At Arbour House School we are committed to working as a multi-disciplinary team and a wider circle of support around each student. This involves all professions working together with families to deliver good outcomes for our pupils.
Our school consists of:
|Martina Goble||School Manager|
|Gemma Deadman||KS4/5 Teacher|
|Ruth Woodward||KS4/5 Teacher|
|Natasha Sibley||KS3 Teacher|
|Charlie Smith||KS1/2 Teacher & Thrive Practitioner|
|Lee Canham||Senior Teaching Assistant|
|Darren Harding||Teaching Assistant|
|Lydia Bryant-Harries||Senior Teaching Assistant & Thrive Practitioner|
|Allison McDonald||Teaching Assistant|
|Amy Evans||Teaching Assistant|
|Kathryn Smith||Teaching Assistant|
|Lee Symes||Maintenance Operative|
|Jo Simmons||Domestic Assistant|
Please find below information about the Educational Leadership team at Arbour House School.
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:
|Governor Name||Position||Lead Responsibility|
|Chief Operating Officer||School Strategic Plan
Chair of Governing Body
|Tom Arnold||Finance Director||Financial Performance
|Regional Director||Safeguarding Lead
|Headteacher||Teaching & Learning
|Martina Goble||School Manager||Clerk|
|Parent Governor||Pupil Wellbeing|
|Gemma Deadman||Staff Governor||Community Cohesion|
The Governing Body will receive termly reports and make decisions on:
• Health & Safety
• Strategic Plan
• Behaviour & Attendance
• Teaching & Learning
• Working with parents and community/business
The Governing Body will receive annual reports on:
• Pupil Progress
• Performance Management
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 School Governor
It is not the intention for Governors to be shadow the role of 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.
In law the governing body is a corporate body, which means:
All of our governors fulfil their duties in line with the seven principles of public life (the Nolan principles). These are:
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.