Manor Green School in Maidenhead achieves the Inclusive School Award for the fourth time.
A Welcoming Environment
Manor Green School is a welcoming and energetic environment. The staff work tirelessly to continually improve the learning and social experience for all students. Their approach is highly individual with a clear focus on the “life journey” of all students. Continuing profes-sional development ensures the highest levels of expertise amongst all staff and excellent communication with parents and carers develops a truly inclusive environment.
It was a pleasure to experience the care and professionalism of staff in the school and I am confident of their continued successes and their capacity to maintain all the planned actions for the coming academic year.
Sources of Evidence
This report follows my visit to the school on 30th April and my discussions with:-
• IQM Co-ordinator.
• Head Teacher.
• Ian Peters (Introduction of Care Targets to ACE plan).
• Helen Hannam (Outreach Successes).
This review will look at progress made against targets set in 2017 together with confirming its “Inclusive School” status.
The senior leadership team has embedded the changes which were planned last year. Specific areas include:-
1. Classroom Monitor is now fully operational enabling staff to have a day to day view of student progress together with a strategic view for SLT. The school maintains a clear and accurate focus on evaluating individual needs through personalised learning with an emphasis on skills required to prepare students for life after school.
2. Succession planning and capacity remains firmly in the view of SLT. The newly formed cluster groups and appointed cluster leaders (September 2017) offer “strategic leadership” and consistency to the staff groups. The school intends to review the effectiveness of roles and impact on student independence.
3. The school continues to recognise the need to provide and create opportunities for students as they make the transition from school to the world of work. The school’s
4. staff apprenticeship scheme and supported employment schemes take a lead role in this work.
5. Outreach Service working in partnership with CYPDS and Psychology and Well Being to promote change and strengthen the inclusion of children and young people with SEND in mainstream settings.
The school provided me with their detailed “Outreach Service” documentation which gives a clear and comprehensive guide to the aims of the service and how they deliver the service to schools:-
a) To aid pupils with EHCPs in fully accessing both the curriculum and social/personal aspects of school life.
b) To provide training for schools in order for them to build capacity to meet pupils’ needs.
c) To provide support to schools in the Royal Borough of Berkshire to meet the needs of pupils with EHCPs within a mainstream, inclusive setting giving advice, training and assessment.
d) To help provide a smooth transition for children with EHCPs from pre-school to school and from primary into secondary.
Sharing Best Practice
During my discussions with staff I was asked to record any schools/interventions /resources which the school might like to explore/contact. Various suggestions were made to the school for their follow up.
Recording Pupil Progress
The school is also making great strides forward in the recording of pupils’ progress together with involving parents with the learning journeys of their children. Embedding video clips into their bespoke tracking systems is proving invaluable. The school might like to investi-gate the App: “Evidence for Learning”*.
* www. evidenceforlearning.net
“Evidence for Learning has transformed how hundreds of SEND schools, colleges and provisions are able to evidence, assess, review and plan for meeting the unique needs of their SEND learners, especially in light of the Rochford Review.
Evidence for Learning has also transformed how parents/carers, external stakeholders and the learners themselves are engaged and involved in the entire learning process and journey. Not only can photos, videos and notes be easily and securely shared by the school, but parents/carers can capture and submit their own photos, videos and notes to reflect the learner’s development and experiences at home. Valuable collaboration.”
There is no reduction to the school’s absolute determination to provide the most effective and inclusive teaching and learning environment for all students. This also includes collaboration with other schools and external providers. Plans, which are already in place, have been allocated key staff members and clear timeframes. These include:-
1. Revitalise the outside play areas.
2. Fundraise for new equipment.
3. Revise the current curriculum ensuring relevance to all students, planning topic/project-based work to maximise opportunities for students to achieve progress towards long term employment and independent living goals.
4. Provision of laptops and iPads for classroom use.
5. Review all paperwork sent out to parents ensuring relevance and understanding.
6. Introduce *SCERTS for specialist provision classes.
7. Choice Theory model.
8. NHS CYPIT toolkit (Early Years Toolkit provides information for parents and carers of younger children in Berkshire.)
* SCERTS: Social Communication/Emotional Regulation/Transactional Support.
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: firstname.lastname@example.org for further details.
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