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Special Perspectives

The centrality of learning to the work of the case-study schools, both for students and staff members is evident, and is emphasised at every available opportunity; first, in terms of the quality of teaching and learning and second, in terms of continuing professional development.

There is a clear model of good practice with respect to teaching and learning within the schools, with which everyone seems familiar. It includes:

• sound subject knowledge
• good planning
• realistic targets
• high expectations
• good use of resources
• appropriate pace
• management of behaviour
• good relationships
• teamwork
• good communication
• valuing the input of pupils and parents
• acknowledging and celebrating achievement

Engaging with parents is considered an essential part of the learning process in this school. Involvement with parents is mixed; there are ‘big demands from individual parents’, and the school tries to employ parents where possible. The principal remarked that employing parents makes a difference to the culture: when parents are around, there is a higher level of professional dialogue. The school offers a wide range of opportunities for parents to be involved in the educational process (for example through working in classrooms) and in the wider life of the school.

Pupils have homebooks, which are taken home every night so that parents can see the celebrations and achievements of the day. Digital photographs are sent to parents every two weeks so they can see what their child has been doing.

There is a group of parents who organise fund raising and social events for the school. Social events are a way to overcome the feeling of isolation some parents have, and are also an opportunity to socialise. Coffee mornings are also held for foundation-stage parents and there is an attendance rate of 95 per cent. At these events they discuss lesson models and pertinent issues such as refurbishment, photos and other work.

You can find out more about distributed leadership in Forms of influence.

For the headteacher of this particular school, learning to be a leader has been a combination of experience and reflection – a process of developing personal effectiveness. He considers that it is to do with getting the ‘balance right’:

• being approachable and amicable, but prepared to challenge others
• consulting & valuing opinion, but prepared to make decisions & carry theresponsibility for doing so
• being respected, but not always liked

A critical element of his leadership has been to ‘recruit the right people’, those who will hold firmly to the same values and convey the same messages; ‘not clones, but people with ideas’, people who will extend the message. To this end, there is a focused approach to the distribution of leadership amongst those within the school community.

There is an established hierarchy in relation to leadership, yet it is clear that everyone within the school, whatever their position within that hierarchy, is expected to fulfil a leadership role within the scope of their post. Their responsibilities in that respect are clearly set out and were confirmed through the process of workforce reform recently undertaken within the school. Roles are clearly defined. Thus a learning support assistant might attend a meeting with a physiotherapist to discuss a student’s programme and is then responsible for informing the team, including the class teacher as team leader, of the outcomes of that meeting and of instructing them in the implementation of the agreed programme.

Every teacher, through the performance management process, is given a target that relates to leadership and management. Their individuality in relation to the management of their teams is recognised. One teacher, for example, might encourage other staff members in the team to take circle time, to say ‘Hello’ in the morning, or to read a story so that she can observe the students at these times. Another might prefer them to support individual students during these times and to feed back their own observations to the team. The example set by the teacher helps to determine the ‘unspoken rules’ governing the behaviour of teams and these differ from class to class.

Example 1: Distributed leadership

There is an established hierarchy in relation to leadership, yet it is clear that everyone within the school, whatever their position within that hierarchy, is expected to fulfil a leadership role within the scope of their post. Their responsibilities in that respect are clearly set out and were confirmed through the process of workforce reform recently undertaken within the school. Roles are clearly defined. Thus a learning support assistant might attend a meeting with a physiotherapist to discuss a student’s programme and is then responsible for informing the team, including the class teacher as team leader, of the outcomes of that meeting and of instructing them in the implementation of the agreed programme.

Every teacher, through the performance management process, is given a target that relates to leadership and management. Their individuality in relation to the management of their teams is recognised. One teacher, for example, might encourage other staff members in the team to take circle time, to say ‘Hello’ in the morning, or to read a story so that she can observe the students at these times. Another might prefer them to support individual students during these times and to feed back their own observations to the team. The example set by the teacher helps to determine the ‘unspoken rules’ governing the behaviour of teams and these differ from class to class.

Example 2: Valuing people

In this school, the pastoral care system fosters respect for each individual, working together to achieve collective goals. There are good relationships and the school actively involves parents/carers and students in their pastoral system. The input from staff and parents is valued.

Students are given opportunities to take a holistic view of their own learning and behaviour in order to develop self esteem and confidence in all aspects of their lives.

The principal takes a keen interest in every pupil and knows every child by name and details about them, for example their birthdays). He knows about issues affecting individuals and takes time to talk to them, for example he has coffee with two pupils each Friday. There is no Pupil Council as the ‘..needs of the students dictate how/when/what’. Care and consideration is given to the needs of each individual. One pupil is being integrated into mainstream school and a solution is for him to attend the other school four days a week and spend the remaining day at his current school.

There are clear guidelines regarding acceptable behaviour and appropriate range of reward systems. The school uses positive reinforcement to encourage good behaviour. There is a ‘swear box’ and each week the principal gives two boys £5. Each time they swear they lose 10p but can keep the remaining money. Students are encouraged to discuss and negotiate the rules for their own class and base with their teachers and their peers.  

Example 3: Climate and culture

The case-study schools both had a clearly stated vision, which was evident within their practice. Words and action ran hand in hand. As a result the vision was understood, not only by the professionals within the schools, but by the whole school community. Staff, governors, parents and others within the community beyond the schools recognised, valued and behaved in accordance with this vision. However, staff played a particular role in promoting that vision, showing high levels of personal commitment and enthusiasm in establishing, maintaining and developing that vision in the life of the schools. It is not surprising then that both schools were characterised by a:

• culture of achievement
• climate of celebration
• sense of making a difference

Other resources

NCSL has previously undertaken research looking at leadership in special schools and some of the issues that face this sector. These reports are available at www.ncsl.org.uk/researchpublications and can be ordered from the NCSL Guide to Publications.

 1. Leadership and Inclusion: A Special School Perspective (NCSL, 2002)
In July 2002, more than 50 leaders of special schools, together with some mainstream primary partner schools, came together at a NCSL event to explore issues facing the special school sector. These included exploring the ‘big picture’ - current practice, policy context and what specialist provision might look like in 10 years’ time. The NCSL interactive workshop materials ‘Leadership and Inclusion: A Special School Perspective’is a summary of the debates, workshops and conversations that took place.

2. Leadership and Management in Special Schools (NCSL, 2003)
This NCSL report reviews the literature on leadership and management in special schools. It focuses on the challenges and dilemmas facing leaders in special schools. This report also highlighted the lack of research regarding leadership in special schools and the need for more research building on issues emerging from this field.

3. Special Leadership? (NCSL, 2003)
NCSL and Nick Burnett (a NCSL research associate and headteacher) also published the report ‘Special Leadership? ’ . This research looked at the implications for the leadership of special schools in light of the potential changes to the special school system.