Using distributed leadership for school improvement
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Information about the school
Ysgol Hen Felin is a maintained Rhondda Cynon Taf local authority special school for pupils with severe learning difficulties, autistic spectrum disorders, Profound and Multiple Learning difficulties and complex medical needs.
The school is located in a residential area of Ystrad Rhondda. Nearly all pupils are based on the main site. The school has three classes based at a satellite provision in Coleg Y Cymoedd Rhondda Campus for pupils aged 16-19yrs.
The school provides for 237 pupils aged from 3 to 19, nearly all with statements of special educational needs, individual development plans (IDPs) or equivalent. Pupils’ needs include, severe learning difficulties (SLD), profound and multiple learning difficulties (PMLD), autistic spectrum disorders (ASD) or visual impairment (VI).
Pupils are taught in 22 classes. There are 22 full time teachers and 75 learning support assistants.
The headteacher was appointed in January 2018.
Ysgol Hen Felin is a school that encourages all pupils to believe in their ability to achieve. Their aim is to develop all pupils to their full potential, both educationally and socially in a safe and purposeful environment.
Context and background to the effective or innovative practice
The school has refined its self-evaluation and improvement planning process over several years. The school promotes a strong team ethos to lead and manage self-evaluation and improvement planning, with an emphasis on the involvement of all staff and a wide range of stakeholders in the process.
Description of nature of strategy or activity
The school has produced a self-evaluation framework that allows the leadership team to make effective observations on the current work of the school whilst considering input from a wide range of stakeholders.
Distributed leadership is an approach to school improvement that emphasises shared responsibility and collaboration among all stakeholders. It recognises that effective leadership is not solely the domain of a single individual, but rather a collective effort involving members of the school community. In the context of our school this includes actively engaging with and involving all staff, pupils, the governing body, and a wider range of stakeholders, including parents, local authority, and regional consortia in improvement planning.
The school effectively utilises inset twilight sessions to facilitate self-evaluation conversations between staff. This approach encourages teachers, teaching assistants and administrative staff to contribute their unique perspectives and expertise.
Pupils’ involvement in the improvement process is crucial. They provide valuable insights into their educational experiences, helping identify areas for improvement and contributing to the development of effective strategies that cater to their diverse needs. The school has established a range of pupil voice groups that contribute directly to the self-evaluation and improvement planning process.
Parents bring valuable insights into the needs and aspirations of pupils. The school collaborates with parents through forums, surveys, and regular communication using various media. This helps to create and maintain strong and effective partnerships with parents.
The governing body plays a vital role in steering the school toward improvement. Its role extends beyond oversight to active participation in decision-making processes, strategic planning, and the establishment of policies that align with the school’s improvement goals. This collaborative approach ensures that the governing body is well informed about the school’s challenges and successes, allowing for more effective governance and support.
The school works closely with the local authority and the regional school improvement service. The school benefits from access to resources, expertise, and best practice. This supports the school in the school improvement journey.
What impact has this work had on provision and learners’ standards?
School improvement teams have been instrumental in driving the school improvement process. They facilitate communication, coordinate improvement activity, and ensure that the views of stakeholders and considered as part of the self-evaluation process.
By involving a broad range of stakeholders, the school has created a collaborative culture that fosters innovation, responsiveness, and sustained improvement. As noted in the recent inspection, nearly all pupils make strong progress towards their individual targets during their time at the school. They gain relevant accreditation or qualifications and progress to appropriate placements when they leave the school. Nearly all pupils demonstrate positive behaviour and attitudes to their learning. Pupils are at the heart of school life.
How have you shared your good practice?
- Leaders have delivered training via local authority and regional consortium to share best practice.
- The school self-evaluation and improvement plan is published on school website.