Stantonbury International School is within the Griffin Schools Trust. The Griffin Schools Trust is a family of primary and secondary schools in the Midlands and the South East of England. We are committed to providing an outstanding education for all students, whatever their starting points, backgrounds and needs.
Trust Heads lead communities focused on finding and nurturing talents so that students enjoy personal fulfilment as well as achieving their best in the classroom. Trust schools educate world citizens, preparing them to make a difference wherever their futures may take them and offer staff a wide stage to use their talents and grow their careers across and beyond GST.
Governance is a key element of the leadership and management of the Trust itself and of the schools individually and collectively. We take it very seriously indeed.
The Trust (itself accountable to DfE) is the ultimate body to whom schools are directly accountable and it delegates autonomy to each Local Governing Body (LGB) or Improvement Board (IB) according to the Scheme of Delegation. The more successful a school is in serving all its pupils, (measured by outcomes, pupil engagement in school life and the richness of the experiences offered to them), the more autonomous its LGB.
The Trust Board is made up of experts in the UK and international education as well as public and private sector leadership, so that the quality of its not for profit business management is supported and challenged at the same time as its core purpose of improving education and life opportunities for all pupils.
The Board is strengthened in its connection to and relationship with schools by the fact that a number of Chairs of LGBs serve two-year terms on the Trust Board.
Serving as a governor in a GST school requires a commitment to the seven principles of public life and to a code of conduct which puts the school and its pupils at the centre. GST governors meet formally every thirteen weeks (i.e once every school term) and much of the real work is done between these meetings, through Working Groups and individual contributions to the school’s life according to each governor’s skills and the needs of the school.
The role is very different from that of a governor in a Local Authority school, recognising that the Head is the school’s Chief Executive and the Board is there to advise, support and challenge through appropriate channels and to show the impact that governance is having on the school’s progress. As in the world of non-executive directors, GST governors are expected to bring their skills to bear and to work in co-operation and collaboration with the staff team, the whole Local Governing Body/Improvement Board and the Trust to bring about rapid and lasting improvement for the pupils they serve. Schools are treated equally and equitably and there are no hidden agendas. In practical terms governors usually meet less frequently with the Head, have fewer committees serviced by the school and more Working Groups run by the LGB itself according to their own and the school’s Development Plans.
The Trust is responsible for the quality, performance management and professional development of the Heads and all governors, though the LGB’s/SIB’s work has a vital role to play in highlighting and evidencing the impact that the Head and governors are making through their termly meetings, at which they discuss in detail the Head’s updated School Self-Evaluation and reports from LGB Working Groups. Through these and their work in and for the school, governors come to know well the school community and its performance, able to talk about it confidently and accurately to the Trust, to Ofsted, to parents and to interested local groups.
We very much appreciate the work that governors do and the part they play in the success of the schools they serve and indeed of the Trust, as one of only twenty-four sponsors in England responsible for more than ten schools. We hope that governors find reward in the impact they make on young lives, the friendships they form as part of their service and their individual experience of the living reality of the GST motto: Proud Traditions Wide Horizons High Achievement.
The Stantonbury Improvement Board is:
Ange Tyler – Chair
Ange has worked as a consultant for DfE and local authorities on a variety of change management, leadership support and school improvement projects. She has transformed the quality of provision and standards in a number of challenging schools. As Executive Head of a London boys secondary school and an inner city primary school, she led both in transition to an academy on behalf of the DfE or the sponsor, securing leadership for the new academies and standards for the students in the predecessor schools. Ange has developed, articulated and driven a sophisticated school improvement model, proven since 2004 in a range of schools. She is a founding member of the Griffin Schools Trust.
A founder and first Joint CEO of the Griffin Schools Trust, Liz has spent more than twenty-five years in school and system improvement in the UK and overseas. She has held leadership positions in independent, international and maintained schools, experiencing the full spectrum of challenges and opportunities encountered by children and the adults who work with them. As well as serving as Head and Executive Head of four schools, Liz has experience at a senior level in local authorities, leading school improvement and advisory services. Before establishing the Griffin Schools Trust she grew a successful consultancy business with a range of clients including DfE and Local Authorities. The drive in whatever she does is to focus system leaders on social equality.
Michelle Newman – Head
Michelle has been in education for 14 years within a range of roles in secondary and through school settings from deprived inner-city boroughs to international schools in China. Michelle’s roles have included Head of English, Vice Principal and Principal with key strategic focus on raising achievement, the quality of teaching and learning as well as securing school improvement. Michelle is ambitious for the schools she supports and has a passion for developing leadership at all levels in order to improve educational outcomes for all pupils regardless of their starting points and is a fervent believer that all pupils, regardless of economic background, should have a Griffin Great education. Michelle is also a serving Ofsted inspector and is currently completing a PhD in Educational Leadership at Cambridge University. Malaysia.
Trevor Edinborough – Safeguarding
Trevor has many years of experience in the education sector and in school improvement, working across the public, private and charity sectors. He has worked extensively in the UK as well as internationally. He was a successful headteacher in two very different inner-city comprehensive schools and has had wide ranging experience in the delivery of local authority services at Assistant Director and Deputy Director levels. In addition, Trevor has significant international experience in the delivery of major education priorities and has a successful track record in the development and delivery of national government contracts.
If you have any queries relating to students with Special Educational Needs or Disabilities or have any other issues you wish to raise, please contact the Improvement Board via firstname.lastname@example.org
Alison Richardson PA to Head of School