Key people that help with Egham Park School’s operation, support and development
The Advisory Board has a range of responsibilities:
- Supporting good governance at the school.
- Safeguarding and promoting the values of the school.
- Supporting the Principal of the school and being a critical friend.
- Monitoring the achievement, quality of teaching and behaviour and safety.
- Engagement with the school’s key stakeholders e.g. parents/carers, pupils and staff.
The Advisory Board consists of parent, staff, and community representatives; the Principal is a member of the Advisory Board by virtue of their office.
Community Members are appointed by the Advisory Board and are people, who are in the opinion of the Advisory Board, have the skills required to contribute to the work of the board. Parent and staff members are elected to the board by the parent and staff body respectively.
The Advisory Board works with the Principal and the Senior Leadership Team to provides support, advice and challenge. The aim and focus is for the students to be safe, achieve their full potential, interact with their local community and to be encourages to be the very best they can be.
The role of an advisory board is not to make decisions, but rather to provide current knowledge, critical thinking and analysis to increase the confidence of the decision-makers who represent the school.
The Advisory Board will meet once a term.
“I am the Learning Support Manager at Strode’s Sixth Form College who are keen to develop our working partnership with Egham Park School.
Alongside my current role of managing the College’s SEND and Additional Learning Support Department, I have experience of consultancy for education providers delivering deep dive audits of their SEND provision. I held a leadership role for a curriculum department for young people with SEND and barriers to accessing education and am passionate about inclusion in education.”
Firstly, and most importantly, I am a parent of a student at Egham Park School. I have 4 neurodivergent children, so I understand the positives and the challenges that come as a part of this.
Professionally, I work within a primary school as a home school link worker, mental health lead, safeguarding lead, and ELSA. I am currently completing my National Award for Send Coordination in the hope of becoming a Senco. My background was originally as a secondary school teacher, but for the past 15 years, I have worked in more of a family/pupil support role.
Karlyne Oakes is a member of the Chartered Institute of Legal Executives.
She has spent the last 11 years working in Child Protection, initially for a Local Authority and then moving over to a private law firm, assisting representing children and their wishes and feelings in the family court arena. She now works in the Coroner’s Office.
Prior to commencing her legal training Karlyne worked as a qualified dance teacher for 13 years, working with a range of ages and abilities teaching freestyle, street, Latin and Ballroom. During her time as a dance teacher Karlyne worked with a number of schools in the local area teaching children of all ages and those with additional needs.