Stanley School in the Wirral has achieved the Inclusive School Award.
Successful Integration Opportunities Are Available
Stanley School is a Special School for children aged 2-11 years old with a range of Special Education Needs and Disabilities (SEND) situated in Pensby, Wirral. The school welcomes children with Profound and Multiple Learning Difficulties (PMLD), and autism from across Wirral. There are currently 143 pupils on roll, 4% of pupils have PMLD and 30% are autistic. All Autism Spectrum Condition (ASC) pupils have a primary need of severe learning difficulties. All pupils have an Education Health and Care Plan (EHCP) in place with provision at Stanley School, determined as part of this process.
The school’s geographical location lends itself to inclusive partnerships and integration opportunities. Stanley School is co-located with a mainstream Primary School, Pensby Primary. This is a unique feature for both schools. The IQM Lead and Headteacher explain that “significant work has been undertaken recently to strengthen the collaboration between the schools for the benefit of the pupils, staff, and wider communities. Successful integration opportunities are available for pupils in both schools, for example shared playtime experiences.
Sense of Security and Stability
Stanley School was rated “good” in its latest Ofsted inspection (July 2017). Subsequently there has been a significant change in leadership at a school and Governor level. The Headteacher and Deputy Headteacher were appointed in 2020 following the long-term absence of the school’s previous Leadership Team. Consequently, all job roles were re-evaluated and the Leaders state that “expectations were made clear to enable school improvement and development to be effective at all levels.” Current Leaders have created a sense of “security and stability” for the school.
The Headteacher and Deputy Headteacher began the assessment day by talking about the inclusive philosophy and ethos of the school. They described “community” as the essence of the ethos, explaining that it is informed by a “commitment from everybody” within the community, working together towards a shared vision. Inclusivity is at the heart of the vision and values, steering the improvement drive.
In terms of the vision for the individual children who attend Stanley School, the key driver is to develop “independence.” Particularly when a child has complex learning needs; staff want to equip them with the tools to be as independent as they can “to show the world we are as equal as everybody else.” When the Leaders meet with perspective parents and carers for the first time, their aim is to instil a sense of hope, that exceeding expectations is possible. The staff have high expectations for all pupils and are constantly striving for more. There is no limit placed on what individual children are capable of achieving.
Genuine Commitment and Dedication
Staff show genuine commitment and dedication to working with children with complex needs. It is important that all staff receive increased levels of training and support for them to fully understand the needs of the children. Investing in staff training is a priority for the Leaders. All staff spoken to during the assessment showed enthusiasm towards their roles. Staff are supportive of the Headteacher’s vision, with all staff focussed on the children and their best interests.
The Headteacher described how, “everything we do is about the children, and we always bring it back to that; any decision we make is around the children’s best interests.” Staff are encouraged to talk and hold professional dialogue around individual needs, sharing best practice ideas to support each other. The welcome statement on the school’s website states, “children are at the heart of our school. Everything that we do is about ensuring that their school experience helps them develop both educationally and socially in an engaging, fun, caring and supportive environment”.
There has been significant staff turnover, specifically the Leadership Team, over the past few years. The current Headteacher and Deputy Headteacher joined the school just prior to the start of the Covid-19 global pandemic. It has clearly been a challenging time as new Leaders restoring the standards in the school following the long-term absence of the previous Leadership Team, then a global pandemic to contend with. The improvements made to the school since taking up post, and success with which the Senior Team have led the staff, pupils and families through the pandemic, are commendable.
Wide Range of Needs
With a wide range of needs within the classes across the school, the Curriculum is completely personalised to meet the individual needs. When the current Senior Leaders took up post, they made the decision to reorganise the classes to group by primary need rather than solely chronological age. Currently there are classes across the school with class sizes ranging between 7 and 11 pupils. With this approach, the IQM Coordinator explained that “all children have access to a broad and balanced curriculum at an appropriate developmental level”. This change to grouping arrangements has led to an improvement in provision overall, with learning now tailored more closely to specific needs. The quality of teaching and learning has improved and continues to develop through effective monitoring and evaluation processes. There are some strong classroom practitioners who are being called upon to share their best practice.
Our Assessor extended their thanks to the staff, pupils, parents and carers at Stanley School who welcomed them so warmly into their community for the IQM assessment day. The Assessor thoroughly enjoyed their visit and witnessing the wonderful inclusive practice in person. The Headteacher is undoubtedly committed to the inclusion agenda and has a clear, inclusive vision to continue to move the provision at Stanley School forward.
For the IQM Assessment, the Senior Leaders provided wide-ranging documentation to support the process. The Assessor was welcomed into the school with warmth and an honest approach from all. Staff welcomed the process and demonstrated an open culture of self-evaluation. This reflective culture ensures that the school is continuing to improve. Leaders know the areas of strength and have clear plans to improve any areas which need further development. Our Assessor felt confident that the strategic priorities outlined in this year’s School Development Plan will have significant impact to further enhance the inclusive practices.
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.