Fiona Mylchreest, Acting Chair of Governors

    I became a governor because I believe in Queensmill School. My son has been at Queensmill for 8 years, and I have four other children in mainstream schools. I am involved in Friends of Queensmill and other aspects of the local community. I campaigned for Q2 (our secondary department), and then for blue badges, and now I am fighting for autism-specific respite. I am committed to education people about autism because I think increasing understanding will improve the future for my son and others like him. My life is manic and chaotic and at the same time structured around the teletubbies. And more than ever, I believe in Queensmill school, for very special children and their futures.

    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
    Michelle Gordon
    David Reston
    Louise Ahern
    Anushya Devandra
    Lisha Rooney

    Governor's Declaration

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