Anytown Special School Headteacher Recruitment
Description of School
Anytown Special School currently caters for 124 pupils aged 11-18 (69 pupils in Key Stage Three, 46 in Key Stage Four and 9 in Key Stage Five). Pupils have complex difficulties including autistic spectrum disorders (ASD) and a range of other communication difficulties. A special unit called LACE (Language and Communication Enhancement) established in 1995 has grown from 4 to 60 pupils. Most pupils live within 5 -15 miles of the school. A few pupils travel more than 20 miles to the school.
Please see School Prospectus for further details
Successes at Anytown Special School
The strong ethos has enabled the school community to withstand a number of difficulties. The commitment of staff has maintained quality learning and pupils have continued to achieve well.
The 2005 Value Added scores put Anytown Special School in the top 5% of schools.
In 2005, the Value Added score for progress by pupils from KS2 to KS4 was 1056.4 and from KS3 to KS4 it was 1038.9. This puts Anytown Special School in the top 5% of schools nationally. In addition, the school is delighted that 100% of students achieved at least one formal qualification before leaving school.
All value added measures of pupil progress produced by the government for Anytown Special School have shown continuous improvement from 2003 to 2004 and 2004 to 2005.
Other successes include:
Introduction of the PIVATs programme to measure progress for individual pupils.
The successful introduction of a whole school behaviour rewards scheme (PEBLS) has motivated pupils.
Introduction of revised schemes for Personal, Social and Health Education and Citizenship
Sixth Form has been extended to cover 2 years.
School grounds have been developed including the completion of a Multi-Use Games Area.
Pupils staged challenging versions of Shakespeare’s Macbeth and Julius Caesar in July 2006.
The school hosted a very enjoyable Tag Rugby Tournament for six schools in March 2006.
Science students take part in regional and national competitions – we are usually the only special school represented.
Music has been re-introduced for all students in Key Stage 3.
Young Enterprise successfully launched in Autumn 2005 - and already making a profit!
Areas for further development
The leadership team and governors have identified the aspects that we will work together to improve:
We will continue extended provision for pupils in the area of ‘Enterprise Education’ in Key Stage 4.
We have plans to extend the range of Post 16 courses.
The governing body will continue to improve communication with parents.
We have plans to remodel the building to make better use of the accommodation
We have plans to further develop external areas to ensure easier access for pupils and parents and a greater variety of playground activities.
We want to develop deeper and more effective outreach links with neighbouring schools including exploring opportunities for providing extended services.
Governors know we need to be more strategic in our thinking and we are taking advantage of many training opportunities to enable us to be more effective partners with our headteacher.
Working with parents and the community
Governors and staff are strongly committed to working in partnership with parents. Governors attend all parent consultation and fundraising/social events so that they are available to listen to parental views and discuss issues. Parents’ feedback contributed to our decision to enhance the role of tutors, to extend post-16 provision and to drop a proposal for blazers in the school uniform because of the cost implications for low-income families.
The Parents and Friends Association has raised many thousands of pounds to enable the school to refurbish the showers and to provide a pergola and picnic tables to enhance our grounds. Fundraising events are always great fun and bring together parents, pupils, staff and neighbours of the school.
The school has links with neighbouring schools through the work of our Advanced Skills Teacher (Science) who works one day per week to support other schools. We aim to develop our out-reach work to be seen as a resource to help staff in mainstream schools meet the needs of their pupils with specific special needs.
We also benefit from sports coaching by older students from Anytown Secondary School and coaches provided through the County Sports Partnership.
Safeguarding Children
At Anytown Special School we take our responsibility for the promotion and safeguarding of pupils very seriously. This is expressed in the following ways:
· We ensure that full discussion of the school’s safeguarding policy is included in the induction of all new members of staff and volunteers.
· We have regular discussions with all staff about the practical implications of our school policy to ensure that there are common understandings and to maintain a safe culture at the forefront of staff consciousness.
· Our school policy encourages all staff to raise any concerns they may have about the actions of colleagues. The interests of the child are paramount and take priority over professional loyalties.
Implications for Anytown Special School of the County Council’s review of special schools
The governing body received a presentation about this review and the possible implications for Anytown Special School. The key elements include:
Developments will take place over 3-5 years giving time for expertise to be acquired to implement changes.
Anytown Special School is likely to specialise in meeting the needs of children with communication and interaction difficulties, including those on the autistic spectrum, with average to above average cognitive abilities.
Anytown Special School will be expected to provide expertise to be a resource to support professionals in local schools.
Please see paper setting out rationale for proposed changes
It is clear from this that our new headteacher will be involved with the governing body in helping to shape and subsequently implement significant changes to the school.
Appendix C3