Governing Body

School governors form one of the country's largest voluntary groups, with around 345,000 members contributing to strategic development and raising standards of achievement in over 30,000 schools.

School governors are drawn from different parts of the community, such as parents, staff, the local education authority, the community, and other groups.  This helps to ensure that the governing body has sufficient diversity of views and experience, whilst avoiding governors of a particular category ‘representing’ that group on the governing body. 

The governing body has a range of duties and powers and a general responsibility for the conduct of the school with a view to promoting high standards of educational achievement, including setting targets for student achievement, managing the school's finances, making sure the curriculum is balanced and broadly based, as well as other responsibilities.

The governing body has considerable discretion as to how to discharge its responsibilities but is required to constitute itself in line with the regulations and to appoint a chair and vice chair.  The governing body may delegate certain responsibilities to certain governors or committees of governors, although in general, it is not compelled to do so.

All Governors are elected for a 3 year term. The Chair, Vice Chair and committee members are appointed annually at the first FGB meeting of the School year.

Full company information is available on Companies House website, including dates of appointment:

https://beta.companieshouse.gov.uk/company/07831292

• Current memorandum of association

• Articles of association

• Funding agreement

• Register of interests

• For the Annual Accounts and Report please see the Financial Documents

Governors Login

The governors are:

Noreen Graham – Chair of Governors

I am a self-employed public policy consultant and work as a researcher evaluating education, employment and social policies.  I also run training sessions for other school governing bodies who want to improve how they operate and for the past two years, I have worked closely with a care leavers’ charity.  I became a governor at Woodside as I am a Haringey resident and I wanted to help improve education in my area. I come from a family where I and my cousins were the first generation to stay on at school and go to university and I’ve seen first-hand the benefits and life chances that a good education can bring. 

Sue Davidson – Vice-Chair of the Governing Body and Chair of the Curriculum & Inclusion Committee

Sue has been a Governor at Woodside since 2010 and is the Chair of the Curriculum and Inclusion Committee. Sue trained at the Central School of Speech and Drama .She is passionate about raising the educational outcomes for students. Having been Chair of ArtsInform, an applied Arts organisation working with professionals in the Arts Industries, she knows the importance of good inclusive Arts education.

Sam Freedman

I have worked in education my whole career and am currently an Executive Director at the charity Teach First, which recruits teachers from top universities and places them in schools like Woodside. I previously worked at the Department for Education as a Senior Policy Adviser. I have three primary-age children and have lived in Haringey for the past seven years.

Jan Balon 

Having completed a degree in Politics from the University of Warwick, Jan initially trained through the Teach First programme and subsequently taught Humanities in schools in Tottenham and Edmonton, latterly as Vice Principal for the Curriculum at a large 11-18 Comprehensive - a position he held for three years. He was the founding Headteacher of the London Academy of Excellence Tottenham, a 16-19 free school, and has been in post since January 2017.

Valerie Gillies - Parent Governor

I am a local parent of two children. I am also a Professor of Social Policy at the University of Westminster. I have researched and published extensively on the topics of school exclusion, home school relationships and the impact of marginalisation and poverty on families. I became a governor at Woodside High because I want to see the school retain a nurturing and inclusive ethos alongside a commitment to outstanding teaching and learning.

Patrick Sisupalan - Staff Governor  

Pinar Aksu - Staff Governor

I’ve now worked at Woodside High School for over 6 years. Prior to this, I was also a student here many moons ago. It is with great pleasure therefore that I am now part of the governing body and can help contribute to its future success as I have gained from its past successes. I have a BA in English and MA in Shakespearean Studies from King’s College London so am keen to get stuck into curriculum development whenever possible. I am a keen reader and as part of my role will be considering how we develop literacy and reading at Woodside. 

Innes Meek

 Nicola Rosen

I have worked in education for most of my career as both a teacher, and more lately, as a tutor, specialising in maths.  I have been a resident in Haringey for the last 20 years and I have two grown up children.  I am particularly interested in primary/secondary transfer and in advancing social mobility.

 Sue Higgins

 I have worked for forty years in education as a teacher, senior leader, teacher trainer, headteacher and advisor. I have always chosen to work in London schools in challenging circumstances. As a former National Leader in Education and currently as a School Improvement Partner I have focussed on adding value to schools’ efforts to support the achievement and welfare of all pupils, but especially the most disadvantaged. My areas of particular interest are leadership training and development, literacy, student leadership, curriculum development and girls’ education.

Leila Mactavish - Parent Governor

I am the head of Ark Teacher Training, supporting new teachers across 45 schools. I have taught in London schools for 16 years. My previous job was deputy head of the City of London Academy, Highbury Grove. Prior to being in education, I worked in the charity sector.

I am excited about the role Woodside can play in our community, helping to develop young people’s sense of belonging, opportunities, and place in society.

Structure of the Governing Body

ATTENDANCE 2021/22 

Attendance 2020/21 

Full Governing Body

Fiance and Resources

Curriculum and Inclusion

Curriculum Teaching and Learning

 Inclusion and safeguarding