Goldwyn School in Kent has achieved the Inclusive School Award with Flagship status.
Values and Vision for Inclusion
It is encouraging to see that there has been no loss of momentum at Goldwyn School despite the change in Headteacher since the last IQM Review demonstrating how the values and vision for inclusion underpin all school developments. Inclusion, personalisation and a commitment to equality are at the very core of the Goldwyn offer.
The newly appointed Headteacher prioritised the revising of the Vision and Core School Community Values at the beginning of her leadership consulting with staff and students. These have been professionally published for all with a commitment that “these values will remain our constant anchor for the years ahead and at the core of everything we do.”
The following values have been collaboratively decided upon and students are articulating their understanding of these at appropriate levels.
The aim is for a school community where all members demonstrate:
Resilience – Resilience to barriers faced in creating independent, innovative and creative minds.
Empathy- Caring for ourselves, for each other, showing respect to each other and building a sense of belonging.
Aiming- Aiming to achieve our potential.
Commitment – Commitment to success, personal development and opportunity.
Heart- Passionate for the difference we can make, to our community, for equality, diversity and inclusion.
The Goldwyn Time is developing specific REACH activities so that pupils can understand the essence of the vision regardless of the language initially. There is a proposal to use a system like ‘Catch Me cards’ to recognise peers using the REACH values.
Exceptional Whole Child Curriculum
Goldwyn School has an exceptional whole child curriculum, built around evidence led approaches to attachment and emotional regulation. Through developing personal resilience and providing students with the motivation to succeed, Goldwyn School encourages students to be the best that they can be.
The school uses research and evaluated methods to develop a curriculum that is appropriate and engages its students. Social and Emotional development underpins the philosophy of care and educational delivery (the Goldwyn Learning Ladder linked to Maslow is the key framework) and all staff are committed to the Goldwyn Charter which outlines the school’s expectations of teaching staff as professional, compassionate and positive role models.
Across each Goldwyn Pathway, a considered, planned and holistic curriculum offer is designed to meet the needs of the whole child, ensuring that students’ SEN needs do not create a barrier to learning.
Whilst this is a school that is immersed in research and evidence-based practice, it is easy to see practical examples of this demonstrated in day-to-day practice. Our Assessor had the opportunity to attend the Goldwyn Inclusion Team Meeting. The focus was on continuing to make the vision and values meaningful for students demonstrating that these are not abstract aspirations but active themes.
An Early Help Worker had been invited to ensure that partnership work is as developed as it can be for the pupils in the school and actions were agreed. It was also a forum where colleagues problem solved a complex individual situation utilising the experience and expertise across the Goldwyn sites. This was carried out in a supportive and non-judgemental way.
During the day our Assessor visited two of the other sites. Staff there clearly articulated the specific purpose of the provisions and the successes they were having. However, the commonality between the sites was clear both visually and in approach and it was evident that each centre operates as an integral part of the Goldwyn suite of provisions understanding where they are on the continuum of need and the specialism required for the particular students they teach.
Staff spoke about the changing needs of students with the number of Adverse Childhood Experiences significantly increasing. Consistency of approach is key and all staff are expected to share the values of the school including support and other ancillary staff.
Pupils are involved in many ways in the decision making in the school. The School Council have recently made recommendations regarding the current reward scheme requesting experiences not gifts e.g., an extra lesson of a favourite subject. Another student mentioned that older pupils would like to access the Intervention Hub used for Year 7 pupils because of the atmosphere and the interaction with staff there. This kind of feedback is listened to and informs decisions ensuring that motivation and engagement remain high.
What Makes Goldwyn Special
When asked what makes Goldwyn the special place it is, there was agreement that it was the relationship with teachers who “you can talk about personal things with”. They also commented on the virtual grouping in Hubs saying that “in other schools it’s seen as weird to talk outside of your year group but here it’s accepted and it’s good.” Students also commented on the staff pupil ration as a positive factor in their learning.
Discussions with the Headteacher and staff during the day highlighted how the school is aware of their current priorities whilst being mindful of how changing situations might impact on the success of the Goldwyn offer.
The school is committed to being part of the solution to any challenges faced in SEND in Kent but is concerned how the recent inspection will impact on planned developments. The increasing number of directions via Tribunal decisions and directly from the Local Authority are also potentially impacting on the bespoke offer Goldwyn can currently provide.
In trying to find possible solutions to the pressure for places, as is the case with other Special Schools in Kent, Goldwyn is keen to develop satellite provisions to support transition back into mainstream where progress measures indicate this might benefit pupils along with other in reach approaches. This would further develop their long history of working to support mainstream provision.
The Headteacher and the staff at Goldwyn School are confident and positive that they can respond to changing demands and seek appropriate external support to do so where appropriate. They are committed to challenging and developing work constructively with multiagency partners.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: [email protected] for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack