Bev Ridyard became a Governor because she wished to contribute more society and utilise the skills and experience she has gained for the benefit of the school community. She believes that she brings a different dimension to the committees, as her education ‘lens’ offers a different perspective to other Governors, as her career experience is from a different sector. Bev’s background is predominately in Sales and Marketing for many UK corporate companies, these include Manchester Airport, Bupa and Halifax. As such, her core strength lies in her contrasting work and life experiences to other Governors and the Trust members. As Chair, Bev understands her role is to make sure that as a team, the Governing Body has a complimentary range of skills and experiences to ensure that they are able to support the School effectively. She also feels that the culture of meetings and communications is such that they must remain progressive and provide that support and challenge to the school, as well as supporting each other in their roles.
Having spent his professional career in public sector service David Clifford sees his role as a Governor as an opportunity to continue this service utilising the skills and experience he gained throughout his working life. David has 38 years of experience within the state education sector in a variety of roles, including 10 years as Headteacher of a large multi-cultural secondary school and 10 years as Leadership and Management Coach. For a number of years, David has served as facilitator and on-line tutor for the National Professional Qualification for Middle Leaders (NPQML) and National Professional Qualification for Senior Leaders (NPQSL). This breadth of experience has given him skills and attributes which he hopes to utilise. These include those associated with the leadership of a large organisation, strategic and financial planning, personnel and human resource development and the inter-personal skills necessary to facilitate a positive team ethos.
Frank Patterson has spent much of his 34 year professional career as a solicitor acting on behalf of those, many of them children, whose lives have been affected by neurological injury. Although legal service is invaluable to these children, their families and their futures, Frank wanted to contribute more directly and in a more collaborative, less combative way. He was aware of, and admired, the work that Piper Hill do and wanted to offer his assistance to their effort. Frank is used to public speaking, in the form of lectures to the legal profession and to local universities. He also has experience of dealing with the media, press, radio and television. He has, in his legal practice and career, worked with large teams of medical, legal and educational professionals, and again, he hopes that his experience has taught him the necessary skills and given him the appropriate aptitude for working as part of an effective team structure. Frank hopes to support the School in its work and provide, where appropriate, an objective analysis of decisions and decision making.
Maggie Moran has been committed to being a governor at Piper Hill for many years. She has worked in education for most of her career, in both special schools and mainstream schools supporting students with SEN. Maggie was Deputy Head at Piper Hill for 10 years, when it was an all age school. Her experience in education and at MENCAP enables her to have a good understanding of the issues involved in running a school and she is able to contribute to discussions, ask relevant questions, support the many initiatives that Piper Hill successfully develops and also assist in various tasks, when required. Maggie has found the change to Academy status very interesting and stimulating, as there are so many positive initiatives taking place that are benefiting the students at Piper Hill. Through regularly visiting the school, both formally and informally, Maggie is able to observe and feedback on the day to day excellent learning environment that the students have access to and occasionally put the school in touch with funding opportunities/projects that may be of interest to them.
Emma became a governor and is Vice Chair at Piper Hill High School in 2016 and she also works in a Wythenshawe school and fully understands how robust governance impacts on student outcomes. Emma is passionate that all students whatever their background, ability or learning needs achieve their true potential. As Vice Principal of Teaching and Learning, Emma led with the Principal, the transformation in teaching at Manchester Enterprise Academy. Processes and support for Initial teacher training was graded ‘Outstanding’ by Manchester University in its first year and in January 2017, the University of Manchester awarded MEA ‘Outstanding Established Partnership School’ in recognition of the quality of the Initial Teacher Training programme. As a leader that works in Wythenshawe Emma feels that her knowledge of the local community brings additional knowledge and understanding to the governing body, as a lead of teaching and leading she has a secure understanding of how the quality of teaching impacts upon student outcomes. By nature, she is a creative thinker and hopes that ideas and questions raised, supports the school to continue to develop beyond outstanding. Emma wants to support and challenge practice at Piper Hill so that it continues to provide an outstanding education for all.