South Hunsley School and Sixth Form College in Melton has achieved Centre of Excellence status.
A Warm Welcome
Thank you so much for your warm welcome when I recently visited. I enjoyed the two days and the valuable meetings we had with individuals and different groups. I particularly enjoyed the open and honest discussion, the ongoing desire to develop and further develop Inclusive Practice. Your genuine enthusiasm for the work to ensure inclusivity was notable.
A Stimulating Learning Environment
It was interesting to take a tour of the school. This provided us with the opportunity to see the team’s efforts to provide a stimulating learning environment. The environment was well presented, clean and resources were clearly ordered for ease of access. The grounds were in good order with good quality sporting facilities. There were suitable outdoor seating areas provided for children to use over break periods.
South Hunsley School and Sixth Form College is a large mainstream, state funded co-educational senior school in North Ferriby, East Yorkshire. It converted to academy status in 2015 and is the lead school in a multi-academy trust.
A Love for Learning
On the school website the school team’s view of Inclusion is clearly posted, “Inclusion is at the heart of everything we do.” South Hunsley staff are keen to foster a love for learning and recognise that if all students are to reach their full potential, that help, in a variety of forms, is needed. They are also keen to reinforce that they want to recognise students’ individual talents and abilities to enable them to achieve their goals. They constantly seek to find out what the student or group of students need and how those needs can be met.” It is heart-warming to hear of this genuine attitude and approach.
A Major Investment
In recognition of the changing needs of the school a major investment has been allocated to secure strong inclusion provision for Mental Health and SEND. This will include Enhanced specialist provision for autism within the Trust, implementation of Indirect Dyslexia Learning as a result of a recent trial and the team intend to investigate the potential of nurture provision for some students with specific learning needs.
A Wide Range of Specialists
The School Inclusion Team comprises a wide range of specialists who work together with parents and carers to help students achieve their best and feel included in all the opportunities on offer at South Hunsley. I was extremely impressed by the attendance of a wide range of external agencies who also clearly valued the work at the school and were very willing to give of their time to support the Inclusion Assessment and speak of their roles. These agencies included: –
• Children’s Social Care.
• Youth & Family Support.
• Exclusions Coordinator, East Riding Council.
• SMASH coordinator.
• Virtual School.
Leadership, Innovation and Collaboration
In the lead role within the Teaching School Alliance, SLT are keen to ensure children reach their potential through leadership, innovation and collaboration. The South Hunsley Team has built a strong relationship with partnership schools to share expertise and enable improvements to local and regional schools. They endeavour to do this through school-to-school support, initial teacher training, continuing professional development and research into educational theory through the Huntington Research https://researchschool.org.uk/huntington/. They are eager to learn and recognise that others within the Alliance can support their own work as each member school has strengths to offer.
An Inclusive Approach
In the school’s last Ofsted report an inclusive approach was recognised. The Ofsted team observed: “Skilfully targeted additional activities and support for students at risk of falling behind make sure they catch up to their peers well. Careful use of pupil premium funding helped to narrow the previous gap between the progress of students entitled to free school meals and others, successfully.”
Students are proud of their school and talk positively about its clubs, sessions and teachers. They describe the sporting opportunities that exist and visits out of school. Students value good relationships between adults and students. On the day of the visit we observed a sixth former taking Yr 6 children around school and showing care and consideration for the group that were visiting.
Secure Induction Procedures
Induction procedures are secure enabling the welcome of new students and families, aiding transitions. Staff work cooperatively with feeder primaries building positive relationships. Parents and governors describe the ‘open door’ policy of the school.Parents are very appreciative of the school’s approach to children’s needs and talk about how they feel supported.
Effective Pastoral Support
Systems ensure effective Pastoral Support and appropriate interventions. Explicit and appropriate interventions are shared by the House Leaders, Student Services and TAs.
Use of Pupil Premium
The school has published use of Pupil Premium on the website and has had success with the implementation over the last year. Impact statements for previous years are made clear and shared on the school website. It is evident that a wide range of activities/ interventions have been funded which enable and secure progress for all.
Sources of Evidence
During the visit I had access to all areas of the school; I had conversations with pupils and a range of stakeholders who willingly gave of their time. Information and evidence were gathered by observation within the school but also through conversations with the Inclusion Coordinator, teaching and support staff, representative pupils, parents and governors also gave their opinions.
Strategic Approach to Management
There are many key strengths in the school because of the strategic approach to management.
Find out more about the IQM Inclusive School Award
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