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Meet Our Governors 


Dr Sal Stapley  

When I first read about the ethos of Glendinning House, I knew that I wanted to be a part of this new venture. It is an exciting opportunity to be involved with the development of a new school which aims to enable pupils to find balance in their lives and help them unlock their potential rather than feel imprisoned by their limitations. I believe schools have a vital role to play in helping children increase their confidence and self-esteem and to allow them to develop the necessary skills for increased wellbeing.

I know, for me, being in touch with nature is essential for my own wellbeing and I see first-hand, through my volunteer work with equine assisted learning, the sense of calm that children experience. I am a Research Fellow and Academic Tutor at the University of Exeter and a mentor and study skills tutor at the University of Plymouth for students with autism. I endeavour to offer strategies and processes to meet their needs and to enable them to become more resilient. I have recently started my own training and consultancy business focusing on raising awareness of Asperger’s and offering support to individuals, families and organisations. I am committed to using the experiences and knowledge of my own Asperger’s diagnosis to help others better understand the diversity of the condition and to develop strategies for people to live better lives.

Annabel Stone 

My name is Annabel Stone and I’m delighted to be one of a team of enthusiastic and dedicated governors at Glendinning House. As a parent of a child with ASC, I bring both lived and professional experience to the role.

I grew up in Devon and completed my BSc in Psychology at Plymouth University. I then spent over 10 years working in clinical roles in London, primarily within the NHS, before returning to Devon when my son was one. For the last seven years I have worked for The Children’s Society, currently within the advocacy team. Promoting and ensuring equity for all children is something that I am passionate about and knowing that the team here at Glendinning House share that passion, is exactly why I wanted to become a governor. The vision and ethos of the school is incredibly exciting and I’m thrilled that I have the opportunity to ensure that all children who attend the school have all the opportunities they need to be happy and to achieve their potential.

Juliet Hall - Chair of GOvernors 


Juliet started her professional life as a Nurse in the Queen Alexandra Royal Naval Nursing Service, leaving after eight years to pursue a career in health care management working for the British Forces Germany Health Service, Dorset and Somerset Strategic Health Authority, the NHS National Diabetes Support Team and the States of Jersey Department of Health and Social Services, leading Healthcare Improvement Initiatives.  During this time Juliet completed a MSc in Training and Human Resource Management and a Masters of Business Administration at the University of Exeter Business School where she met her husband, Phil.  

Juliet lives in East Devon with Phil, their two sons and four cats.  In the final stages of a MSc in Nutrition and Behaviour, Juliet has just been accepted as a post graduate researcher at the University of Plymouth to investigate how the caregivers experience mealtimes and eating behaviours of children with Autism Spectrum Disorder.  Juliet has been Chair of Governors at a local village Primary Academy for over six years, before joining Glendinning  House academy. Juliet enjoys travel with her family, skiing, cooking, running and is learning to scuba dive.

Simon Payne 

I am proud to be part of the Glendinning House Governing body. The ethos of this new school resonates with my beliefs and values through the innovative approach that is being adopted. The school system for many children with a diagnosis of autism can be a failing system. Not all children are the same, and many need a bespoke offering. Schools need to find opportunities to build on strengths and skills, tackling true barriers to learning for life, whilst having a major role to play in developing social and emotional development. From this comes academic achievement and resilient learners.

Since completing a Fine Art degree, my working career has focused on special needs. Spending almost 10 years in a residential school for children and adolescents with autism and severe learning difficulties, I followed a care route prior to being given the opportunity to train to become a teacher within the school. Following this another 10 years spent working and developing my knowledge and practice in another residential school for the National Autistic Society, before commencing in my current school in Plymouth where I am the Deputy Headteacher. Within this role I am a Thrive Childhood and Adolescent practitioner, a Thrive Family course leader and one of the school behavior management leads. I am dedicated to support the school community to develop best practice for those with autism.




How we are governed

Glendinning House currently has a local board of 5 governors (LGBs) with a range of backgrounds and expertise including; education, finance, SEND and safeguarding.  The governing body is committed to self evaluation and has conducted a skills audit in order to identify training needs and skills gaps.  This audit will be used to inform the LGB's development.

Governors’ meetings will be held regularly with the Headteacher and the executive head of the MAT.  A board of Trustees with representation from the local governing body of each of the schools within the MAT sits above all of the LGBs, with a group of Members above this to oversee the board.



Strategic and ultimate control


Operational responsibility

Local Governing Body (LGB)