Illuminate Minds Trust Governing Body consists of Members, Trustees and Local Governors as outlined within the Academy Trust Handbook.

The Scheme of Delegation outlines the remit of the Members, Trustees and Local Governors.

Meetings take place at the following frequencies:-

• Governing Body Members meet annually
• Trustees and Audit Committee meet termly
• Local Governing Bodies meet termly

                                                       Fairford LAC

Chair - Mr D Clements

I’ve been associated with Fairford Academy Barnehurst for over seventy years!  I was one of the first pupils when the school opened in the early nineteen fifties.  Also our three children went to Pelham Primary, our Trust partner, so I have associations with both schools.

I became a parent governor while our boys were at Pelham Primary.  I did so to show an interest in the school and the education of our boys.  Since that time my aim has always been the welfare and success of both adults and children.  When Fairford Academy became part of the Trust in 2015 I became a governor at the school. 

I was a secondary school teacher for forty years, teaching Maths and ICT.  After I retired, I became involved for a time in one-to-one and small group tuition at Pelham and Fairford, mainly teaching Maths.  I later took on the role of chair of governors. I try to get involved with all aspects of school life, and try to attend events when possible.

In my spare time I pursue my interests of photography and listening to music.

Vice Chair - Mr P Haworth

Having been a part of the school community for the past eight years, I have seen the importance of the school developing a nurturing and safe environment, and seen firsthand how that enables children to flourish in finding their own talents.

For the past twenty years I have worked as a broadcast engineer; being involved in a variety of roles for various news agencies, ensuring effective delivery of content, developing skills to communicate effectively and an understanding of different genres of media. My role has increasingly become more IT based, which - especially over the Covid lockdown period - has heightened my awareness of the importance of children developing digital literacy skill, a secure knowledge of online safety and a need for a greater understanding of coding and networking in their day to day lives.

With my current role with News engineering in Westminster, I’ve seen how important it is that students obtain as rounded education as possible and are able to independently find out information for themselves to make their opinions with.
I am particularly keen to ensure that all children are safeguarded well and can fulfil their full potential whatever their background, special educational needs or disabilities.

Mr S McFarlane

I am a Cognitive-Behavioural Therapist, and the Director of a therapy clinic in the City of London. I have a long history of working within the NHS, and also of  volunteering within South London. 

Having grown up within inner-city London I have seen first hand the importance of having a good educational grounding and the need for having good visible role models. 

As I am able to give something back to the local community, the role of school governor, represents an opportunity to support organisations with the same ethos of growth, support and excellence. 

Mrs B Farinre

My name is Bamidele Farinre, and I am a Chartered Scientist and Scrum Master specialising in Agile project management. I am dedicated to patient safety, governance, and quality within the healthcare sector, striving to enhance lives through robust health and safety practices. In addition to my professional roles, I actively mentor young scientists and advocate for diversity and inclusion as an ambassador for several STEM initiatives. My journey, which began with overcoming significant academic setbacks and a lack of role models, has fuelled my passion for mentoring and advocacy.

As a school governor with Illuminate Minds Trust, I am committed to fostering an inclusive and supportive educational environment. I became a governor to leverage my experience and insights to help shape educational policies and practices that empower all students, particularly those from underrepresented backgrounds, ensuring they have the guidance and opportunities needed to succeed. My involvement in this role is also driven by my deep commitment to giving back to the community, providing young people with the mentorship and resources I wish I had during my own educational journey.

Mr W Chipchase 

My names Will, I am an extremely proud dad whose daughter attends Fairford Academy. This year has been the first year of her school journey and It’s been amazing to see her grow and thrive. About me, I’m a keen sports fan whose passion is in both Rugby and Football. I love a round of golf when I get time too. For work, I am a director in my family business. We supply and install home improvements such as windows, doors and conservatories. The reason I became a governor was to embrace this opportunity to support my daughter’s school and give ideas on ways to improve everyday school life. 

Staff - Mr S Bindra 

I have been working in schools for the past 5 years. I joined Fairford in 2022 where I taught Year 3 and then Year 6 after that. I know that consistency and routines are fundamental to the success of students. I ensure that I embed routines within my practice daily so the students can make progress. Similarly, I wanted to become a governor so I could question and ensure that the school is consistent in their approach when implementing different policies. Furthermore, I also want to make sure that the school has routines which are conducive to the welfare and progress of all stakeholders too. My first school, where I worked for three years, was rated 'Outstanding,' so I know what 'Outstanding' practice looks like. Therefore, I feel that I have a good grounding when both questioning and suggesting different methods the school could use. 

Head Teacher - Ex Officio - Mr S Robinson