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Team & Governance

Our Team

At Arbour House School we are committed to working as a multi-disciplinary team. This involves all professions working together to deliver good outcomes for our pupils.

Our school consists of:

  • Qualified Teachers
  • Behaviour Practitioner
  • We also work closely with our Allied Health Professionals, e.g. Occupational Therapist and Speech and Language Therapists
  • Local Authority e.g. SEND Team
Our Team Role
Julie Perks Headteacher
Martina Goble School Manager
Gemma Deadman Teacher
Ruth Woodward Teacher
Natasha Sibley Teacher
Donna Rance Principle Teaching Assistant
Darren Harding Teaching Assistant
Ross Walker Teaching Assistant
Lee Canham Teaching Assistant
Allison McDonald Teaching Assistant
Beth Wills Teaching Assistant
Amy Evans Teaching Assistant
Lydia Bryant-Harries Teaching Assistant
Kathryn Smith Teaching Assistant
Jo Simmons Domestic Assistant

Please find below information about the Educational Leadership team at Arbour House School.

Governance Structure

We recognise that understanding and designing the structures through which governance takes place is vital to avoid unclear and overlapping responsibilities that can lead to dysfunctional or ineffective governance arrangements. The following outlines Arbour House School structure:

Name of Governor Position Lead Responsibility
Nicki Stadames

 

Chief Operating Officer School Strategic Plan

H&S

John Farragher

 

Executive Chairman Property
Tom Arnold Finance Director Financial Performance

 

Lisa Alcorn Director of Operations Chair of Governing Body

Strategic Plan (Deputy)

Safeguarding Lead

Bettina Jeppesen

 

Regional Director Pupil Progress/Attendance

Deputy Safeguarding Lead

Julie Perks

 

Headteacher Teaching & Learning

Educational Standards

SEND

Martina Goble School Manager/Staff Governor Human Resources/E&D

Clerk

Vacancy

 

Parent Governor Pupil Wellbeing
Vacancy

 

Community Governor Community Cohesion
Governing Body will receive termly reports and make decisions on:

Health & Safety

Safeguarding

Strategic Plan

Behaviour & Attendance

Teaching & Learning

Achievement

Working with parents and community/business

Personnel

Note: Lead governors will provide their termly engagement report on their delegated lead responsibility and forward to the Clerk one week before the governing body meet.

The Governing Body will receive annual reports on:

Budget

Pupil Progress

Performance Management

SEF

Note: The governing body will review the School Strategic Plan on an annual basis and make this available to all stakeholders.

Role of a Arbour House Governor

It is not the intention for Governors to be shadow professionals. No amount of training could equip governors with the skills and knowledge of the many professional disciplines – finance, personnel, curriculum, management etc, which the role of the governor could encompass.  Governors have themselves identified the skills and qualities necessary to enable them to work as an effective team as follows:

In law the governing body is a corporate body, which means:

  • No governor can act on her/his own without proper authority from the full governing body;
  • All governors carry equal responsibility for decisions made, and
  • Although appointed through different routes (i.e. parents, staff etc), the overriding concern of all governors has to be the welfare of the school as a whole.The principles and personal attributes that individual governors bring to the board are as important as their skills and knowledge. These qualities enable governors to use their skills and knowledge to function well as part of a team and make an active contribution to effective governance.
  • All of our governors fulfil their duties in line with the seven principles of public life (the Nolan principles). These are:
  • Selflessness
  • Integrity
  • Objectivity
  • Accountability
  • Openness
  • Honesty
  • Leadership

We accept that we have no legal authority to act individually, except when the governing body has given us delegated authority to do so, and therefore we will only speak on behalf of the governing body when we have been specifically authorised to do so.

We have a duty to act fairly and without prejudice, and in so far as we have responsibility for staff, we will fulfil all that is expected of a good employer.

We will encourage open government and will act appropriately.

We accept collective responsibility for all decisions made by the governing body or its delegated agents. This means that we will not speak against majority decisions outside the governing body meeting.

We will consider carefully how our decisions may affect the community and other schools.

We will always be mindful of our responsibility to maintain and develop the ethos and reputation of our school. Our actions within the school and the local community will reflect this.

In making or responding to criticism or complaints affecting the school we will follow the procedures established by the governing body.

Governance Structure

We recognise that understanding and designing the structures through which governance takes place is vital to avoid unclear and overlapping responsibilities that can lead to dysfunctional or ineffective governance arrangements. The following outlines Arbour House School structure:

Pupil Premium

What is Pupil Premium?
The Pupil Premium was introduced in April 2011 and is allocated to schools to work with pupils who have been registered for free school meals at any point in the last six years (known as ‘Ever 6 FSM’), children of service personnel and children who have been looked after continuously for more than six months. Local authorities are responsible for looked after children and make payments to schools and academies where an eligible looked after child is on roll. Schools decide how to use the funding, as they are best placed to assess what additional provision their pupils need.

Context
Arbour House is currently registering with the Department of Education as an independent special school for children and young people with autism, moderate to severe learning difficulties and complex needs.

All of the students experience significant difficulties in communication and social interaction. Rigid, inflexible thought processes can create anxieties about the world around them. They require a high level of specialist educational and therapeutic support to achieve as independent a life as possible.

Our Approach to Pupil Premium
At Arbour House School we will be committed supporting students who are eligible for Pupil Premium by identifying each of the student’s individual need and using the pupil premium to fund items and activities to meet these needs.

Our aim is to identify the individual needs of the students who qualify for Pupil Premium and to support their development through IT, accessing the community and individualised therapy programs.

For more information on the Pupil Premium, please visit the Department of Education website here.

 

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