We are writing as a group of parents and carers to raise concerns about the direction of recent leadership decisions and their impact on the wellbeing, accessibility, and community character of our school.

Our concerns are not about individual personalities, but about the cumulative effect of changes since September on families, children, and the school’s long-standing culture.

Key areas of concern:

1. Reduced parental inclusion and access

• Long-standing community traditions (whole-school Christmas performance and Decoration Day) were initially cancelled without consultation.

• Parental presence in school life now feels more restricted and tightly controlled than in previous years.

• Several parents report feeling hesitant to approach leadership with questions or suggestions.

2. Exclusion of working families

• The removal of an evening Christmas performance limits access for full-time working parents.

• Changes to wraparound care have removed flexible or emergency use, creating difficulty for families with unpredictable work or travel situations.

3. Loss of flexibility in wraparound provision

• Short-notice and emergency sessions have been removed.

• Families are charged for full sessions regardless of actual time used.

• These changes reduce the safety net that many parents (especially single parents) relied upon.

4. Financial and safeguarding reasoning lacking transparency

• Decisions have been justified using financial sustainability and safeguarding language, but parents have not been provided with clear data or guidance explaining why previous safe, well-attended practices are no longer viable.

5. Erosion of school identity, continuity, and culture

• Traditions that have shaped the school’s warm, family-like character are being treated as optional or temporary.

• Communications have indicated a future shift toward alignment with another school, rather than preservation of Thurleigh’s unique community culture.

• An assistant headteacher who was widely associated with the school’s established ethos and community relationships left with very short notice, which has added to families’ sense of instability and loss of continuity.

• A long-standing tradition of whole-school assemblies as shared community experiences appears to have changed, with one early assembly reportedly led solely by the headteacher and focused primarily on behaviour and consequences. Parents raised concerns that this shift in tone felt different from the school’s previous emphasis on collective values, celebration, and belonging.

6. Atmosphere and communication

• Parents have observed a change from collaborative, open dialogue to more top-down communication.

• Some staff interactions suggest discomfort when parents raise concerns.

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We value this school deeply and want to work collaboratively. However, the current direction is causing distress and uncertainty among families. We are asking the governing body to give serious consideration to whether this leadership is the right fit for our school community. The concerns outlined above reflect a pattern of decisions that have diminished parental involvement, reduced flexibility for families, and dismantled traditions without clear justification or consultation. While we appreciate that probationary periods are intended to assess suitability, we believe the evidence gathered over recent months raises fundamental questions about alignment with our school’s values and community needs. We urge governors to prioritise the voices of parents, staff, and children in their decision-making, and to ensure that future leadership embodies the collaborative, inclusive, and community-centred ethos that has always been at the heart of Thurleigh Primary School.