Liskeard School and Community College is committed to safeguarding and promoting the welfare of children and young people, and expects all staff and volunteers to share this commitment.

Safeguarding and promoting the welfare of children’ is defined as:

  • Protecting children and young people from maltreatment
  • Preventing the impairment of their health or development
  • Ensuring that they are growing up in circumstances consistent with the provision of safe and effective care
  • Enabling them to have optimum life chances and enter adulthood successfully

The school has a Whole School Safeguarding Policy, and associated procedures in place to ensure that Safeguarding / Child Protection issues are dealt with efficiently and appropriately.

All staff, including our support staff, visitors, and volunteers are made aware of our procedures, and parents / carers are welcome to read the Child Protection and Safeguarding Policy.

We are committed to keeping children and young people safe against Radicalisation and Extremism and parents can view our Guide For Parents and Carers.

Sometimes we may need to share information and work in partnership with other agencies when there are concerns about a child’s welfare. We will always ensure that our concerns about our students are discussed with their parents/carers first, unless there is reason to believe that this is not in the student’s best interests.

If you have a concern about a child, particularly if you think s/he may be suffering or at risk of suffering harm, it is your responsibility to share the information promptly with:

Designated Safeguarding  Lead (DSL) and Designated Senior Person for Child Protection (DSP): Mr R Quaintance, 01579 342344 ext 127,

Designated Child Protection Officers
Ms T Newman, 01579 342344 ext 124,

Ms C Holroyd, 01579 342344 ext 151,

Designated Safeguarding Governor

Ms D Finch,



Liskeard School Hosts 'Be Stong Online Training!'

Recently Liskeard School and Community College hosted Be Strong Online Training, provided by the Diana Award. In total fifty-eight students from Liskeard, Callington, Poole and Looe Community College honed their understanding of e-safety issues and practised their skills of presenting to a large audience.

These students received a certificate and badge for completing the training to a high standard and will now be at the forefront of delivering e-safety messages in their schools.

Here at Liskeard our Be Strong Ambassadors are already planning a roadshow to deliver key messages to local feeder primary schools through a mixture of drama, role play and helpful leaflets.

Watch this space to find out more!







The Governing Body

There should be twenty governors in our Governing Body. These are made up of Staff Governors including the Head Teacher; Local Authority and Community Governors who are appointed; and Parent Governors who are elected by the parents.


The Role of a Governor

A Governor is essentially a “critical friend” of the school. Governors do not generally make school policy, though no major change to the nature of the school could be made without the consent of the Governing Body. Rather, they look at school policy and practice, can recommend modification or change, and monitor the work of the school. They also have many opportunities to show support or get involved.

The current legislation requires all Governors to have an enhanced Disclosure and Barring Service (DBS) check. The school will arrange this for you, and pay the fee, but you will be asked to do some form-filling and produce identity documents.



All Governors are volunteers; they have some legal obligations and it is hoped that they will also wish to show a supportive interest in many aspects of school life. The Governors meet once a term as a Full Governing Body (FGB). The FGB is divided into two committees, Teaching and Learning and Finance and Premises Resources. Each governor is on one of these committees and each committee meets twice a term. Governors are required to attend all these evening meetings, or send a reason and apology if they cannot. There will usually be paperwork, sent out in advance, which Governors are required to read.

Governors are also paired with a curriculum department or area of special activity. They are asked to form links with the teachers and take a supportive role.

Governors are encouraged to attend some of the school’s special events.

More experienced Governors are asked to join small working parties with specific responsibilities e.g. the Disciplinary Committee, Staff Appointments and the Policy Working Group. All of these groups have the input of a member of staff from the school’s Senior Leadership Team.

All the essential meetings are held in the evenings but it is helpful if Governors can occasionally attend during the day.



From time to time Governors are trusted with confidential information.


Training and Support

New Governors are paired with a more experienced one who will be their mentor. The Local Authority currently provides two separate free day courses for new Governors. The school arranges several training sessions for its governors, usually a few evenings and one Saturday during the year. All Governors are given a comprehensive Handbook.

To sum up: Governors give their time for free, have significant responsibilities, have to do quite a lot of reading – but most of all do a very important and rewarding job for the school.

Kind Regards,

Davina Finch


c/o Liskeard School & Community College
PL14 3EA


Helen Arnold

Helen Arnold governor

Governor category: Co-opted

Term of office: Ends June 2021

Committees serving on: Pupil Disciplinary

Positions of responsibility: Staff Confidential Reporting, Development Governor, CiC, CP, CR, SEN,PP

Any related business/pecuniary interest: None

Any other related information: None

Personal statement: I am self-employed so have the flexibility of time to be able to juggle work with governor business and meetings. I offer commitment and am 100% behind the ethos of the school. I have always wanted to help, in any way possible, the schools my children have attended. I want every child to be able to have a good education.


Jenny Brown

Governor category: Staff

Term of office: October 2020

Committees serving on: Audit

Positions of responsibility

Any related business/pecuniary interest: None

Any other related information: None

Personal statement:


Dereen Carnegie Rance

Dereen Carnegie Rance

Governor category: Co-opted

Term of office: Ends September 2018

Committees serving on

Positions of responsibility

Any related business/pecuniary interest: None

Any other related information: None

Personal statement: I have been a volunteer at TicTac, on the school site, since helping start the charity 17 years ago. My background is in nursing until 1987 when I went on to study Child Psychology and train as a Children and Adolescent Counsellor. My entire career is given to helping our young people through what can be a very difficult time in our world, helping with the challenges they face and seeing the world through their eyes.


Katie Conway

Kate-ConwayGovernor category: Co-opted

Term of office: Ends September 2019

Committees serving on: Pay

Positions of responsibility:

Any related business/pecuniary interest: Has a child at Liskeard School

Any other related information: None

Personal statement: I am a keen sewer and gardener and enjoy cooking of all kinds. I have a strong love of dogs, especially spaniels.


Davina Finch

Davina Finch governor

Governor category: Foundation

Term of office: Ends August 2021

Committees serving on: Audit

Positions of responsibility: Chair of Governors, CiC, CP

Any related business/pecuniary interest: Related to two members of the school staff (Clare Keast and Rachel Harris)

Any other related information: None

Personal statement: I am a former student of Liskeard School, as was my daughter. I am passionate about giving something back to the school. Being a governor takes a lot of time and commitment, but we work closely together to form strong relationships with the whole school staff. I thoroughly enjoy working with Alex and the staff and would like to think we make a difference to the students that attend the school.


Mark Graham

Mark Graham governor

Governor category: Parent Governor

Term of office: October 2020

Committees serving on: Premises committee, Link Governor for science, technology and IT

Positions of responsibility

Any related business/pecuniary interest: Managing Director of Powerquip Ltd

Any other related information: None

Personal statement: I am the Managing Director of a Powerquip Ltd, a local garden machinery and power tool business, however I have a strong foundation in science having spent 10 years as a senior manager in the chemical industry. I feel strongly that individuals in society have a key part to play in strengthening society and am fully committed to the role as school governor. I endeavour to support the school in whatever way I can be of assistance as the locality of my business allows me to be on hand at short notice. The partnership between parent, school and pupil is fundamental and with two boys in the latter years of school I am extremely grateful to the school for what they have given to my children and this is my way of giving back to the school in gratitude.


Trudi Hocking

Trudi HockingGovernor category: Staff

Term of office: October 2020

Committees serving on: Curriculum and Learning

Positions of responsibility

Any related business/pecuniary interest: Related to Sally Kendall

Any other related information: None

Personal statement:


Alex Lingard

Alex-Lingard-Head-TeacherGovernor category: Staff

Term of office: Ex officio

Committees serving on: Pay and Personnel (Adviser)

Positions of responsibility: Head Teacher

Any related business/pecuniary interest: None

Any other related information: None

Personal statement: As Headteacher of the school I believe it is important to also be a governor. I am ambitious for the school and will do everything I can to ensure we provide the best for every child.

I have a young family and enjoy any spare time I get with them enjoying the beautiful county in which we live.


Mark Wigley

Mark Wigley governor

Governor category: Co-opted

Term of office: Ends September 2021

Committees serving on: Policy Working Group, Audit

Positions of responsibility: Lead of Policy Working Group, Staff Confidential Reporting                              

Any related business/pecuniary interest: None

Any other related information: None

Personal statement: I am a Development Management Officer (planning officer) working for Cornwall Council. I have a long line of interests including the railway, sport (especially rugby and cricket), the great outdoors and photography.


Ian Williams

Ian Williams governor

Governor category: Co-opted

Term of office: Ends July 2018

Committees serving on: Pay and Personnel

Positions of responsibility: Vice Chair of Governors, Numeracy

Any related business/pecuniary interest: None

Any other related information: None

Personal statement:


David Young 

David Young governor

Governor category: Parent Governor

Term of office: Ends May 2021

Committees serving on: Pay and Personnel

Positions of responsibility: Health and Safety

Any related business/pecuniary interest: None

Any other related information: None

Personal statement:



There are many opportunities for parents to find out about how well their son or daughter is progressing and about the ways in which they can support their child’s learning. These include parents' evenings and  termly Progress Reports, but we also actively encourage parents to directly contact individual teachers for further information and guidance (see staff contacts).
A typical reporting cycle for Year 7 is as follows:
October - Parents’ evening with personal tutor
December - Progress Check 1 sent home
February - Progress Check 2 sent home
March - Parents’ evening with subject teachers - teachers or tutors may request to see you or you can request to see a particular teacher
June - Progress Check 3 sent home

Monitoring and Reporting Progress

Grading System

From September 2015, the Government introduced a new grading system for GCSEs. Liskeard School and Community College use this new grading system for all years from this time (except for the students in Years 10 and 11, who are completing the legacy GCSEs). The new grading system is based on a number system from 0 to 9. We have broken these numbered grades into three parts to make our own assessment and reporting more accurate and precise as follows:

.2 = just into a grade

.5 = secure and solidly working at this grade

.8 = showing elements of the grade above

This new system is not exactly equivalent to previous systems but the below table outlines the approximate equivalency:

Click here for the grading system 


Target Setting

All students in Years 7 to 11 are set targets in each of their subjects. These targets are ambitious but achievable and are generated for each student based on students’ scores in the national tests at the end of Year 6 in English and maths. The targets are designed to enable students to make good progress in their learning and achievement over their five years at secondary school. The chart below shows broadly how this is calculated. Where students make even better progress than their target along the way, teachers will raise their targets to enable them to continue to aim high and achieve their full potential. In Years 7 to 9, these progress targets will be broken down into yearly targets. In Years 10 and 11, students will be given a target for the end of the Key Stage – for their GCSEs at the end of year 11.



Reporting Progress to Parents

Throughout the year, teachers submit assessment data on each student. This data is reported back to parents through Progress Checks. Every student will receive three Progress Checks every academic year. In addition to these reports, each year group has their own Parents’ Evening where parents are invited into school to meet with their child’s subject teachers to discuss their progress. The dates of the parents’ evenings and when Progress Checks will be published can be found on the school’s calendar.

The Progress Checks show students’ current and forecast (predicted) grades against their target grades. The forecast grade will be coloured to highlight progress and a next step target will summarise the key knowledge and/or skill that needs to be mastered in order to enable that student to progress to the next grade.

Students’ attitudes to their learning is also reported on every Progress Check. Teachers score students on a scale of 1 to 4 on their application and organisation as follows:



Attitude to Learning



Exceptional, positive approach to lessons. Determined to learn and pushes him or herself to achieve to best of ability. Completed homework shows high levels of independence and motivation. Keen to learn at all times.


Arrives on time to lessons and ready to learn. Fully equipped for lessons. Always meets homework deadlines.



Attitude to Learning



Attentive and ready to learn. Work is normally completed to a high standard. Completed homework shows commitment and some independent skills. Mostly keen to learn.


Nearly always on time to lessons and ready. Almost always has correct equipment. Nearly always meets homework deadlines.



Attitude to Learning



Attentive when prompted. Work is completed to a reasonable standard. Completed homework shows minimal effort and there is a need for more effort. Prepared to learn.


Usually on time to lessons. Normally has most equipment. Meets homework deadlines often but not on occasion.



Attitude to Learning



Direct requests for attentiveness often required. Work is sometimes completed to a low personal standard. Homework reflects some lack of commitment and self-motivation. Too frequently made to learn.


Late to lessons on occasion. Personal organisation of equipment and books may be a concern. Homework often not completed on time.



Attitude to Learning

 Serious Concern 


Satisfactory levels of commitment and motivation are rarely evident. Work is often incomplete or of a low personal standard. Sees learning as something forced upon them. Refuses to learn at times.


Frequent lateness affects themselves and others. Personal organisation of equipment and books affects learning. Homework rarely or never completed on time.


An example of a student report is shown below:




Notice: Challenge Week payments should now be completed – if you have any outstanding payments to be made, could they please be made immediately.

Notice: The Duke of Edinburgh practice expedition payment is now available online or you can call the Finance Office to pay with a credit card. Please call the Finance Office on 01579 325712 if you have any questions.

Please note: We now take card payments over the phone on 01579  325718. 

Upcoming Events

28.05.2018 - 01.06.2018
Half Term
Year 7 Exams
Year 8 Exams

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Head Teacher: Mr Alex Lingard

Liskeard School & Community College
PL14 3EA

How to find us

Tel: +44(0)1579 342344

School Attendance Line (24 hours): +44(0)1579 325730

Fax: +44(0)1579 343350




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