IQM Guest Writer
Donna Walker – Headteacher of The Link School Sunderland
“REACH OUT and make a difference! Using REACH (Respect, Effort, Achievement, Communication, Happy and Healthy) to build a curriculum on Maslow’s hierarchy of needs, which is the foundation of our relationships-based approach to address individual gaps in learning and skills.”
I have been in teaching for 27 years and began my career working in a mainstream school where I was a Head of Science, and later a Vice Principal for Personal Development, Behaviour and Welfare, and trained as a SENDCo. For the last 8 years, I have worked as a Head Teacher for The Link School, which is a Pupil Referral Unit in Sunderland.
Throughout my time working in schools, I have spent a large majority of my time working to improve the life chances of vulnerable young people, leading to me to embarking on a Postgraduate study in Education for Special Needs, specialising in Social and Emotional Mental Health Needs. This change in my educational focus has deepened my commitment, drive and determination to make a real difference in Alternative Education and helping young people gain the necessary care, love, support and skills to succeed throughout their school career and beyond.
Eight years ago, I was invited to make the biggest decision of my educational career, two days to make a decision to accept Headship secondment to a Pupil Referral Unit, having never been a Head, nor acted up in a headship capacity. I took the decision to accept. Seven days later, I arrive at the school, to be met only by the caretaker, and the rest is what they say ‘is history’… Over the last few years, the first statement many people make when I tell them where I work is ‘A PRU, that must be awful’, and usually followed by ‘What is it like to work there?’. My answer is always “come and see for yourself, anytime you like”. I am incredibly proud of what the team and I have created, and the journey we have been on to bring us to where we are today.
So, what is it like to attend this school? Ofsted November 2023, say:
Pupils like the calm, peaceful atmosphere and small class sizes. They feel valued and notice how much staff care for them. Pupils are included in many decisions about their education. They grow in confidence and recognise the positive impact the school has on their lives. Strong leadership and governance is bringing about many improvements to this inclusive school. Leaders have overhauled much of the curriculum. It is increasingly broad and ambitious and equips pupils with a secure grasp of English and mathematics. Support for pupils’ social, behavioural and emotional development features in many aspects of the curriculum. This provides pupils with a strong foundation to achieve well in their time at the school and many do. The school provides impressive provision for pupils’ personal development. A well thought out mindfulness programme supports pupils to reflect on and manage their emotions and actions. Staff share leaders’ passion to enable pupils to achieve the best possible outcomes. Staff enjoy and are proud to work at the school. They feel listened to and say leaders are considerate of their workload and well-being. Parents, pupils and commissioning schools are fulsome in their praise of the work of the school.
What do we do?
All pupils at The Link School have arrived having experienced exclusion in their previous educational settings. The school values of REACH (Respect, Effort, Achieve, Communication, Happy and Healthy) are the hallmarks of the school that underpin everything, including the whole school curriculum. The curriculum is built on Maslow’s hierarchy of needs (1943), (self-actualization / esteem / belonging / safety needs / physiological needs) which is the foundation of our relationships-based approach to address individual gaps in learning and skills. Our pupils find inclusion, acceptance, and love. There is a culture of relentlessly high expectations for every child and every member of staff. Over the last four years, the whole curriculum has been reviewed and mapped to the needs of children with social, emotional and mental health needs. It is organised in such a way that it provides children and young people with differentiated support and strategies to be successful in developing their own behaviour for learning. We are a school that prides ourselves on knowing our community.
We provide a strong academic core of subjects underpinned by SMSC, fundamental British values, careers guidance, healthy living and well-being, preparation for the next stage, equality and diversity. Learners are encouraged to take part in a wide range of activities and experiences across the curriculum, contributing fully to the life of the school and local community. We ensure that pupils reflect on their experiences and understand how they are developing personally and socially, tackling many of the spiritual, moral, social and cultural issues that are part of growing up.
How we make it work?
Working in alternative provision is challenging but incredibly worthwhile; it is essential that in order for pupils to be happy and succeed, the staff need to be happy and well supported. The school has a strong focus on emotional wellbeing and ensures that it is an important part of the Link School for both pupils and staff. Mindfulness and working together drive this across the school. Reviewing the curriculum has provided us the opportunity to reflect on exactly what our pupils and staff need, this allows us to be creative and responsive to change. We have the needs of the ‘whole’ child at the centre of what we do. Mental Health and wellbeing needs are taken seriously by staff, and we have developed a dedicated team who ensure there is a strong therapeutic and targeted support package. This includes a non–teaching safeguarding team, with an Early Help worker, a SEND team distributed across all key stages, a mindfulness practitioner, a counselling offer and art therapy.
Support for staff and pupil wellbeing is an integral part of the school ethos. In addition, we have comprehensive wellbeing offer for staff. Senior Leaders have an overview of where support may be needed, and consideration is given to workload. Staff are given opportunities to support their wellbeing from initiatives such as staff recognition reward scheme, joint PPA for all staff, emotional wellbeing twilights, professional supervision and access to free confidential counselling. It is essential, that the school is active in the community, supporting a wide range of schools and academies, and therefore learners.
Since 2018, The school have been part of a project with the University of Sunderland, looking at SEND across the city and children presenting with having social, emotional and mental health need. As part of this ongoing collaboration, pupils have had the opportunity to have a voice and be part of a series of powerful films which make children visible and give the viewer an insight into their world – a lived experience. This project is allowing children’s needs to be met and is all about creating a holistic approach to education, #pullupachair #project2999. We pride ourselves on being a reflective school who ensure all staff are included, valued and buy into the school vision. We are an outward facing school who share best practice and are keen to learn from others, and strive to keep on making things better.