Wardle Trust

Corporate and Governance Information

These documents represent the Memorandum and Articles of Association, Trust Annual Financial Report (incorporating the Annual Accounts and Director information) & Funding Agreements. The current documentation is in our original name of the Wardle Academy Trust. Our new Certificate of Incorporation as the Watergrove Trust is attached. Click the links below to view each document:

Certificate of Incorporation as the Watergrove Trust

Memorandum of Association

Wardle Multi Academies Trust Articles of Association

Supplemental Funding Agreement for Kentmere Academy

Supplemental Funding Agreement for Wardle Academy

Supplemental Funding Agreement for Matthew Moss High School

Supplemental Funding Agreement for St Andrew’s C.E. Primary School and Nursery

Supplemental Funding Agreement for St James’ CofE Primary School

Master Funding Agreement

Wardle Funding Agreement

Wardle Academy Trust Annual Financial Report 2017

Wardle Academy Trust Annual Financial Report 2018
Watergrove Trust Financial Statements 2019

Gender Pay Gap Report 2018

Governance Structure

*Local Governing Body of each school

The governance of the Trust operates at three levels, members, trustees and governors.  The key strategic decisions and governance responsibility for the Trust lay with trustees who, in term, choose to delegate most decision-making to school governors who sit on individual academy committees.  The Scheme of Delegation outlines those responsibilities in greater detail.

The Trust is a ‘mixed multi-academy trust’, consisting of faith and non-faith schools.  As such 25%-40% of the members and trustees are corporate diocesan representatives. 


The members perform a limited but vital role.  They are the ‘guardians of the trust’. They ensure that the academy trust’s charitable objective, (i.e. – ‘advancing education for the public benefit’ - is being met.  Also, as a trust with a part religious character, the charitable purpose also includes upholding or advancing the faith within our Church of England primary schools. 

Essentially, they are the check on trustees who have the responsibility to ensure that the pupils in the trust are making expected progress and that the trust is spending public money wisely. 


The trustees are those people responsible for the carrying out of the business of the charity/Trust, i.e. the running of the academies, though management responsibility is delegated to a small central team led by the Chief Executive Officer, the academy committees (local governing bodies) of each school and the head teachers of those schools.

Trustees (also known as Directors) are expected to have the skills, knowledge and experience to effectively oversee the work of the Chief Executive, academy committees, academy headteachers and other senior staff.

Trustees monitor a Board approved Three Year Strategic Business Plan prepared on their behalf by the Chief Executive Officer using a range of Key Performance Indicators to monitor Trust performance.

Whilst the Board delegates some duties to officers and academy committees, overall responsibility remains with them. Therefore, the Board of Trustees and trust officers need to remain largely independent of the academy committees if they are to hold the individual academies to account.

If you would like to know more information or contact our Trustees, please email info@wardletrust.co.uk.

Updates to trustees and members

Scheme of delegation

Trustee attendance 2018 - 2019

Trustee attendance 2019 - 2020


Governors are members of individual school academy committees (local governing bodies).  Their responsibilities are also outlined in the Scheme of Delegation.

The primary function of school governors is to support the Board in ensuring that their academy is accountable for educational performance, financial performance, the maintenance and delivery of a broad and balanced curriculum, the pastoral care and support of its students and for engagement within the community.  The committees also have an advisory role.  As the Board undertakes centralised educational and financial performance monitoring, the academy committees are able to focus upon teaching, learning and pastoral issues. Governors are expected to be knowledgeable on these issues holding headteachers to account and directing early interventions where necessary.

New members of governance at all levels receive induction and are encouraged to participate in training to enhance their effectiveness.

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