Governors
The role of school governors
Welcome to the Edward Pauling's Governing Body.
The role of the Governing body is to help shape the strategic direction of Edward Pauling and to safeguard the public interest in these schools. As our role is strategic, we do not get involved in the day to day running of the school - we ensure that it is accountable for decisions and actions taken. We oversee the maintaining of and improvement of standards of achievement within our school. We are also responsible for ensuring that the schools' policies and administration meet statutory requirements and that our children are able to maximise the educational opportunities provided. We support the school in it’s continuous drive to improve the already high standard of education provided to our children. We are the critical friend of the school.
The Governing Body makes the strategic and policy decisions affecting the school, whilst the operational and managerial decisions are delegated to the head teacher, Mr. Malin.
Meet the Governing Body
Ms Sarah Scott, Chair (Child Protection Governor)
I am so thrilled to be your new chair of governors at Edward Pauling primary school! I joined the board in June 2025 as I wanted to gain some strategic leadership experience in a school that I did not have any connections to, so that I could see it with fresh eyes. It is a really exciting time for me to step in, as we steer the ship in a new direction. A ship that always puts the children at the centre of what we do.
Professionally, I work for a neighbouring local authority in the world of child protection. Supporting families, children and young people has been my passion for all of my career. The next time you see me, please do say hello.
'A smooth sea, never made a skilled sailor.' - Franklin D. Roosevelt.
Mr Peter Tyndale, Vice Chair (Health & Safety Governor, Finance Governor)
I am Peter Tyndale Vice Chair of Governors and joined the governing board in 2015. I’m passionate about ensuring that all of the children at the school have the opportunity to be the very best versions of themselves through great education.
I bring the same knowledge and experience of improving organisations and people to the school gained through years of consultancy and being a Chartered Management Consultant.
I hold a BSc (Hons) in Computer Science, a Master of Business Administration and a Postgraduate Diploma in Advanced Management Theory and Practice as well as 3 Charters and 4 professional bodies Fellowships.
In my spare time I’m an Assessor for the British Computer Society for their CEng candidates and review Continuous Professional Development submissions for the Engineering Council compliance team.
Mr Adam Malin, Headteacher
I am Mr Adam Malin, the Headteacher of Edward Pauling Primary School. I joined the school in September 2025, and it has been an exciting time getting to know the children, staff, and parents.
My background is in primary education, developing curriculum and improving teaching and learning. I initially qualified as a teacher in Hounslow before teaching in Richmond. During this period, I was fortunate to become a maths specialist teacher with the NCTEM London South West Maths Hub. I then returned to Hounslow LA to become a Deputy Headteacher in an all-through primary school.
There is something extraordinary about Edward Pauling; it is a school that cherishes individuals and recognises that everyone has a significant personal contribution to make. I thoroughly enjoy being the Headteacher of this inclusive, friendly, and ambitious community of children and adults.
I love many aspects of teaching and leading in schools, but undoubtedly the greatest pleasure is that every day is different – you are never bored when working alongside young, inquisitive children who love to share their ideas and stories. When I am not in school, I enjoy spending time with my family and friends, gardening, and travelling to explore and find new adventures!
Ms Chris Hill, Co-opted Governor
Mrs Denise Parker, Co-opted Governor (Looked After Children Governor)
With over 31 years of experience in airline management and 26 years as a CIPD-qualified HR professional, I would hope to bring leadership, strategic planning, and people-focused expertise to the governing body.
Alongside my corporate background, I have dedicated many years to working within education and supporting children’s wellbeing. This includes seven years as a school business manager and nine years as an Emotional Literacy Support Assistant (ELSA) and Drawing and Talking practitioner; roles which have strengthened my commitment to nurturing children’s emotional and mental health. In 2022, following the publication of my children’s book, I began visiting schools—free of charge—to run workshops and share the story with pupils. All royalties from the book are donated to NSPCC (UK)and WIRES (Australia), two charities I actively support.
As a parent and grandparent, I understand the importance of creating safe, supportive, and inspiring school environments. I am passionate about helping children thrive academically, emotionally, and socially. Outside of my professional and voluntary work, I enjoy spending time with my family and my Burmese cats.
Mrs Louise Kibblewhite, Co-opted Governor
I am new to the role of Governor at Edward Pauling but understand the role of a Governor as I am also one at another school in the borough. I taught at Spring Grove Primary in Isleworth for 14 years, and have taught all year groups from Year 1 to Year 6. During my time at the school, I had responsibility for outdoor learning and Art. I was also the Literacy Coordinator for many years and supported teachers with their development in this area. I have a love of writing and reading for pleasure, which I am passionate about, knowing the benefits to all children.
I originally trained in Psychology and Education with a focus on special needs. I feel it is important for every child to feel safe, valued, listened to and to encouraged them to have a love of learning, a valuable lifelong skill. I have 3 grown up children and a needy dog who keep me busy at other times!
Ms Niina Nia Kabesa, Co-opted Governor
I have over 16 years of experience serving as a school governor. I began my governance journey at Beavers Community Primary School and later served at Kingsley Academy, where I held the position of Chair for one year.
Since relocating to Feltham nearly a year ago, I initially faced challenges in helping my children settle. The school provided exceptional support and demonstrated a genuine willingness to help my family navigate the transition. When the Ofsted results were released, I had already connected with many parents. Some considered leaving the school or even moving away, not necessarily because of the report but due to the atmosphere that followed. I encouraged two of those parents to remain, reminding them that we do not give up on people—especially on a school that has supported our families. Both parents remain at the school today.
This experience reaffirmed my belief in the importance of strong parent–school relationships. I recognised that I could serve as a bridge between the school and its parent community, as I did previously at Beavers. I bring a range of professional skills and personal qualities that I believe will add value to the governing body.
I have over a decade of experience supporting women, parents, and neurodiverse families, I have become a respected voice in trauma recovery, emotional wellbeing, and faith-centred personal growth. I have previously worked for over four years within a HAF (Holiday Activities and Food) programme in Croydon, serving as both a Manager and a Non-Qualified Teacher specialising in music-therapy-based emotional development.
Mrs Chirantha Johnson, Co-opted Governor (Pupil Premium Governor)
I joined the Governing Body as a parent governor while my children were attending Edward Pauling Primary School, and I am currently serving as a Co-Opted Governor. I have been a governor for over 10 years and bring a strong understanding of parents’ perspectives, along with a genuine commitment to supporting our school community. I am approachable, a good listener, and always willing to go the extra mile to help the school. I greatly enjoy my role as a governor and remain dedicated to contributing positively to the continued success of the school.
Mr Abdulaziz Mohamed, Local Authority Governor
Mrs Ayshah Tanvir, Parent Governor
I am delighted to be a new Parent Governor at Edward Pauling Primary School. As a parent of a child at Edward Pauling Primary School, I have a deep personal commitment to our school community and I am passionate about supporting the success and wellbeing of every pupil. My aim is to support the school’s vision and strategic direction, while ensuring the voices of parents and carers are heard. I look forward to working collaboratively with the leadership team, staff, and fellow governors to help foster a safe, inclusive, and stimulating environment for all.
Through my background in finance, I have developed strong skills in attention to detail, accurate record-keeping, and managing financial resources effectively. I look forward to applying this analytical and diligent approach to support the school's governance.
Mrs Rakhee Fernando, Parent Governor (SEND Governor)
As a parent governor, I have been on the journey with the school and seen the many changes that have taken place. Being a part of this helps to shape my perspective as parent to contribute my view to the strategic direction of the school for the future. I always aim to add valuable contributions using my communication and analytical skills to ask important questions. I am keen to actively participate effectively in discussions whilst feeling confident to challenge decisions where necessary.
I want to help find creative solutions to problems and provide my support to identify areas which can further enhance pupil learning with ease given budget constraints to improve the learning environment. The primary years of education for children are their building bricks to their future. I want to help be a part of shaping that to ensure it is a positive, valuable and stimulating experience for every child.
Mr Sam Chambers, Staff Governor
I have been teaching at Edward Pauling Primary School since January 2022, initially as a PE Teacher and more recently as a Year 5 Class Teacher. I hold a degree in Sports Science from Durham University and have previously worked as a class teacher in both Putney and Lancashire. Sport has long been a key interest of mine, particularly for the way it promotes community, resilience and positive relationships. This ethos strongly aligns with the values of Edward Pauling Primary School and was a significant factor in my decision to join the school.
Wellbeing is central to my teaching philosophy. I believe that pupils need to feel safe, regulated and valued in order to reach their full potential, and this principle underpins my practice both in the classroom and across the wider school. As a member of the governing board, I am pleased to contribute a staff perspective, offering practical insight to support effective decision-making and continuous school improvement.
Mrs Laura Burnside, Associate Member (Deputy Headteacher)
I currently serve as a Deputy Headteacher and I am an observer on the Governing Board. I am deeply committed to ensuring that every child in our school is supported, challenged, and inspired to achieve their full potential. Helping pupils become the very best versions of themselves through high-quality education is at the heart of everything I do.
As a Deputy Headteacher, I bring extensive experience in teaching, leadership, curriculum development, safeguarding and school improvement. My work focuses on supporting the Headteacher to raise standards, support staff development and strengthen the overall quality of teaching and learning across the school. I am particularly passionate about promoting an inclusive and nurturing school culture. I work closely with colleagues, families and the governing board to ensure that our strategic priorities reflect the needs of our children and help the school continue to grow and improve.
Outside of school, I enjoy spending time with my young family, which helps me maintain balance and brings fresh perspective to my work in education.
Committee Membership |
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Finance and Resources |
Curriculum |
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Mrs Chirantha Johnson (Chair of Committee) Mr Adam Malin (Headteacher) Ms Denise Parker Ms Ayshah Tanvir Mr Abdulaziz Mohamed Mr Peter Tyndale |
Mr Chris Hill (Chair of Committee) Mr Adam Malin (Headteacher) Ms Niina Kabesa Mrs Louise Kibblewhite Mr Sam Chambers Ms Rakhee Fernando Ms Sarah Scott |
Pay |
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Ms Sarah Scott Mr Abdulaziz Mohamed Mr Peter Tyndale Mr Adam Malin (Headteacher) |
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Our School Priorities 2025/2026 |
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Priority |
Why identified as a priority |
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Improve the quality and consistency of teaching so that all pupils make strong, sustained progress. |
Ofsted (last inspection) identified uneven curriculum implementation, variable support for pupils with SEND and inconsistent phonics/reading delivery. In 2025/2026 Professional Development and coaching systems have been created to embed quality first teaching techniques underpinned by high impact research led strategies. This has led to a more consistent teaching approach across the school and improved children outcomes: Reading 16.9% (+) , Writing 8.7% (+) , Maths 6.5% (+) In 2026/2027 school focus will continue to embed teaching strategies introduced in 2025/2026 (explicit modelling and retrieval, adaptive teaching informed by assessment, pupil engagement through lesson design and assessment for learning strategies- hinge questions) and Professional Development will have a sharper focus on supporting disadvantage children (inc EAL) and the use of data to raise attainment for all children and to narrow the attainment gap for disadvantage children. |
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Strengthen Middle Leadership, Governance and assessment systems to secure consistent high quality curriculum delivery, targeted intervention and accelerated pupil progress. |
Ofsted judged variability in curriculum implementation and inconsistent reading/phonics delivery. In 2025-2026 core systems in assessment, governance, teacher’s performance management, and behaviour were reviewed and new processes introduced. Focus was on implementing Professional Development and coaching systems to support school leaders and core subject leaders (Early Reading, SEND, Writing and school leadership). Subject leaders produced curriculum pathways ensuring mapping out key skills and knowledge and produced a subject on a page to support action planning. Assessment and monitoring systems and SEND systems to support the identification of needs and provision mapping were developed and introduced. The governing body was strengthened and a clear action plan and monitoring timetable devised. Attendance (July 2026) Improving- 93.9% (93.2% 24/25, National 93.2%) persistence attendance 18.4% (22.2% 24/25, National 18.7%). Severely absent 0.8% (2.24%). Data shows a narrowing of attainment gap Year 1-6 and all children achieving better for 2025-2026 academic year Reading : All children achievement 67% ARE+ (Autumn term: 52.5% ARE+) +14.5% improvement Disadvantage children achievement 51.5% ARE+ (Autumn term 36.4% ARE+) +15.1% improvement Writing: All children achievement 48.1% ARE+ (Autumn term 39.5% ARE+) +8.6% improvement Disadvantage children achievement 31.8% ARE+ (Autumn term 18.2% ARE+) +13.6% improvement Maths: All children achievement 59.9% ARE+ (Autumn term 53.5% ARE+) +6.4% improvement Disadvantage children 34.8% (Autumn term 28.8% ARE+) +6% improvement KS1 Phonics check 82.5% increased 6% In 2026-2027 core subject leads will support senior school leaders to imbed curriculum plans and systems devised in 2025-2026, tracking of disadvantage children alongside progress of all children will be tracked and there will be a tighter focus on effectively using data and intervention to narrow attainment gap and increase attainment. Governance will be more visible in school to act as a critical friend against school priority. Subject leaders will be supported by creating subject teams to refine subject pathways, identify misconceptions and key language to support teachers planning and subject knowledge. Work that has begun on supporting staff to imbed a consistent approach to behaviour will continue. |
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Developing the quality of the curriculum in order to create an ambitious, progressive and engaging offer across all subjects. |
Previous Ofsted inspection and leaders reports show variability in curriculum implementation, especially in the fundamentals . In 2025-2026 school leaders undertook a curriculum review and a number of curriculum changes implemented focusing on core fundamentals in Reading, Writing and Maths. Professional Development systems to support developing English curriculum and teaching of early reading implemented. Weekly bitesize CPD sessions implemented to support the consistent teaching of the curriculum. In the summer term school leaders created implementation plans for the teaching of reading and implementation of maths mastery. Year 4 Multiplication Check: average score of 19.5 (-2.4) 21% of cohort achieved 25/25 (-24.5%) 57.9% of cohort achieved >20/25 (-22.8%) In 2026-2027 school will implement a whole school approach to the teaching of maths, mental maths and reading comprehension further supporting pupil attainment in reading and mental maths. Subject leaders will be supported by creating subject teams to implement action plans and will be supported by school leaders to refine subject pathways to identify misconceptions and key language to support teachers planning and subject knowledge. |
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To strengthen Early Communication, Language and Early Writing in the EYFS. |
In 2025/2026 school leaders reviewed EYFS long term plans and implemented PD utilising external support focusing on developing oracy, role of adult and learning environments. Early identification systems to support in improving Communication and Langue were implemented and systems to support pupil induction devised and implemented. Teachers planning formats and teaching timetables were adapted and implemented. GLD EYFS GLD 72.4% +10% improvement (ELG Writing- 73.3%, Reading 80%, Number 80%), children achieving less in CLL, comprehension and writing compared to other ELGs. In 2026/2027 there will be a sharp focus on further developing children's oracy. Implemented data systems (disadvantage tracker and PP meetings) will be embedded to support intervention planning, group teaching outcomes and to narrow attainment gap between disadvantage children and boys and girls across the curriculum. |
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To strengthen Pastoral Systems and embed a constant approach to behaviour management across the school. |
In 2025/2026 school Relationship Policy was revised and implemented, pastoral lead was created with clear job description and school leaders devised implementation plans for individual pupil pastoral support, including young carers. four groups of staff received half termly Professional Development and coaching to raise awareness of an emotionally regulated classroom to begin to embed vision of Behaviour Policy. Pupil voice and leadership observations highlighted inconstancy in approach amongst staff. In 2026/2027 PD and coaching support will continue with external support and the role of pastoral lead will be embed to provide individual support for identified children. |
Minutes of Governing Body Meetings
The minutes of meetings are available for inspection by request from the School Office.
You can contact the Governing Body, the Chair of Governors or an individual Governor by sending an email to governors@edwardpauling.hounslow.sch.uk, or you can leave a letter at the School Office.