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Wilson Stuart School.

A school that is special 

small class groups and individual programmes

wide range of sporting activities and accredited opportunities

specialist staff knowledge and expertise

specialist facilities, (sensory swimming pool, soft play, two sensory rooms and superb outdoor facilities)

access to all areas of the National Curriculum

nationally recognised qualifications for all

use of ICT to support our curriculum and pupil learning

assessment and support for children with complex communication difficulties

partnership with parents including an active parents group

opportunities for inclusive activities

collaborative approaches

individual physical management programmes

Individual eating and drinking programmes

nursing, physiotherapy and speech and language support

bilingual support

motor development

tradition in specialist performing arts

excellent community partnerships and supported activities

outreach support for mainstream schools

speech and language therapy

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A message from our Head Teacher

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About our school Wilson Stuart School is an all age school for children aged two to nineteen years, who have a physical disability and/or a complex medical condition. Many pupils have additional disabilities including communication difficulties, learning difficulties and sensory impairments. Our last 4 OFSTED inspections have all resulted in an ‘Outstanding’ report, the latest taking place in April 2010. We are very proud of our achievements and strive daily to maintain our excellent standards. Most of our pupils have a congenital disability and start school in the nursery. For many, the aim is to provide specialist support at an early stage to enable them to transfer to a mainstream setting in the future. For others, the very specialist provision provided by Wilson Stuart continues to be required throughout their educational years. For these pupils a programme of inclusive activities is planned as an integral part of their educational experiences.

What we do in school Our school has a reputation for providing a wide range of activities that allow pupils with a physical disability to achieve success and realise their true potential. Particular emphasis is placed upon the development of motor abilities and communication skills through a multi disciplinary approach to curriculum activities and independence skills. The specialised use of computer technologies aids access to the curriculum and, together with the development of individual education programmes ensures access for all our pupils to all areas of the National Curriculum. Occasionally, following consultation with parents and other professionals, an area of the National Curriculum may be dis-applied for some pupils. We recognise that excellent partnerships with parents is an essential element in the success of our school. Parents are at the heart of our planning along with other professionals thus ensuring a consistent and successful approach to learning for all our pupils. We have a very active Parents for Parents Association who have organised a variety of very successful events for students and parents of the school. Wilson Stuart is established as a leader in the development of sport. We have established a Community Interest Company, The Wilson Stuart Active Society, that supports and promotes PE and Sport in over 30 local schools. To visit school please telephone to arrange an appointment.

Steve Hughes


Our Aims

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To empower pupils to take their place in a modern society with as much independence, confidence, self-esteem and self-awareness as possible, irrespective of any disability, gender, cultural or linguistic differences.

To provide a safe, welcoming and effective learning environment for pupils and staff, where everybody respects the abilities, values and beliefs of others.

To provide a broad, balanced and flexible curriculum, based upon the National Curriculum, responding to pupils’ individual needs and actively seeking the best possible education for each child.

To encourage and develop a partnership between the school, our parents, other professionals, and the wider community.

To support the development of an inclusive society by acting as a resource, and by promoting an understanding of the needs and capabilities of individuals with disabilities.

To support the achievement of these aims by fostering the career and personal development of all staff through on-going training, drawing on resources available at national and local level.


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About our Governing Body

Our governors have a general responsibility for the effective management of the school, and work in close partnership with the head teacher, who is responsible for the day-to-day running of the school. The members of the Governing Body include:

parents, who are elected by the parents of pupils at the school,

local authority Department,

a teacher, who is elected by the teachers at the school,

A member of the school staff representing non-teachers,

the head teacher,

and co-opted governors, who are chosen by the other governors to represent the local community and /or school

representatives,

who

are

nominated

by

the

Education

The minutes of all meetings of the Governing Body are available in school. Members of the Governing Body can be contacted through the Clerk to the Governing Body at the school or directly by emailing governors@wilsonst.bham.sch.uk. Details of our Governing Body and how to contact them is also available on the school website. The Chair of Governors is Mr. Mike Jameson


Admissions

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Pupils are admitted to the school only after request for a placement from the Local Authority (LA). Pupils usually have a statement but some children may be admitted before the statement procedure is finalised. Children and parents must visit the school prior to admission to enable both the school and the parents to be sure that the placement can meet the needs of the child. Every year an Annual Report is sent to parents outlining the work that has been covered by their child and the progress that has been made. This report will be discussed at the Annual Review meeting attended by parents, class teachers and other appropriate professionals. Goals for the child’s Individual Education Plan (IEP) will be agreed at this meeting and reviewed on a six monthly basis except in the Foundation stage when IEPs are reviewed termly.


How is the Secondary Department organised?

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Key Stage 3 Pupils are placed into five vertically streamed groups containing pupils from years 7, 8 & 9. The groups are streamed broadly according to academic ability. This means that each group has a curriculum that is suited to their needs. This arrangement helps greatly with transition as new pupils into year 7 are quickly assimilated into the group and looked after by older pupils. One of our KS3 groups provides a curriculum for students with profound and multiple learning difficulties. This group has specialist lessons and activities and follows a primary based model for the majority of the time. Most secondary subjects are taught within specialist subject areas. Pupils move between lessons and teachers, however, teaching assistants stay with their group.

Key Stage 4 Pupils are taught in ability groups and follow a secondary model of using subject specialists. The curriculum is adapted to the needs of the group and the individual. Each year group in KS3 & 4 has a form tutor whose specific responsibility is to ensure the personal well-being of each student. It is within these groupings that pupils receive PE, swimming and PSD lessons. Curriculum areas are managed by a faculty leader whose job it is to overview the planning, delivery and assessment for their subject area.

National Accreditation All KS 4 pupils have the opportunity to follow a course that leads to National Accreditation including GCSE, Foundation qualifications, and Functional Skills. We use a variety of exam boards including AQA, OCR, Edexcel, Welsh Board and ASDAN. School staff discuss with parents and pupils on the most appropriate courses based upon the pupil’s level of attainment, degree of learning independence and levels of personal capability.


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School discipline The school has a limited number of school rules that have been written by the pupils for the pupils. They require pupils to have respect for themselves, other people and their property and the school environment. Pupils are supported to adhere to these rules by the tutorial system in the school, which involves a teacher and a TA forming close working relationships with between 5 – 10 pupils. The tutor is supported by departmental heads who work closely with the rest of the senior leadership team. The school aims to work closely with parents to develop positive and appropriate behaviour both at school and within the home. We have an active student Forum meeting several times a year, in which pupils are encouraged to contribute to all aspects of school life. We firmly believe that our pupils have a right to actively contribute to the school.

The Secondary Curriculum In years 7, 8 & 9 the pupils are offered a broad and balanced curriculum which includes the National Curriculum subjects. Including English, Maths, ICT, Science, RE, PE, Art and Design, Music, Humanities, Design and Technology (Food and Resistant Materials). For some of our pupils French is substituted with extra communication work. Students with profound and multiple learning difficulties follow a modified curriculum that encompasses knowledge, understanding and problem solving. All students follow a Personal and Social Development course (PSD). This includes Careers Education, RE, Health Education, (including Sex Education), Citizenship and Life and Living Skills.

Transition from KS.3 to KS.4 All of our pupils complete Transition plans every year, which document the pupils’ strengths and areas for development. At the end of KS 3 pupils are prepared for the move to KS 4. Teachers will discuss the demands of different courses with pupils, what they can expect and then decide what subjects and accreditation they will undertake.


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Transition from KS 4 to KS 5 The majority of our pupils move into our 6th Form with some taking up places at mainstream colleges. All pupils have a transitional review from year 9 upwards and choices are discussed both with ourselves and with staff from Connexions. If they decide to stay on into our 6th Form a day will be arranged where they join the 6 th Form to experience what it is like.

Work Experience In year 10 a work experience programme is planned for each student. Some students undertake a two week placement out of school whilst others will undertake work experience on site, or a sheltered work experience. This may sometimes take the form of work shadowing or experiencing different types of work environments.

Additional support Pupils who need to learn specific skills in order to access the curriculum are given additional support and practice in order to overcome areas of difficulty. For example we are able to provide one to one reading support. We work in a multi-disciplinary way. Physiotherapist, Speech and Language Therapists and our Nurses provide support to those pupils that need it. Pupils with communication difficulties are supported by our Communication Team, and some of our groups augment the spoken word with signs and symbols.

Physical Education for all Particular emphasis is placed upon swimming and physical education. Activities are adapted to ensure that all pupils have access to a varied and challenging P.E. programme. Our KS 4 pupils take sports coaching qualifications and share their skills with other groups within the community by coaching others or organising sporting events.


Our post 16 provision

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What do our pupils do at 16? A significant number of our students move into our 6thf Form after reaching the statutory school leaving age. The course is supported by funding from The Premier League and Aston Villa Football Club. Students will be educated on-site and in our classroom at Villa Park over 4 days per week. The extra funding we receive has allowed us to develop a “mentor” system. Each student has a member of staff who is able to provide personal guidance and support for them whilst they are on our 6th Form programme. Students can choose to stay in our 6th Form for up to three years, and follow a curriculum that maximises transferrable skills. The curriculum encompasses an accredited programme focussing on Personal and Social Development (PSD), Vocational Skills and Functional Skills in English, Maths and ICT alongside a series of options. The options available include courses providing certification in Horticulture, Design Technology, Media Studies and DIY. The aim is for learning wherever possible to be supported through vocational experiences and the development of the students skills and qualities. Students will complete extended and micro work placements at a number of companies with which we are linked such as Aston Villa, Cadburys, The Boys Brigade, PDSA charity shops and CP Midland. The students also have opportunities to build upon their individual “Work Placement Aspirations” by attending additional work placements according to their own specific interests. Students are encouraged and supported through the 6th Form to develop their own personal responsibility, independence and self help skills. Our programme aims to prepare students for their life and career after Wilson Stuart School.

What career guidance will my child receive? A programme of advice and guidance commences in Year 9 for both students and parents working with staff from both the school and the Connexions Service. There is a schedule of meetings arranged in Years 9,10,and 11 and all students have a ‘Transitional Plan’ written in Year 9 which is updated annually. This plan is completed by pupils with support from parents/carers and school staff. A Connexions Personal Adviser works with the students and families to identify what actions need to be taken to ensure a smooth transition from school to their next placement.

How is Careers Education taught? Careers Education is taught through the Personal and Social Development (PSD) programme in Years 10 to 14.


Working Together

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What is our role as a parent? We place great emphasis on developing close working relationships with parents. We would encourage you to work in partnership with staff in both the education and personal development of your child.

How do we find out how our child is progressing? The school organises regular parents' evenings to ensure that there is close liaison between staff and parents about pupil progress. Annually, you will receive a report outlining your child's progress and identifying future need. A review meeting is held to discuss the report and to set targets for the following year.

What about physical and medical needs? Parents are invited to attend regular medicals and some orthopaedic and paediatric consultants hold their clinics at the school.

How can we as parents help the school? By becoming a member of the W.S.A. parents, teachers and friends have worked to form the Wilson Stuart Association (WSA), which meets to plan fund raising activities and social events. In addition the Parents for Parents group meet on a very regular basis and have developed a range of activities that happen during term time and holidays. You can find information about them on their web-site at: www.wilsonstuartpfpa.com You can also volunteer to help in school. We welcome the opportunity to use your skills to enhance the education of our pupils.

How do we learn about school life? Home/School diaries are used in the Nursery and Primary departments to ensure good communication . Class teachers send details of curriculum topics at the start of each term. A general Newsletter is sent home at the end of each term. The ‘School Profile’ which is available online at http://www.parentscentre.gov.uk/school profile, provides up to date information about the school. Hard copies can also be provided on request. The school website also provides up to date information.


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Our Team Approach Are there opportunities informally?

to

meet

other

parents

and

staff

Yes, There are courses provided in school for parents (eg. on helping your child with communication). A schedule of activities for parents is published on our annual calendar. Through all of these activities parents have the opportunity to meet one another and talk in a relaxed friendly atmosphere. Parents are also invited to school assemblies, concerts, special events and informal coffee mornings. We have an attractive and well appointed room in the school for parents and the community to use. We are also developing our Applied Learning Centre which will contain control technology equipment and provide advice and support to families.

Teachers Guides

Teaching Assistants Physiotherapists & Aides

Admin Staff

Medical staff

Lunchtime Supervisors

Catering staff

Bilingual Staff Speech and Language Therapists & Assistants

Building Services Supervisory Staff

You and your child

Welfare Officers


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The School Day

School hours School day: 9.10 a.m.

-

3.30 p.m.

key stage 1:

12.00 p.m.

-

1.30 p.m.

key stage 2:

12.00 p.m.

-

1.10 pm.

Secondary

12.55 p.m.

-

1.55 pm.

Lunch breaks: Primary

All pupils also have a 20 minute morning break session.

Getting to school All children are transported to and from school on tail-hoist vehicles which are managed by West Midlands Special Needs Transport. Every vehicle has a pupil escort in addition to a driver.

School lunches Lunch is cooked in our own kitchens. We cater for children with specific dietary requirements (medical, religious, etc.) There are also facilities available for children who want to bring packed lunches. Lunchtime supervisors are employed to support children's individual needs at dinner time and during play.


Additional Information

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Religious Education R.E is in accordance with the Birmingham Agreed Syllabus. Christianity forms the main basis for the subject but balanced view of the major world religions is provided. Our aim in this multicultural, multi-racial society is to enable children to develop tolerance and respect for differing values and beliefs. Parents have the right to withdraw their child from R.E. and collective worship. Alternative supervised activities will be made available to those children withdrawn.

Sex Education Sex education is provided as an integral part of the school’s curriculum related to Personal, Social and Health education. It is presented in the context of family life, of caring relationships and respect for others. Teachers have the responsibility of responding to children’s questions with sensitivity in the context of the child’s knowledge and stage of development and of their family’s social, cultural and religious background.

How parents and others may see the documents that the head must keep for inspection at the school Parents are asked to contact the head teacher if they wish to see any documents relating to school policies, curriculum, governing body, or inspection reports about the school. An appointment will be made for the parents to visit the school, on a day when the documents will be available for inspection. Certain information is available on our website.

Governing Body's Charging and Remissions Policy The policy, adopted and renewed annually by the Governing Body, permits charges in respect of individual tuition in playing a musical instrument, the cost of materials where parents wish to own the finished product and for board and lodging on residential visits. Parents may be requested to pay a voluntary contribution towards educational visits which are dependent on financial support.

Uniform School uniform is designed to allow pupils to wear clothes that are comfortable and easy to manage. We therefore ask pupils to wear clothes that are navy blue and /or white. We do not stipulate the type of clothing to be worn but ask that it should not be denim. Polo shirts, sweatshirts, fleeces and baseball caps embroidered with the school logo can be purchased through school.


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Number of registered pupils of compulsory age on roll The school is funded by the LA for 155 pupils, this includes nursery provision for 12 to 14 pupils.

Details of the LA's arrangements for complaints about the curriculum Complaints about the Governing Body's actions on the curriculum should be made to the Chair of the Governing Body. If the complainant is not satisfied after this, he or she can refer the complaint to the Local Authority. Complaints about the Education department's powers or functions should be made to the Strategic Director of Children, Young People and Families.

School policy for dealing with complaints If you have any concerns you are encouraged to contact the head teacher, class tutor or department head, by letter or by telephone.

Attendance The school carefully monitors attendance. We work closely with our Integrated Family Support Team worker who attends our fortnightly ‘Family Support Meeting’. Letters are sent home if a students attendance falls below our expected levels. If there is a serious concern about a pupil‘s attendance or an attendance is unauthorised then a referral will be made to the Integrated Family Support Team worker and parents will be contacted.

Data Protection The school has a Data Protection Policy which complies with the terms of the 1998 Data Protection Act and ensures that personal data is treated in a manner that is fair and lawful. It follows the advice and guidance supplied in the Data Protection Guidance for schools Booklet written by Birmingham Education Service.

Child Protection We consider the safety of our pupils to be very important. We have a regularly updated Child Protection policy which is available to parents on request or on the school web site. All staff receive regular training in child protection procedures. We have a designated teacher and deputy designated teacher who receive training from the authority every two years. The school also has “safer recruitment” procedures and all staff, temporary staff and volunteers are subject to CRB checks.


Ofsted Inspection April 2010

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Overall effectiveness: how good is the school? Grade 1 Outstanding Wilson Stuart School excels in every aspect of its work. Its ethos places the success of every child and young person in the school at the centre of every decision made, lesson planned and subject taught. A superb array of partnerships contributes outstandingly to the level of education and care. All groups of pupils make excellent progress, in line with the outstanding teaching. Despite this, the school works tirelessly to improve the quality of teaching still further. All aspects of safeguarding are excellent. The outstanding effectiveness of the Early Years Foundation Stage ensures that pupils receive the best possible start to school and the exciting work of the Sixth Form ensures that the highest expectations are maintained as the students prepare to move to the next stages of their lives. Pupils enjoy school, and are highly positive about all aspects of its work. They know their targets and have clear ideas about what they want to do when they leave school. The outstanding quality of care, guidance and support is a particular strength of the school. Foremost is the exemplary and inspiring work by the team responsible for developing the sports specialism. This has contributed significantly to the raising of standards in all areas.

Outcomes for individuals and groups of pupils Grade 1 Outstanding The outstanding progress made by pupils is supported by their high quality learning and rapid progress in lessons at all key stages. The school’s evidence also supports the outstanding judgement for excellent progress over time. There is no evidence of bullying in the school and it is an exceptionally harmonious and welcoming community. Behaviour was outstanding throughout the inspection and this judgement concurs with the school’s records of behaviour. Pupils’ work in the local community is exceptional. Pupils develop a strong sense of right and wrong and are given ample opportunities to develop an awareness of themselves and others, which they embrace readily.

How effective is the provision? Grade 1 Outstanding All teaching seen during the inspection was at least good, with much being outstanding and this agrees with the school’s own monitoring. In the best lessons, planning is exceptionally well matched to the needs of the pupils and activities reflect the range and diversity of pupils.


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Support is extremely well focused allowing it to be targeted as effectively as possible. The extensive knowledge which staff have of individual learning styles and the respect and dignity which they show the pupils, contribute markedly to the overall outstanding progress being made. In all key stages, the curriculum meets the needs of pupils remarkably well. The leadership is working to ensure that the curriculum on offer continues to grow to provide increasing opportunities. There is an extensive range of partnerships with external agencies, the local community and the Connexions service which ensure that pupils are given access to a wide range of information, advice and guidance about their future options. This was notable in the impressive meetings with pupils during the inspection when all pupils had a clear view of their pathways up to the end of school and beyond.

How effective are leadership and management? Grade 1 Outstanding Leadership and management are seen as the responsibility of all staff in the school. This has led to the whole school community having a strong sense of purpose and exceptionally high expectations of all; staff, pupils, parents, partners and governors alike. The school sets and achieves ambitious targets in all areas. Staff questionnaires show that staff feel valued in the contribution that they make to the school. The outstanding senior leadership team, led by an inspirational Head Teacher has developed a passionate vision and an expectation that all areas of the school be outstanding, which has been realised. Despite their continued success, the school staff and leadership, show great humility and are aware of the need to work hard to maintain standards at as high a level as possible.

What does the school need to do to improve further? No areas for improvement were identified, which the school is not already aware, planning for and addressing successfully. This is a selection of the main findings of the inspection. Wilson Stuart did in fact obtain Grade 1, Outstanding judgments, in all areas and in every single judgment that was made in the report. You can view the full report on the Ofsted Website: www.ofsted.gov.uk

Prospectus march 2012 secondary  
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