Blog by Andrea Grist, Headteacher.
I have been a teacher since 1994 and a Headteacher since 2014, taking on my current Headship in May 2022. Our school is a three-form entry setting, soon reducing to two forms, serving a community with high levels of deprivation, SEND (Special Educational Needs and Disabilities), and diversity. Around 75% of our children speak English as a second language, with families speaking over 30 different languages.
When I arrived in May 2022, mid-year and post-COVID, it quickly became apparent that significant barriers were preventing many pupils from reaching their full potential. The school was facing a projected deficit budget, suspensions were rising, and the existing behaviour policy was proving ineffective. Many pupils had unmet needs, especially those with severe language and communication difficulties. Pupils struggled to regulate their emotions, and senior leaders were frequently called upon to support individual children. There was a particular hotspot in Year 2, where children had missed much of their Early Years education due to COVID. Attendance was 89%, with persistent absence (PA) at 39%.
Taking Action
My first priority was to assess the staffing structure, which had not been reviewed for many years. By aligning the structure with the immediate needs of our pupils, I was able to streamline staffing, releasing valuable funding that could be reinvested in provision and targeted interventions. I also worked closely with the SEND team to ensure that all pupils who required an Education, Health and Care Plan (EHCP) received appropriate funding, and that applications for EHCPs were made where needed.
In addition, we focused on improving provision for pupils whose needs were not being met. We visited local special schools, resourced provisions, and nurture units, taking key staff members with us to learn from best practices. This collaborative approach helped us to shape a clear plan for enhancing our provision, and we began training staff on a suite of evidence-based strategies to better support our children.
Our SENDCo worked closely with external experts to deepen our understanding of SEND funding, speech and language therapy (SALT), therapeutic interventions, and sensory needs. This professional development supported the creation of a more comprehensive and responsive SEND strategy across the school.
Developing Specialist Provision
In the first year, we introduced The Grove, a Nurture Provision for vulnerable pupils, alongside The Orchard, a provision for eight pupils with severe and complex Speech, Language, and Communication Needs (SLCN), all of whom had EHCPs. Many of these children are non-verbal and have intimate care needs, and while some would have been better placed in special schools, either places were unavailable, or parents preferred to keep their children in mainstream education. We also trained a second SENDCo to ensure that leadership capacity was in place to support this expanded provision.
In the second year, we launched The Vines, a provision for six pupils with SEMH (Social, Emotional, and Mental Health needs) from Year 3, all of whom had EHCPs. These pupils were at risk of exclusion due to the severity of their needs. The Vines is staffed by a teacher and three support staff, and is supported by a regulation space and a sensory room. Additionally, we introduced Zones of Regulation across Year 3 to help all pupils develop emotional regulation strategies.
In the third year, we expanded The Orchard into The Nest, increasing its capacity and refining the grouping of children to better match their specific learning needs. We also began training three more SENDCos to strengthen the leadership team and ensure ongoing professional development for staff. We are also planning to develop our outdoor space with a focus on regulation, meeting sensory needs and supporting good physical and mental health.
The Impact
The results of these interventions have been remarkable. Staff now feel empowered to meet the diverse needs of our pupils, and as a result, children are thriving. Senior leaders are rarely called upon for daily support with individual children, and suspensions have dramatically reduced. Some pupils within our specialist provisions have begun to reintegrate into mainstream classrooms with tailored support, and a few are on track to access full-time mainstream education. Our school is calm and purposeful and a hub of learning.
Attendance has increased to 93.6%, and persistent absence has dropped to 17.5%. These improvements demonstrate the effectiveness of our approach: we have moved from crisis management to a more proactive, holistic model of support.
Conclusion
Our school’s journey is a testament to the power of adapting provision to meet the needs of the children, rather than trying to make children fit a one-size-fits-all approach. By putting the needs of our pupils at the heart of our strategy, we have created an environment where both children and staff can flourish.
