Samuel Ward Academy in Suffolk has achieved the Inclusive School Award.
Excellent Example of Inclusive Practice
Samuel Ward Academy is an excellent example of inclusive practice. Inclusion permeates all aspects of the school’s work and there are good links with the governors and community to offer support for families. The SLT demonstrates strong, caring leadership and the school works effectively with the Governing Body and the Unity Schools Trust to ensure that all staff have similar aspirations for children at the school.
Aspiration, Brave and Compassionate
The Academy has recently reviewed its nine values and summarised them into the A, B, C values (Aspiration, Brave and Compassionate). These values are promoted and celebrated in assemblies, student planners and on the school website.
The values are emphasised regularly and coloured badges for each value can be achieved after the completion of five challenges. Students interviewed were well aware of the values and could discuss the ways in which they are important to school life at Samuel Ward Academy and how they are reinforced during tutor time on a daily basis.
Students are proud of their school and the impact it is having on their lives and education. A Year 10 assembly reinforced these values and focused the students on their mental health and the need to consider the wellbeing of others in the school and wider community. It was an inspirational assembly that highlighted anxiety and worrying issues that students might have and suggested techniques that might relax students at a difficult time in their lives.
Students demonstrate a caring, considerate attitude whilst moving around the school and it is obvious that the focused improvements in ethos and care for students by all the staff over the past five years have had an exceptional impact on academic standards and the attitude of students towards their peers and the adults in school.
There is an excellent rapport between students and staff demonstrating care, attention and respect. The Headteacher is in regular contact with parents and partners to quality assure the quality of education provided by the school. Such feedback is then discussed at leadership meetings to ensure that the school is constantly improving.
‘Golden Thread’
CPD is student focussed and a ‘golden thread’ of SEND is interwoven into all aspects of school life ensuring all students’ needs are met and they have access to all aspects of school life. The Academy teaches to the top to ensure that high achievers are challenged, but there is a toolkit for those who are not at the top to ensure that they are given additional support to aim higher.
This toolkit is modelled by the SENCO for staff on a Monday morning to ensure that it is fresh in everyone’s mind. The school uses its funding for pupil premium students flexibly to ensure it has the greatest impact and to ensure that everyone has good access to the curriculum. The SLT is committed to raising standards and providing staff and pupils with the best possible environment and opportunities. There is a strong programme of professional development for all staff informed by research and provided by the school, the Trust and external providers.
Developing An Inclusive Ethos
LSAs and teachers work well together and support each other in developing an inclusive ethos. The site team is as much a part of the inclusive ethos as any other group in the school. New staff members feel well supported by the SLT. A Professional Development day organised by the Trust once each year offers staff the opportunity to select from over 30 workshops and to work more closely with staff from other schools.
The ‘do now’ tasks at the beginning of the lessons and the consistent approach to routines are a feature of the delivery of the curriculum. Whole class feedback and quality first teaching are consistent features of lessons. In KS3 students have the same curriculum for everyone. There is less of a focus on GCSE grades and more of a focus on what can be done to improve student progress and attainment.
There is a high challenge, low threat culture amongst staff which has been promoted by the Headteacher. There is a very open-door policy around the school with regular ‘drop-ins’ which give SLT and subject leaders a good view of strengths and areas for development. The ‘Walkthrus’ support programme is used as a guide to good teaching. Particular areas are addressed each week and this embeds common practices.
The use of visualisers to highlight work is common in classes and the creative use of classrooms, putting two classes into one, provides space for collective revision.
Heads of houses and tutors work well together to make tutor times interesting and informative. The student handbook also provides students with all they need to know about their time in school including term dates, a site plan, rewards points, expectations of classroom behaviour and routines and ICT support.
The Go4Schools programme provides the school with a good means of communication with parents, students and staff. It also records assessments and allows staff to track the progress of individuals and groups of students. The developments in the curriculum delivery over the past five years has ensured a rise in good GCSE outcomes with GCSE results in English and Maths being the best ever for the school in 2022.
Strong Enrichment Programme
The Academy has a strong enrichment programme that offers students a wide range of activities bi-weekly on a Friday afternoon. It is an opportunity for students to try activities, that they may not normally come across in school. In addition to the enrichment activities there is a wide range of after-school activities providing students with a rich and diverse offer which they appreciate. The Duke of Edinburgh Award scheme is also available in KS3, KS4 and KS5.
Staff do not miss out when it comes to extra- curricular activities. They have one day each year which they can take for their personal wellbeing. They have staff fitness sessions in-house and a wide range of mental health support provided when necessary.
The staff wellbeing charter sets out the opportunities available for all staff. The school has signed up as a pilot for the Poverty Proofing School programme which aims to rethink all routine aspects of school life to try to ensure that families spend less.
Safeguarding, behaviour and inclusive practices are high on the school’s agenda. There is a system of rewards which can lead to a Headteacher award and focuses at all levels on students meeting and exceeding expectations.
A system of warnings is also in force if these expectations are not met which ultimately leads to students being withdrawn from the class and being supported and supervised in the Learning Apart Room.
Ready, Respectful, Safe
The consistency in awarding these rewards and sanctions is a key to their success and the school is constantly monitoring and revising its application by staff. Students are met at the school gate to ensure a good start to the day and address any concerns. Ready, Respectful, Safe is the school motto. Staff carry out regular home visits if they have not heard from a family by 11am and this sometimes picks up safeguarding issues.
There is a ‘how do we do things here’ document which ensures everyone is focused on consistent routines. Parents are also reminded of expectations in the Headteacher’s bi-weekly newsletter and the school website is updated regularly to reflect current issues. The Study, Inclusion Room and Learning Apart Rooms are used when students do not conform to expectations and need additional reminders and support from trained staff. Attendance at present is at 93% with an aim for 95%. This is lower than the school would like but reflects the need for parents to go on holiday in term time after the pandemic restrictions. The school is addressing this issue.
Understand the Journey
Governors have begun to have a greater involvement and a physical presence around the school since the pandemic. They have five termly meetings of the Governing Body each year where the Headteacher provides the governors with a comprehensive report of standards and activities taking place in school.
Subject leaders also provide reports to the governors and answer any questions relating to their subject area. Scrutiny meetings are held on a regular basis where a team of governors focus on a particular aspect of the school standards. This term they have looked at GCSE and A level results.
Wellbeing of staff and pupils has been another recent focus. Each governor has a subject area of responsibility and links up with the appropriate member of staff to visit and discuss their responsibility. Training is provided by the Trust and is ongoing, particularly in respect of safeguarding and SEND.
The consultant interviewed a corporate governor and a staff governor and they both spoke of the support provided by the Trust and their peer governors. They understand the journey that the school has been on and support the inclusive ethos that students and staff experience. One governor stated: ‘Senior leadership has a good idea of what needs improving and where the strengths lie. We have a very supportive Governing Panel.’
‘Home From Home’
Parents spoke highly of the school’s inclusive ethos. One stated that her child was ‘A more rounded individual because of the student diversity.’ Another parent said, ’Students see this as a home from home. They have a natural acceptance of their peers.’ Parents spoke of the LGBT+ group and how they meet regularly to discuss any concerns they may have in school. Details of this group are also on the website and the school has a strong Equality and Diversity policy. Students understand that ‘it is OK to be different.’
Parents feel that students who are high achievers are well prepared and children with additional needs have them addressed, but not to the extent that they are excluded from lessons or activities that other students enjoy. One parent spoke of the different coloured paper that her son uses to help with his dyslexia and the one-page profile which is ‘tweaked’ to ensure progress is maintained. They are aware of the Laurel meetings which happen weekly where senior staff discuss vulnerable students and families and the support that they require.
Parental surveys are very positive about school life and there are coffee mornings for parents where they can ask questions about the school provision. They understand that they have an excellent outdoor learning environment which provides for a range of sporting and recreational activities on astro turf and playing fields. There is also an area being developed by the ground staff for a wildlife area to be used by staff trained in Forest Schools.
Atmosphere is Calm
The atmosphere in classes and in shared areas is calm with students reflecting and valuing the care and attention which all staff show for them. Students are often involved in the decision-making process when matters relating to their school environment and learning are concerned. Responsibilities such as Drama Ambassadors, Equalities Representatives and Environmental Leaders all contribute to the students having a high profile in what happens in school. The sixth form is being remodelled in a new building and there are plans to offer other subjects to students such as engineering.
The present building is comfortable and students use the more formal and leisure areas well. There was a calm, working atmosphere in the building with students obviously happy with their peers, working and relaxing in a very positive environment.
The school has strong links with the local community and good use is made of local services to extend the curriculum. There is good support for local and national charities and an involvement of the students in raising funds for children less fortunate than themselves.
The school is very much part of the community and where safe and possible, staff have also planned for outside visitors to enhance experiences and learning in school. The school aims to ensure that its students see beyond their home environment and what opportunities exist.
Staff want the students to understand that their current learning leads to many opportunities. The curriculum is consequently designed to include local, national and international references.
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.
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