Stubbin Wood School in Mansfield has achieved Centre of Excellence status.
Professionalism and Expertise
I would like to offer my sincere thanks to the staff and students of Stubbin Wood School for the welcome I received during my visit, also for sharing with me their enthusiasm, professionalism and expertise. Many members of staff, and some of the students, have been part of the journey made by the school since moving from their old site (still partly used by the Nursery) into the purpose designed new build on the Common Lane site. Along with the move there has also been a major change in staffing, the current Headteacher came into post in September 2017 plus recent appointments which reflect the vision of the school. A quote in the SER document certainly sums up the ethos of the school:
“Inclusion is the centre of our ethos and day to day working practices as ‘Creating opportunities for everyone to achieve success’ cannot be achieved without it. It is therefore part of the role of every member of staff.”
Excellent Leadership and Management
The SLT and middle leaders within the school certainly provide outstanding examples of excellent Leadership and Management. Leaders are at the heart of the school. They inspire groups to come together for a common goal. They motivate, console and work with people to keep them bonded and eager to develop and move forward. The managers establish the systems, create rules and operating procedures. They motivate and engage in the teaching, support staff who fully understand and promote the inclusion agenda.
Detailed and Accurate Feedback
The school place great importance on innovation, planning and action planning. Data collection and “Dashboard development,” teaching and learning assessment (directly linked to teaching standards) enable detailed and accurate feedback to be available for stakeholders (governors, parents, Local Authority).
A Variety of Support Systems
In identifying a clear action plan (school vision) the school has also invested in a variety of interventions, tracking and assessment systems, for example:
• Move: A stepped process to assess ability and to incrementally teach key motor skills.
• My Concern: www.myconcern.co.uk. A safe and secure software programme for recording and managing all safeguarding concerns in an educational setting.
• SOLAR: www.sloarforschools.org.uk. An online pupil assessment tracker (SEND).
• Proact-Scipr: www.proact-scipr.uk.com. A positive range of options to avoid crisis and use therapy.
Bespoke Systems are Designed
Where the school has been unable to find appropriate resources to meet their needs, the highly experienced staff have designed their own bespoke systems. The school has also established some interesting terminology to describe some of their aims and interventions.
Supporting Other Schools and Providers
“Out facing” describes their support work offered to other schools and providers. Magic Breakfasts were a result of schools and families working together re “Poverty Proofing” with a financial grant to get things up and running. The acronym “POTENTIAL” is directed at the offer and opportunities the school makes for students at the school: Involvement in the Arts, participate in outdoor learning with life experiences beyond the academic curriculum, to be able to learn skills and participate alongside peers whilst developing independent learning skills, ensuring students are equipped to manage IT and develop their enterprise skills along with a love of reading to take these skills into their lives as adults.
Ensuring Success and Development
This same approach to ensuring learners success and development has also been run in parallel with consideration to staff wellbeing and personal development. The school has already appointed teaching staff who have been on the career journey through the school. Beginning as support staff, the school makes it possible for staff to access teacher training. It is very difficult to identify support staff from teaching staff in the school as a consistent and well-planned approach is always apparent. High levels of expertise in working with children, many with complex difficulties are evaluated and shared by teaching teams.
New Staffing Structure
Over the last 12 months the Senior Leadership Team has undertaken a complete skills’ audit of staff to ensure the success of the new staffing structure. Succession planning is built into the staff plan with governors involved at all stages. In consideration of parents and families the school uses clear and easy to understand data, paperwork and finance descriptors. The parents I met on the day spoke very highly of not only the education their children receive and the progress their children make but also the accessibility of the staff and their tireless approach to ensuring that Stubbin Wood provides the best possible teaching and learning environment to meet their needs.
Sources of Evidence
My visit to the school enabled me to confirm the accuracy of the SER document and meet with a wide variety of staff representatives and stakeholders. The timetable for my visit allowed me to view all parts of the school including specialist teaching areas, outside and communal areas. This included:-
• Learning walk of the whole school including the nursery.
• Dining areas.
• Hydro therapy pool/nursery splash pool, on site baby room.
• Art room.
• Cookery room.
• Break out areas.
• Sensory rooms Library (converted from office space).
I met with the following representatives:
• Head Teacher and all members of the senior leadership team (with responsibilities for the nursery, Pupil Voice).
• Business manager.
• Phone call to outside provider (Adventure Services).
• Heads of House.
• Teaching Assistants.
• Staff with responsibility for Well Being, Assessment, Curriculum, Teaching and Learning.
• Governor representatives.
Documents provided for me in addition to the SER document:-
• School vision statement.
• “POTENTIAL” Everyone to achieve success and reach their potential.
• CPD log.
• QA reviews.
• EHCP examples.
• Staff award scheme (positive comments).
• Staff Induction handbook.
• Senco network.
• Case studies .
• School Policies Safeguarding “My Concern” software, missing from Education.
• Iris connects.
• Lunchtime clubs’ directory.
• Positive Behaviour policy.
• “Balloons rewards”.
• Pupil premium policy.
• Parent engagement activities, parent questionnaires, staff questionnaires.
• Post 16 routes to adulthood.
• Curriculum policy.
• Outdoor learning.
• Careers and the world of work policy.
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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