Type of Report: Case study






Special School Leaders

A collection of case studies from special school leaders. This book is the result of a year long leadership programme delivered by NASS and AKN Consulting for leaders of independent schools and non maintained special schools. As part of the programme participants designed and implemented leadership projects within their schools and these are their stories. The eight case studies within cover structural changes, staff re-organisation, implementing new initiatives and new approaches for assessing and improving outcomes for children. Foreword by NASS Chief Executive Claire Dorer.


Date Published: 10th October 2019
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Structure

I first started to become interested in structures within schools when I began working as an outreach teacher visiting deaf children in schools throughout Staffordshire. As an outreach teacher, it is important to get to know the structures in place within a school in order to ensure that the support that we put in place is effective throughout the school.   After a few visits to different schools, I quickly realised that, although all schools follow the same basic frameworks, that no two schools are the same! I recognised that every school has a very different feel to it, this quickly...


Date Published: 10th October 2019
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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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Eat to Learn, Learn to Eat

An investigation using change management to assess the impact of good nutrition on health, behaviour, and learning amongst vulnerable students in a special school environment. Over a six-month period (December 2018 to May 2019) various pre- and post-measures were taken before the healthy lunches were introduced from the start of January 2019. The results demonstrated some positive outcomes, although no correlation can necessarily be drawn between the introduction of healthy meals and the improved outcomes due to the number of confounding variables which could not be controlled for. Nonetheless, it was a worthwhile exercise in change management, and provided...


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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Changing, improving and learning is a game we all play, as leaders of education

Our setting is a small school with the maximum capacity of 30 pupils. As of July 2019 we have 26 pupils on role with 23 members of staff (including auxiliary staff). The school has a Senior Leadership Team (SLT) team made up of a Headteacher and two Assistant Heads (one for Education and one for Pastoral). In addition, there are subject leads for Science, English and Maths and a Senior Keyworker. As part of the development of specialisms other key roles include, an Assistant Educational Psychologist and a Team Teach Tutor.   The case study plots a journey of ups as...


Date Published: 10th October 2019
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Closing the Gap: Needs-Led Curriculum Interventions

An ongoing dilemma that all special-educational schools face is how do we meet the needs of all pupils and students in a cost effective and sustainable way. This case-study focuses on the ongoing development of Wave 2 interventions in a ‘Needs-Led Curriculum’. These Needs-Led interventions aim to support pupils and students development through blended therapies, within a transdisciplinary team.   Our aim was to ensure that all pupils and students, within our school, made progress not only against national curriculum outcomes, but also against their own individual outcomes through a range of Needs-Led interventions.


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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