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Grange Park School

Learning for Life - Personalised Pathways for All

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Extended Leadership Team

Mrs Sharon Brooks - Year 8 & 9 Progress Leader and Design Technology Teacher (Designated Safeguarding Lead)


My name is Mrs Brooks. I am the Design and Technology Teacher and also the Progress Leader for years 8 and 9. I mostly teach DT but I also teach Floristry, Food Technology and Citizenship. In the past, I have also taught Science and Maths.


I have a first class honours degree in Design and Technology. My training involved engineering, electronics, carpentry, graphics and technical drawing. In my early years training I also studied children with special educational needs.  I have been teaching now for over 18 years and during most of this time I have been a Head of Year, a Head of House or a Progress Leader. I also stood in as an Acting Assistant Head in my previous school. I love working in a team and working with children and seeing them achieve and progress well while developing into young adults.


Within my teaching, I am a great believer in every child designing a product that has never been made before and I encourage them to be innovative and creative with their design work.


Before I became a teacher, I was a florist and I owned my own shop. I love working with flowers and being creative and am now so fortunate to be able to teach floristry to our pupils in Key Stage 4.


Miss Sarah Dobney:  KS5 Progess Leader, Form Tutor & PE Teacher


I am Sarah Dobney, the Key stage 5 Progress Leader at Grange Park School. I graduated from Canterbury Christ Church University with a BA(Hons) in Dance Education, then went on to achieve a PGCE in Secondary Dance at Exeter University. I spent the first two years of my career teaching GCSE and A level Dance, to then training as a Maths teacher, eventually becoming Head of Department and Head of Year 9 and 10 in a mainstream secondary academy.


Since joining Grange Park School, I have finally found my true passion within education, which is shaping and enriching the lives of children with autism. I strongly believe a child that thrives in a school is a child who feels happy, supported and safe. Through creating a warm,  encouraging and nurturing atmosphere we can create confident, resilience and independent young adults in Key Stage 5, who will continue to strive for more and realise that their possibilities are endless.



Mrs Jo Gould - Mental Health & Wellbeing Lead, Maths Teacher (Deputy Designated Safeguarding Lead)


I am the newly appointed Mental Health and Wellbeing lead at Grange Park. I have been with the school for 6 years, initially to lead maths and then progressing to Progress Leader and now Mental Health and Wellbeing Lead. Previously I taught maths in an oversubscribed mainstream school.


It has been an amazing experience becoming part of the ASD world, from knowing the bear minimum at the start to learning something new every day to enhance my ability to support the young people in our care.  I feel very passionately that student voices should be heard. Not only in their options and ideas on how they can enhance their own ability to learn, but also that behind every behaviour there is a reason.


To aid my wellbeing and look after my mental health I like long sea sides walks and lots of creative knitting, crafts and baking.



Mrs Hannah Mellor: Speech and Language Therapist*


I am a Senior Speech and Language Therapist, registered with the Health and Care Professions Council (HCPC). I qualified as a speech and language therapist in 2011 and since this time have worked in a variety of mainstream and specialist settings with children aged from 5 to 19. I developed an interest in autism and joined the team at Grange Park in 2017.

My role is to support staff and families to meet our pupils’ speech, language and communication needs. I assess and deliver interventions on a one-to-one, small group or classroom basis as appropriate. I also oversee implementation of the SCERTS framework and The Zones of Regulation to support pupils’ social communication and emotional regulation development.