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Federation Vision, Strategy and Values

Our Vision

Our Vision is a world where people with learning disabilities and mental health difficulties thrive.

 

Our Mission

Our Mission is to Promote the Abilities in Disability within our immediate, local and wider communities in order that our vision is realised.

We will engage our communities in embracing difference, valuing individuals' worth and ensuring our pupils continue to build self-esteem and self-belief. We provide a safe learning environment to enable all pupils to grow and develop, with a commitment to providing opportunities that increase independence for every individual.

 

Five Year Strategy 2020-2025

Five Year Strategy Summary

  • Adapt our curricula to better ensure our children have success in adulthood
  • Reduce unnecessary burdens; freeing creativity, inspiration and securing quality-first teaching, thus improving job satisfaction

 

Context

Young people starting employment now will work longer and change jobs more often – competing in what is an increasingly uncertain jobs market.   Our pupils’ expectations of employability are high, though the vast majority of adults with SEND and/or complex mental health difficulties are not in employment.   In competing with highly qualified peers (more than 50% of school leavers attend university) our curricula have to be relevant, purposeful and appropriate in securing employment opportunities for our leavers by embedding functional skills and work-related learning whilst at school.  In addition to appropriate qualifications, young people need flexibility, creativity and transferable lifelong learning skills to effectively navigate the challenges of our mainstream world, which must be delivered through our curricula.

 

In this rapidly changing world, we have identified two strategic priorities that will focus our drive on achieving our vision:

  1. Adapt our curricula to better ensure our children have success in adulthood
  • In securing excellent progress in learning for young people, irrespective of needs or starting point, the curriculum will focus on relevance, purpose and the transitional skills required for individuals’ success in adulthood.   
  • Our inspirational partnerships with local, national and international organisations need maximising to create real work opportunities for our pupils to gain every advantage in the Post-16 learning and work places of our mainstream world.

 

  1. Reduce unnecessary burdens; freeing creativity, inspiration and securing quality-first teaching, thus improving job satisfaction
  • Our rapidly changing cohort of children with complex SEND and mental health requires excellent CPD opportunities to support and ensure quality-first teaching, innovation and positivity. 
  • Opportunities for outstanding teacher-led development practices within and across our schools can be enriched through existing specialisms of the adults working here along with the increase in online training available as one of the few positive outcomes of the pandemic. 
  • Clarity in whole school initiatives must be determined and,
  • Work/activities must be evaluated for impact and discarded where necessary/ bolstered where proven effective.
  • Improved use of research and the sharing of good practices must be captured to elevate our shared passion for improvement and impactful collaborative work.

 

Strategic Outcomes

  • To make a demonstrable difference to people’s lives (measured by evidence of outcomes)
  • To sustain a high quality of education and further improve standards (measured by regulatory inspection results, pupil outcomes and stakeholder feedback)
  • To continue to build a reputation with employers and industry to promote SEND (measured by brand, stakeholder and partnerships feedback)
  • To be an excellent place to work (measured by staffing levels, staff satisfaction, stakeholder feedback, enjoyment of school)
  • To develop premises and an infrastructure suitable and sufficient for the needs of the organisation and its pupils (measured by accessibility audits, quality audits, outcomes and stakeholder feedback)
  • To achieve financial stability (measured by financial outturn)

 The ethos of our schools is born out of our values:

Worth

  • Ensuring everyone knows they have positive worth and value as active participants in society
  • We engender self-esteem and pride in achievement.
  • We celebrate difference.
  • We embrace that which is ‘special’.
  • We enable opportunities for our young people to experience and evaluate.

Respect

  • We value everyone’s difference, similarities and contribution
  • We build relationships and respect through clear communication.
  • We have humility.
  • We engender a family spirit.

Independence

  • We support internal rewards, from which to take on new challenges.
  • We build trustful relationships and enable each person to feel safe.
  • We enable our young people to enquire and develop own interests.
  • We communicate pride in difference and uniqueness.

Happiness

  • We build emotional literacy whilst not underestimating the power of happiness
  • We exude a zest for life.
  • We value job satisfaction.
  • We know we have support from each other.
  • We find the positive and embrace this.

Resilience

  • We support young people to keep learning beyond barriers.
  • We learn to fail in order to learn how to succeed.
  • We believe in our worth, values and importance to keep going.
  • We learn that we have to experience good and bad to develop emotional literacy that will help us to become a ‘whole’ person.