Improving teaching and learning

Information about the school

Woodlands School is an independent special school for pupils with complex needs.  Pupils are placed by their local authorities, many under full care orders.  They live in one of four care homes within the organisation.  Currently, there are 18 pupils on roll, aged between 12 and 19 years.  Approximately two-thirds of pupils have a statement of special educational needs or education and health care plan.  The headteacher has been in post since January 2014.

Context and background to the effective or innovative practice

Following a core inspection in 2013, the proprietors recognised the need to improve teaching and learning.  In January 2014 they appointed a new headteacher, with significant experience as a senior leader in mainstream education.  As a first step, the proprietors and the new headteacher outlined the vision for the school and began the process of implementing a strategic plan for improvement.  The plan’s main priority was to establish a culture of high quality teaching and learning that would enable pupils to achieve their academic potential.

Description of nature of strategy or activity

The first and most urgent action was to communicate a vision of high expectations and resilience that centred on the central role of teaching and learning within the school.  Previously, the company had had a clear ethos for aspects of care and therapy but the role of education within this was less well defined.  The headteacher wrote a very detailed action plan following the Estyn report, which gave the school a strong focus on the areas of urgent improvement.  A staffing review of roles and responsibilities followed, which led to the appointment of an assistant headteacher with responsibility for teaching and learning.  Senior leaders, supported by the proprietor, improved provision on site and increased opportunities for outdoor learning opportunities.  Teachers updated schemes of work and implemented detailed lesson plans to motivate and inspire pupils’ interests and meet their individual needs.  Timetable changes ensured teachers delivered their specialist subjects and any gaps in the curriculum allowed for new subject teachers to be appointed. 

The effective use of daily assemblies and the development of a school council enabled staff to share information with pupils and engage them in decisions on the school’s rewards and sanctions system.  This helped develop an ethos and culture that enabled pupils to respond positively to new school rules and routines. 

The school put in place suitable risk assessments to support classroom learning together with the implementation of consistent behaviour management strategies.  As a result, staff developed confidence and trust in their ability to maintain pupils’ interest and motivation to learn.  This led to greater opportunities for collaborative learning for pupils who had previously been taught individually. 

The school focus on the professional development of staff, their understanding of teaching pedagogy and practice was key to ensuring that teachers improved their expertise delivering the curriculum, where necessary in subjects up to A level.  Improving staff skills in teaching literacy and numeracy and specific methodology, such as precision teaching, equipped staff with the skills to ensure that all pupils could access the curriculum offer. 

Staff developed a thirst for knowledge about what excellent teaching looked like and visited other schools recognised as having good practice.  They then adapted ideas to suit Woodlands.  A few staff trained as external examiners to support the work of the school. 

An induction programme for new pupils was developed to ensure that they understood the expectations for their learning and behaviour. The school also developed a system to evaluate pupils’ attitudes to learning and reward their engagement in lessons, regardless of academic ability. To support this approach, pupils were encouraged to take ownership for their own learning by commenting in progress logs on how confident they felt at the end of each lesson.  

What impact has this work had on provision and learners’ standards?

The school’s focus on teaching and learning benefits pupils enormously.  It ensures that all pupils leave with externally recognised qualifications, including accreditation of their essential skills.  This supports their future pathways very effectively, including access to university provision.   

How have you shared your good practice?

The headteacher attends meetings of the North Wales Association of Special School Headteachers (NWASSH) and has shared practice with a local PRU and special school.  The school is also a member of the Welsh Independent Schools Council.