations at home about online life, questions and worries. The UK Safer Internet Centre offers excellent, practical guidance for families of all ages.

Get Directions