Presentation on theme: "Vision for The Village School and some of the challenges we face"— Presentation transcript:
1Vision for The Village School and some of the challenges we face Overview: Global, inclusive, outward looking, high skills and expertise, outcomes for pupils, integration into strategic vision for Brent (BSF). How will we afford it? Management of change.
2PROGRESS INCLUSION ENTITLEMENT All pupils will make good and outstanding progressProgress will be tracked and analysed against academic, personal social andwellbeing, behaviour and therapeutic criteriaTeaching interventions are judged for the success of their impact and respondswiftly to pupil needs as requiredResearch, innovation and CPLD are the heart of how we support pupils to makebest progress possibleINCLUSIONAll pupils will have access to a stimulating curriculum which is personalised tomeet their needsAll pupils have the appropriate resources and kit to support communication andphysical developmentAll pupils’ families and communities are part of The Village. Pupils are valuedin their own rightWe work as a team and we adhere to our core values and include our partnersENTITLEMENTAll pupils can expect excellent outcomes throughout their school life andaspire to the same on leaving and in the futureAll pupils have the right to contribute, belong and be heardAll pupils and past pupils should have access to opportunities in the localand wider community
3We aspire to the Golden Circle Why? Why are we teaching this?Why are we engaging in this activity?Is this part of our pedagogy at the Village?How?How are we going to do this?How will it meet the needs of this group of pupils or individual?Is this pupil ready to learn?How can I support this young person to learn and make progress?Are the pupils all catered for?Are we following the plans?What?What activity have we selected and does it meet the how and the what?What do the pupils think about it?What do our teams think about it?What do our families and community think about it?
4Vision An inclusive community school celebrating diversity We value and are valued as part of the wider communityOutward looking with improved outcomesGood and outstanding progress made by pupilsA holistic trans-disciplinary organization of expertise andsupport for the whole school communityTo achieve excellence in everything we doExcellent teaching for pupils with complex learning difficultiesand disabilitiesHigh quality delivery of training, induction and outreach supportProgress, inclusion and entitlement need to be the key drivers for our vision.This will emerge in our developing ethos.High expectations for pupils is a core value of the school.This we need to work towards regardless of where we are based and whatever the upheaval.No excuses during upheavalCommunity cohesion.It is this focus and concentration which will lead us to become outstanding.Every Child Matters principles are the heart of our philosophyThere is a strong tradition of pupil and parent voice in both schools and this can be stronger when we become one.Excellent quality of provision in teaching and learning which is grounded in high expectations where good or excellent progress is the aspiration.We will be able to combine our significant strengths across the provisionsPartnership working with therapies, nursing services and other agencies, ‘working together to safeguard children'Training and induction expertise in manual handling, pecs , physical intervention and de-escalation, communication/access, inclusive technology, sensory curriculumStrong pupil, parent and family voice
5Vision Inclusive creative curriculum facilitating independence Focus on language and communicationEntitlement is keyDifferentiated and age appropriate curriculumPurposeful and safe environmentExcellent quality of care, guidance and supportOutdoor and adapted learning environmentFostering independence, enriched, stimulating, age appropriate and differentiated, focus on range of learning styles and language and communication development and strategies, knowledge of entitlement and mainstream provision and possibilities. Multi disciplinary agency working and partnerships, excellence in teaching and support for other provisions, health and safety, assessment and achievement, accredited coursesA safe and purposeful environment means that we have the appropriate safeguards in place. This means clear accessible policies and vigilance within the context of collective responsibility.Entitlement of pupils to make good or better progress.Use of assessment systems to analyse data.Extended provisionMaximise learning opportunities and experiences
6“It takes a village to raise a child” African proverb 3 Villages 2-7, 7-14, 14-19Shared resources to add value and qualityDiscrete learning environmentsFlexible accommodation and supportCommunity access and involvementPromoting independence and new opportunitiesCoordinated multi agency workingThe villages need to be part of the whole picture, interrelated and interconnected.Although pupils will have safe discreet learning environments in the true spirit of ECM it is vital that all pupils feel they contribute.Achieve Artsmark GoldExcellent Arts and outstanding sports provisionPartnership working and outreach workPost school partnership focus
7Challenges The management of change and a responsive staff structure The budget and funding requires careful planningA changing national picture and its impact on usMaking the most of our wonderful new buildingMeeting pupils’ needs and their statement/ EHC requirementsMeasuring the impact of interventionsPartnership working and the transdisciplinary approachWorking with and serving the local and wider communityCelebrating the new ethos for our communityPerson Centered Planning approachThe change process is difficult for pupils and staff and parents, it makes people feel insecure. Making people feel part of the process will need good communication and consultation streamsBeing calm and accessible as a leadership team will be vital over the coming months and some of the strategies already being worked on need to be continued.The staffing structure will need to be reviewed and it will probably be different once we have moved into the new provision compared to the decant process.
8Problem solvingShared vision for all stakeholders with our mission statement and aims and SEND local offerOrganisation of the pupils according to their needs, deploying the appropriately trained staffDistributed leadership model so that there are specific roles, responsibilities and accountabilities for the communityRobust business plan to support our development and growthWorking in partnership with the local authority and our partner schools in establishing effective provision and outreach servicesBringing all the community together to explore what our core values and philosophies are is a good and positive starting point.Consultation processes in partnership with all key people and groups.Pupils needs met through our wrap around provision and developing in house therapy provisionStrong leadership but where the pupils have the best possible input from key staff- teachers TAs, technical support, therapy and nursing provision and family support on site.Hard choices will have to be made about what is best for our pupils. These decisions need to be adhered to.
9And finally...‘...even if the path to knowledge is unending, no step that takes man nearer to a full understanding of the meaning of his existence is too small to count’Tarkowsky 1986This quote had a powerful impact on me. The steps we take and our pupils take in our learning are often quite small, but those steps still count and pupils have an entitlement for them to be recognised and celebrated.