Meet the SAB

Brian Poxon has over a decade of experience in school governance, driving strategic improvement and supporting leadership teams across multiple educational settings. From 2011 to 2019, he served as a governor at Sandy Lane Primary School, taking the chair from 2015 to 2019 where he led effective governance, recruited a strong team, and acted as a critical friend to the Head. He also helped shape a new vision for the school and played a key role in appointing senior leaders, including the current Head, Associate Head, and School Business Manager.  In 2019, Brian joined Garth Hill College as a Parent Governor, contributing to the pay committee and Head Teacher performance management panel. From 2020 to 2025, he was a Co-Opted Governor at Wooden Hill Primary School, where he mentored the Chair, chaired the Standards and Effectiveness Committee, and served as Safeguarding Governor.  Brian brings a wealth of experience in governance, leadership recruitment, and strategic planning, with a strong commitment to improving educational outcomes. 

Abi Davis is a dedicated headteacher with a passion for Special Educational Needs (SEN). With over 11 years of experience in the education sector, Abi has established herself as a visionary leader in the SEN community. Her journey began by implementing the innovative REACh curriculum in her first school, transforming the educational experience for students with ASD. Focusing on her specialisation in Autism, Abi set up a satellite nursery to assess children for ASD, demonstrating her commitment to early intervention and tailored support. Abi then became Head of Early Years Foundation Stage (EYFS) and Key Stage 1 at an Autistic school in Hillingdon. With a clear passion for ASD, Abi was able to use her expertise to establish a new ASD school in Datchet, overseeing its rapid growth to accommodate 75 students. Abi's educational qualifications include an undergraduate degree in child psychology, a PGCE specialising in SEN, a master's degree in ASD in education and an NPQH (National Professional Qualification for Headship). 

Julia Bray, recently appointed Director of Education within her trust, brings 12 years of leadership experience, including 4 at senior level. She leads on curriculum accessibility, design, and assessment, and is deeply passionate about creating an ambitious, inclusive education for SEND learners.

Sarah Brown joined the School Advisory Board to help support the development of the school. Her son is currently in year 8 and joined the school when it opened in September 2023.   As a parent of a child with SEN, she understands the challenges they face and that every day is a learning day.  In her day job she works for an organisation supporting families of young people with special educational needs and disabilities. When she is not working, she enjoys time with her family, they love Lego, music and travelling.

Chloe Jenner works as a Speech and Language Therapist at Oak Tree School. Since graduating from the University of Reading with an Integrated Masters in Speech and Language Therapy, she has worked in a range of Special Needs Schools and has developed her specialism in supporting neurodivergent individuals.  She joined the School Advisory Board as the Staff Governor as she wanted to ensure that the voice of the staff team is heard and valued in shaping the future of their school. As a therapist, she also wanted to highlight the vital role of therapies in supporting Oak Tree School’s students’ development and wellbeing, and to ensure that the holistic needs of learners remain central to the school’s vision and strategy. 

Himanshi Mundeja is a proud mother of a 5 year old, she lives in Reading with her son and husband. Her extensive 14 years in tech strategy and consulting provides a robust foundation for contributing significantly to the strategic direction of a school governing board. Her ability to analyse complex challenges, develop innovative solutions, and drive operational efficiencies, honed through her consulting experience, will be invaluable in helping to shape the school's long-term vision and digital transformation roadmap. Furthermore, her strong reporting skills will ensure rigorous oversight of school performance, and transparent communication of progress to all stakeholders, enabling data-driven decision-making. Crucially, her experience working across diverse industries and with various teams has cultivated a keen understanding of people dynamics. This will allow her to effectively engage with staff, parents, and the wider community, fostering a collaborative environment, championing inclusive practices, and ensuring that strategic decisions are made with the well-being and development of every student and staff member at their core.