Governor - Volunteer

Benefits of the Role

• Opportunity to meet new people and engage with the wider community.
• Rewarding experience working with young people with special needs.
• Governance training and support.
• Opportunity to improve and develop education provision.

• Induction.
• All out‑of‑pocket expenses reimbursed.
• Support from Governor Clerk and other Governors.
• Additional training opportunities.

• Displaying a confident and optimistic demeanour.
• Exhibiting professionalism and dependability.
• Possessing effective verbal communication skills.
• Showing a keen interest in the education of young individuals with special educational needs.
• Ability to become a lead Governor in one of the specified areas; particularly interested in anyone with safeguarding experience.

• Safeguarding.
• Quality of Education (including Personal Development).
• Health & Safety.
• Risk & Audit.
• Wellbeing.

• Support effective Trust operations and policies.
• Provide support and challenge to Headteachers.
• Foster engagement with parents and the community.
• Bring attention to issues and risks for Trust board consideration.
• Provide feedback to improve policies in the local context.
• Ensure equal treatment of all schools within the Trust.

Kingsbury Academy is a broad‑spectrum special school. Over the last few years, the school profile has shifted from a predominant cohort of pupils with moderate learning needs to a greater proportion of pupils joining the school with a primary diagnosis of Autism and Speech, Language and Communication Needs. We believe in the inherent potential of every child, and our ambition is to empower each pupil to thrive academically, socially, emotionally, in order to lead happy and fulfilled lives.

Our specialised “Learning for Life” curriculum is carefully crafted to meet the unique needs of our learners, offering tailored support and opportunities for growth in a nurturing and inclusive learning environment. Our focus on Capable Environments ensures our school environment provides a highly structured, low arousal and a neuro‑inclusive approach to learning. Our pupil’s speech, language and communication needs are complex and vary from specific speech sound and language difficulties to pupils who are non‑speaking and use Augmentative and Alternative Communication systems (AAC) to communicate.

The development of pupils’ communication skills is promoted across our three curriculum pathways (Explore, Aspire and Inspire) and across the school day. Many of our pupils have sensory processing needs. We provide a supportive sensory‑aware environment that acknowledges and respects these needs. All pupils have access to sensory‑friendly spaces, including the Sensory Studio, Sensory Pod, Sensory Corridor, Sensory Circuits, Sensory Garden and access to specific sensory aids/resources that help regulate pupils’ sensory input.

We work closely with parents, caregivers, therapists, educational psychologists, behaviour analysts and community partners to create a holistic support network around our pupils; fostering strong relationships and open communication to best meet their needs. Together, we form a tight‑knit community dedicated to the growth and success of every pupil.