It is always a pleasure to visit Bensham Manor School and see all the inclusive practices that take place. The school is very inclusive to all members of the community.
Everyone is very welcoming and there is a feeling of warmth and a shared vision for inclusion as you walk around the school.
Pupils at the School Council told me they are proud of their school and I witnessed how supportive they are of each other as they articulated what is so special about Bensham Manor School. They mentioned the teachers and Teaching Assistants, being asked their opinions about lots of things (for example, the new marking policy as well as the behaviour policy) and how the giving of class points is now more positive.
Four pupils have been involved in interviewing for the new Head of Special Educational Needs and Disabilities (SEND) for the Local Authority (LA) and they fed back their views to the Director of Education. They truly have a voice.
Pupils’ behaviour was exemplary. Additional support for pupils who may need adaptations to be more regulated and happier is always very carefully considered and monitored closely. The school has many success stories of how their non-punitive, therapeutic approach has helped pupils to make massive strides in their emotional wellbeing and to feel calmer and ready to learn.
All staff have been trained in how to:
- Meet and great.
- Note the
- Use a positive recognition
The school offers behaviour support groups for adults which is a forum to discuss concerns and decide on strategies that can be used throughout the school, all put in place to provide the pupils with consistency.
All pupils know the school values of, ‘Safe, Ready and Kind.’ A small stationery shop has been developed so pupils can work towards getting various pieces of merchandise, for example, pens, pencils and rubbers which have the school values displayed on them. These are very popular.
The Boxall profile scores for pupils have been very informative and are used to help design relevant interventions. There are five pupils in a nurture group this year, which will be increased to eight next year. These placements are a result of careful analysis of the data with staff ensuring that the children who would benefit the most are given this opportunity.
The nurture group aims to foster the sense of a psychologically safe space and to allow pupils to communicate more and form bonds with each other. They can help choose group activities that they will all enjoy. All pupils at the school have access to an amazing indoor and outdoor space where there are rabbits, guinea pigs, fish, and the therapy dog, Bruno!
Pupils are welcome to come over at break and lunch times to help with the animals. There is also a strong horticultural component; potatoes, carrots, raspberries and herbs are grown as well as pumpkins for the first time!
A school Governor spoke about the Governing Body being very representative of the school community with parent and staff Governors keen to play their role. She describes the school as being very welcoming and open to everyone. She was encouraged to visit the school by her child who had been on work experience at the school and felt that her mother would love the inclusive school ethos!
The Governors have been heavily involved in the development of the new behaviour policy. They were shown drafts, as were staff and parents, who gave advice and comments so that the policy is truly shared and agreed upon by everyone. The Senior Leadership Team (SLT) is not afraid of diverse perspectives and respects the challenge that the Governors give.
Governors are a very visible part of the school community and feel they are given lots of opportunities to speak to staff without Senior Leadership being present so that staff are confident to give their own context to their work. They have a sound understanding of the school due to the skilled Deputy Headteacher who presents a short information slot at each Governors’ meeting to ensure all are knowledgeable of the topic.
The Headteacher writes a weekly communication update for parents which is very well-received. One of the pupils reads the update aloud and the recording is put on the website to make the information accessible to all.
Results from staff surveys show that the vast majority of staff agree that Bensham Manor School is a happy place to work and that they feel safe and supported by the Senior Leadership Team. The Headteacher is keen that staff take advantage of all Continuing Professional Development (CPD) opportunities that are available to them and she is very supportive of staff who want to participate in new initiatives that have a proven benefit for the pupils. Non-pupil facing members of staff attend all training so that there is a whole school understanding of techniques and practices used, for example, post-16 pupils benefit from a relevant curriculum that prepares them for adult life. They make bread rolls and soup from scratch, deliver food parcels, and distribute bagels around the school each morning. All pupils have work experience opportunities.
I saw a Year 8 session being delivered by an external professional from the Department of Work and Pensions as part of the Careers and Skills for Life Curriculum. The focus was on soft skills in leadership. All the pupils were engrossed in working collaboratively to build as big a structure as possible with plastic cups. The member of SLT present told me about the wide range of visitors who are invited to deliver lessons which will add an extra dimension to the spiral curriculum.
All the therapy professionals are now housed together in a therapy centre, a suite of rooms that make it easier for them to collaborate and see pupils for therapy. The school employs a wide range of therapists to ensure that all pupils’ needs are met. The therapists are fully integrated into the life of the school and are not seen as an add-on.
The school is an inspiring example of a Flagship school, with a lot of progress being made with the project. I wish the school all success and thank all the professionals who spoke to me with such enthusiasm and commitment towards the pupils.
