Aymeline Bel, Head of School

    I joined Queensmill in July 2010 when I first moved to the UK from France where I was a mainstream Primary School Teacher for two years. When I began my career as a Teacher in my home country, I knew that something was missing and my attention was always taken by pupils who were experiencing difficulties engaging with school learning. I will always remember the first day I stepped foot in Queensmill as it was the day I finally felt complete as a professional. This day, I also realised that my vocation was to do my best to improve the life of autistic young people and their families. I knew that Queensmill was the best place to achieve this.

    I therefore began my journey at Queensmill as a Teaching Assistant in the new starters class. I also had the opportunity to work with a range of experienced Teachers before becoming one myself six months later. I then became a Middle Manager leading the Early Years department in 2014 and gradually took on additional leadership responsibilities including setting up the Creative Arts Department drawing on another of my personal passion, the Arts particularly theatre. My role also included Deputy Safeguarding Lead responsibilities which enabled me to develop my knowledge and skills of working with external professionals. I have always considered parents as Queensmill’s main partner but community workers are also a key one. I also joined Queensmill Research & Development board as a Teacher representative and was part of its creation. This opportunity planted the seed which grew my interest in research and positively impacted my practice as a Teacher but also as a leader. I truly believe in the role Queensmill has to play in bridging the gap between autism research and practice. This led me to complete my full Master in special Education (autism) in 2019. I continued to grow as a leader through my appointment as Assistant Head of Early Years and Queensmill Resource Base at Fulham Primary in September 2019. My experience leading a resource base expanded my knowledge of autism and fulfilled my forever willingness to learn and reflect on practice.

    As a Head of school I am planning to continue the work started by previous Heads embodying the school and Trust vision as well as continuing the journey within my vocational path.

    Aymeline Bel Headteacher

    Freddie Adu, Executive Headteacher

    I feel privileged to be part of governing body that is dynamic and thoroughly committed to achieving the very best for this exceptional school. Since joining in early 2010 I have seen enormous progress as the school has grown in order to meet the changing needs of students and judged by Ofsted as Outstanding in three successive inspections. Parent governors are well represented and provide first-hand perspective of the needs of families with autism, as crucial decisions are made. This is an exceptional group of determined individuals seeking to maintain the highest of aspirations for all attached to Queensmill School.

    Myrna Faraj, Parent Governor

    Having a child with autism is a life changing and a lifelong work in progress. Being part of an institution like Queensmill that provides the added support for each child and young person affected by autism from early years into early adulthood is inspiring. Providing the best tools and quality of life for each child starts at home with understanding and accepting the condition and learning to adapt it to daily life. Queensmill completes the puzzle. It offers the structure and diversity that home-life doesn’t. It prepares and exposes the children to the wider social environment and integrates them among their peers.

    As governor and parent I am proud to be a part of such a holistic educational environment run by professionals who actually care as much as a parent of a child with autism. Queensmill school is a community with each child as an individual with individual needs at its core, and not simply autism. Being a parent governor has shed light on the importance of maintaining a balance with school and home and developing a relationship with school and home for each child. I look forward to being more involved with offering educational talks for parents on autism and it's life-long responsibilities and obligations which fall on the families first and the support network second.

    Lara van Lynden, Community Governor

    My name is Lara van Lynden and I am a mother of two small children. My role on the governing body is safeguarding children. I became a Governor of Queensmill by accident. I was approached by the previous safeguarding Governor and asked if I would be interested in taking over her role. She invited me to visit the school and see what Queensmill was all about. I was completely overwhelmed by the school and the staff and wanted to be involved with such an impressive and inspiring place.

    Having had no knowledge of autism before being introduced to Queensmill, my aim is to help the school in a positive way by looking at things from an outsider’s point of view.

    Aisha Dapchi

    Being a parent to a nine-year-old who has attended Queensmill School for over five years now, I have been privileged to be part of a community which has helped shape the way my son is growing every day. As a parent governor, I believe we are in a place to help bridge the gap between parents, students and staff to support the on-going development and progress of the school and its special community. Queensmill School is a very unique environment and this requires a unique approach, including continuing to bring fresh ideas to the development of the school, and to ensure that all parties concerned are happy and engaged. I hope to help continue to build on what is already in place at Queensmill School so that we can build an environment that is not only comfortable for our beautiful children, but also for our wonderful parents and staff that work synergistically together to see that our kids reach their full potential.

    Michelle Gordon (Vice Chair of Governors)

    I have a child who has attended Queensmill School for the last seven years, and I have seen first-hand how the dedicated staff (teaching and non-teaching) approach and support in making sure every child is looked after whilst at school. Having an autistic child was initially a very daunting experience, but that has changed since his attendance at Queensmill School. I needed to be a part of this forward-thinking school -at which my son enjoys every minute – in ensuring all children are equipped with the right tools for day-to-day life. Queensmill School is a community school, and its approach is to tailor to the needs of the individual child. Being in a parent governor role is not new to me as I had a similar role in a local mainstream school. But becoming a governor at a special needs school brings to the forefront the importance of every child needing stability, guidance and love. I will ensure I am involved, knowledgeable and responsible for the children attending Queensmill School as this role is the bridge between the teachers and parents, and consistency is key.

    David Reston

    I applied to become a governor because I wanted to see if I could in any way help Queensmill School. My son has been at Queensmill for a number of years and is currently at the Queensmill unit at Fulham Primary School. From my first visit to the school, which was long before I became a co-opted governor, I realised that Queensmill is a very special place for very special children. I am delighted to be a member of the governing body.

    Louise Ahern

    I have worked at Queensmill since September 2013, when I started as a teaching assistant. I moved to the administration department in September 2014 as the school receptionist, where I have developed professionally to my current position of Trust Business Manager. I was elected by the school staff for the staff governor position, at which I was delighted. I feel with my vast knowledge of the school which includes not only from an administrative view but also that of the classroom base too, could be valuable to the board to continue to help Queensmill grow and flourish in which is an already special place to be for all, staff, students, and families.

    Anushya Devandra

    As the daughter of a teacher, I've always had an interest in education, and it has been a theme within my professional life, which began with work at a youth-focused Commonwealth NGO and then a university research school. I joined the Civil Service in 2018, first working in the Department for International Development on global education, and more recently in the Foreign, Commonwealth and Development Office, where, after a period working on global health, I currently focus on UK engagement with the Indo-Pacific. I am a local resident with family experience on the mild and severe ends of the autistic spectrum, and am delighted to be supporting Queensmill as a Community Governor.

    Lisha Rooney (Chair of Governors)

    As a governor for four years – as long as my son has attended Queensmill School – and now as chair of governors, I feel incredibly fortunate to be part of a group which is wholeheartedly devoted to supporting its pupils and their respective families, to provide the best possible education, and to challenge pre-existent ideas about autism. I have seen the school grow – now a member of a multi-academy trust – and in this growth, earn praise as one of the most distinguished schools for autistic children and young people. I am an active advocate for the rights of autistic individuals, particularly within the arts realm. I am an ambassador for Flute Theatre, a theatre company which performs the works of Shakespeare to international audiences primarily composed of people who could not ordinarily access the performing arts, including autistic individuals and their families. In supporting research which includes autistic individuals from its inception, our family participated in the ‘Changing the Face of Autism Research Together’ project – funded by the Wellcome Trust and the NIHR Maudsley Biomedical Research Centre – which brought together autistic individuals and scientists to share ideas and influence the research agenda. I was invited by the Cultural Inclusion Conference to discuss inclusion of autistic individuals at cultural institutions such as museums, galleries, and heritage sites, among others. Most recently, I launched WhatDo, a carbon-neutral and diversity-positive company which celebrates autistic individuals and neurodiversity, creating patented t-shirts with bamboo fabric, inside-out seams, and no tags.

    Please click on the link for a copy of the Governors Declaration 2018 2019

    Governor's Declaration

    Statutory Books January 2022

    Governors meeting minutes 24th November 2021