The Blue Tangerine Federation of Specialist and Special Educational Needs Schools includes:
The Collett School - Learning Disabilities School for children aged 4-16.
St Luke's School - Learning Disabilities School for children aged 7-16.
Forest House Education Centre (FHEC) - Hospital School for people aged 14-18 with complex mental health needs.
Data - Pupil Groups in our Federation
|November 2020||Federation||St Luke's School||The Collett School|
|Total Number of Students on Roll||289||159||130|
|Special Educational Needs (SEN)||90%||100.0%||100%|
|English as an Additional Language (EAL)||5.2%||3.1%||7.7%|
|Pupil Premium Grant (PPG)||39.4%||41.5%||36.9%|
|Free School Meals (FSM)||31.8%||35.8%||26.9%|
|Ever 6 FSM||36.0%||39.6%||31.5%|
Who We Are and What We Stand For
Our Federation consists of cross-phase Hertfordshire special schools, keen to demonstrate that school to school collaborative practice can create exceptionally successful learning communities.
Our Core Purpose
The Federation supports the creation of unique and remarkable schools that collaborate effectively through an ambitious attitude to learning, self-improvement and high standards.
Each school uses a basket of measures, linked with national data sets to identify progress, and sustain excellent results over time. The schools are measured for their effectiveness through internal and external measures, holding each to account for the quality, impact and value of the provision.
We are equal partners and work collaboratively to establish the best ideas. We sow seeds by grouping people together, establishing multiple aspects of shared practices across our schools and positively influence each other with what we learn. Emergent cross-school collaborations evolve through need and a desire to improve practices, reduce unnecessary workloads and sharing resources. Time and funds remain significant challenges to advancing this to the levels wanted.
The Federation's School Wide Foci
- Understanding and defining the approach to school improvement.
- Developing consistency whilst respecting uniqueness.
- Knowing schools well and holding them to account.
- Supporting succession planning through the identification of talent, deploying and developing leaders.
- Developing a learning culture that permeates all that we do.
- Celebrating achievements and progress.
- Securing strong governance.
- Creating strong and impactful local and national engagement.
- To ensure learning for purpose – identifying individuals’ needs, meeting these and expanding opportunities and personal growth with a view to their success in adulthood.
- Providing high quality provisions and value for money.
10 Key Features of Our Federation
- Core Values: ‘deep learning’, ‘worth’, ‘happiness’, ‘independence’, ‘respect’ and ‘resilience’
- Learners: despite social background, academic starting point or vulnerability, are supported and challenged to make progress and achieve relevant knowledge and skills to equip them through childhood into adulthood.
- Leadership: shapes the culture, the strategic direction and the climate of our schools. They inspire colleagues. They are highly visible. They distribute leadership effectively and empower colleagues to innovate. They assess impact accurately and hold colleagues to account in an emotionally mature way. They are learners and seek regular feedback on the effectiveness of the leadership from pupils, staff and parents.
- Curriculum: we create a fluid response to the changing needs of cohorts, transitioning seamlessly through key stages. We prepare learners to thrive in the mainstream adult world by teaching skills required for improved independence alongside appropriate knowledge, applying learning across different contexts.
- Quality Teaching: our teachers design learning. They are adept in planning lessons to sequence learning. Lessons and schemes of work have clear purpose to ensure each learner can problem solve, work with less reliance on adults, collaborate in teams, create new things, demonstrate what they have learnt, reflect on how to do even better.
- Climate for learning: we create a climate to flourish in. Learners feel safe, are rewarded for effort, achievement, attendance and positive behaviours. They respect and contribute to our communities positively.
- Staff welfare & professional development: is evident through our people feeling inspired by daily successes and experiences that are confirmed in the expression of job satisfaction and realisation that their work has life changing potential. Their work-life balance is improving with dedicated time to work collaboratively. Their professional development is paramount and stems from self-reflection, informed CPD and effective teamwork. We seek to identify talent and enrich this.
- Parents and Carers: are actively supported to be involved in the school. They are key partners in supporting their child’s learning. We communicate effectively with them and encourage them to visit school regularly to discuss their child’s achievements and to see them exhibit their learning and work.
- Data: is used across the Federation to gather appropriate information so as to systematically and accurately inform learning development for pupil and staff learners as well as maximise efficiencies.
- School effectiveness: each school is cost effective, links successfully to shared service developments and are legally compliant in all aspects including safeguarding.