keyword: Special School






Adopting Appreciative Inquiry: An approach to building on Success

On my appointment as Assistant Principal (Senco) at my school in August 2014 I began an incredible journey of both professional and self-discovery. Due to the nature of the range of needs at the school – the support team is a very large one. Like any new post-holder, I wanted to ‘make my mark’ and set about planning new initiatives with gusto. I decided to audit and observe for the first year whilst I got the Senco Award under my belt and this gave me time to take stock and work out how to go about facilitating and leading...


Date Published: 10th October 2019
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Involving Everyone: a Whole School Approach to Behaviour Management

The focus of this case study is the development of a Whole School Approach in distributing skills in behaviour management to all staff across the school.   Dealing with challenging behaviour is one of the most difficult areas of work in special educational needs and disability (SEND) schools. Although all staff receive the same induction, continued professional development (CPD) training and support, there is always a variation regarding how different individuals perceive their role or responsibilities, as well as how they are able to engage in addressing challenging behaviours in SEND schools.   Dealing with challenging behaviour is also an area that is...


Date Published: 10th October 2019
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Motivation, morale and movement: Creating a distributed leadership model in a new and growing school

Our school is a newly established special school in London, catering for 28 children, aged 7-16, with complex behavioural needs and those on the autism spectrum and with additional complex needs. We realised there was a ‘gap in the market’ for students who are high-functioning, and are able to live independent, fulfilled lives as adults, but who don’t yet have the tools and strategies to cope with the demands placed on them from others. Their needs generally stem from their poor social and communication abilities. In line with research regarding autism diagnoses, the vast majority of our students are...


Date Published: 10th October 2019
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Ways you can show good progress and improve your accreditation framework

If you would like to find out ways to improve your progress data and how you can develop your accreditation programme, then read further.   I have worked at St. John’s School for 13 years teaching PE and part of the middle management team. I have now progressed into the role of Deputy Head Teacher, since September 2018. St. John’s is a Special Educational Needs (SEN) residential school with children / young adults that have range of challenging behaviours and learning difficulties. The two main areas I wanted to improve were progress data and the qualifications framework as it was an...


Date Published: 10th October 2019
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