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University of Chester Academies Trust

University Academy Northwich

Welcome to University Academy Northwich


An overview of governance for UCAT and all of it's academies can be found on the UCAT website.

Governors have three key roles;

  • Setting strategic direction
  • Ensuring accountability
  • Monitoring and evaluating school performance

All Governors are expected to demonstrate a high level of involvement and engagement within the Academy through regular attendance at meetings, events and through the use of ICT.


UCAT is a multi-academy trust (MAT) and its Board of Directors have overall control and are responsible for all UCAT Academies.

The Board have set up a structure that has tight lines of accountability through two main committees and Statement of Action Committees (SOACs) in each academy.

In addition there are Community Development Groups at each academy to ensure that important links with parents and the wider school community are maintained.

Statement of Action Committee (SOAC)

The SOAC, on behalf of UCAT Trustees, has the responsibility of improving the quality of provision so that the academy moves to ‘Good’ or better. The SOAC meets every three weeks and holds the Principal and senior leaders to account for student progress and achievement; ensures effective use of resources; ensures continuous improvement and maintains consistency of UCAT practices and procedures. 

Our Statement of Action Committee (SOAC)

Stephen Whatmore:  Chair of the Statement of Action Committee

Stephen Whatmore has been a National Leader of Governance (NLG) for over 4 years and in that time has completed over 25 deployments in a wide range of schools including primaries, secondaries, academies, special schools and independent schools. He is currently working closely with a number of MATs and SATs as well as being Chair of Governors at Bridgewater High School Academy which is a founder member of The Challenge Academy Trust where Stephen is both a Member and on the Trust Board.
He is a Fellow of the Institute of Chartered Accountants in England and Wales having qualified in 1976.

After a brief spell in private practice he then spent 35 years in a variety of industries mostly at board level. He is now retired, married and has two daughters.

Grazyna Dickerson

Grazyna is a very experienced man-manager with strong business and motivational skills gained in both the public and private sectors.

Grazyna firmly believes that education - its importance and limitless benefits should be afforded to each young person regardless of background, race or creed.  Her role in SOAC is to help enhance the educational experience of every student through challenging the senior management team and taking a particular interest in safeguarding issues within the academy.

Cath Green - Principal

Cath Green has been working in education for 23 years.  During that time Cath has not only held positions of responsibility but also was an AST and a Lead Practitioner for SSAT.  Cath started teaching at Chesterfield High School in Crosby and then moved to Ellesmere Port as an Assistant Principal.  In 2006 she joined the Academy as a Vice Principal responsible for Curriculum and Teaching and Learning.  In 2014 Cath was appointed as Principal at UCAN and has recently taken on the additional role of Interim Executive Principal for both UCEA and UCAN.

Cath is committed to making a difference to the life chances of all children and has a committed and professional team who support her relentlessly in order to realise the potential in every student.

Cath values highly the support of parents and carers and believes that this partnership is vital to the success of each and every student.  Cath is also keen to develop links with members of the local community in order to drive each academy forward.

Cath is married with 2 children of school age.


Community Development Group (CDG)

The CDG ensures that parental and community views are included in decision making and forms and maintains links with the wider school community.

The CDG meets termly to gather the views of the wider school community to provide the SOAC with a clear view of that community’s perspective; ensures that the Academy meets the needs of the community; uses the expertise within the community to support the development of the Academy; works closely with the SOAC to ensure that the community dimension is taken into consideration when planning for future improvements; reports progress on a regular basis to the SOAC ; and undertakes parent and wider community surveys to report back to the SOAC.