Stubbin Wood School and Nursery
Stubbin Wood School & Nursery provides education for pupils aged 2-19. Stubbin Wood School is an area Special School within Derbyshire Local Authority, there are 126 pupils currently on role from Nursery to Year 14. All pupils on the main site have a statement of educational needs (SEN) which are gradually being transferred to Educational Health Care Plans.
The school’s role is broad and complex and offers provision and support to those with profound and multiple disabilities as well as those with severe learning difficulties and autistic spectrum disorder. Additionally, the school includes an inclusive community nursery.
Stubbin Wood School Primary and Secondary departments are on a co-located site with Shirebrook Academy. However, the Nursery and new splash pool development remain on the Langwith Junction site and reflect the commitment the Governors have to improving the provision for under 5's in the locality. In this way, Nursery aged children - both 'community' and 'specialist' - will have access to quality facilities and teaching like their older peers on the main site.
Almost all pupils are white British, very few have English as an additional language. Stubbin Wood School & Nursery provides community nursery facilities for the surrounding community, which contains places for pupils with SEN and who are on an assessment schedule for SEN.
Class sizes range from 6 to 15. The smaller class sizes have become more essential due to the way we need to teach our students with complex medical needs and/or profound special needs using a sensory curriculum.
In April 2013 the school moved its primary, secondary and new sixth form departments to a newly built co-located site about ½ mile distance from the old site the school was established in 1967; the nursery remains on the old site, thus becoming a split site facility. The last two OFSTED inspections (November 2011, October 2014) graded the school “Outstanding” across all areas.
Stubbin Wood is located in Shirebrook, Derbyshire, which has a mix of urban and rural communities but is predominantly rural in nature. There are 17 areas in Derbyshire that fall within the 10% most deprived areas across England, mainly concentrated in North East Derbyshire where the majority of Stubbin Wood pupils live. An area associated with higher levels of deprivation; high concentration of unemployment; low income levels raising the risk of financial exclusion, health problems and lower levels of educational attainment. Derbyshire’s deprived areas are deemed to be disconnected (from labour markets) than nationally (Derbyshire Local Economic Assessment 2014; Derbyshire’s Economic Strategy Statement; Derbyshire Economic Review, September 2016).
Within Derbyshire, Bolsover District (includes Shirebrook) had the greatest proportion of children in poverty (22.5%) (Derbyshire Local Economic Assessment 2014). Youth unemployment in Shirebrook is more than double the national rate (Derbyshire Economic Review, September 2016). Shirebrook figures within the bottom 10% (worse than 90%) of all households nationally for education, health, employment and crime (UK Local analysis 2014).
The characteristics of the pupils that arrive at the school closely reflects the economic and social environments within their home communities, together with the impact of their Special Educational Needs (SEN) and the social disconnection they inevitably face when attending a school outside of their local area. Social isolation is a common issue raised by parents and carers during annual reviews, which the school works hard to overcome.
The school holds current accreditation for Investors in People, International Schools Award, Sports Arts and Basic Skills Mark, Global Development, Global Expert Centre Hub, Sportivate (Sports England) and Healthy Schools status. Currently we are working towards the Inclusion Quality Mark.
The school is separated into Key Stages as follows:
Nursery – 53 split between morning and afternoon sessions
Key Stage 1 – 20 pupils over 2 classes
Key Stage 2 – 19 pupils over 2 classes
Key Stage 3 – 34 pupils over 4 classes
Key Stage 4 – 35 pupils over 3 classes
Key Stage 5 (Post 16) – 18 pupils over 2 classes
The HUB – up to 5 pupils over 1 class
The class sizes do separate further for interventions and specialist activities where appropriate. We offer 1:1 specialist therapy sessions and access to outdoor as well as creative pathways to add value beyond our core offer.
The curriculum is compromising of a core, additional and personalised offer separating further into a formal, semi-formal and pre-formal curriculum.
Stubbin Wood School & Nursery provides a broad and balanced curriculum, which aims to meet the needs of all its students. It is split into three separate curriculums, those being the pre-formal curriculum (for pupils working between P1i and P4), the semi-formal curriculum (P4 to P7) and the formal curriculum (P8 and above). Within these curricula there are seven areas of learning, those being;
Our curriculum is reviewed annually to ensure it meets the needs of our students, as we aim to ensure that we create opportunities for everyone to achieve success, and ultimately be as independent as possible both within school and beyond their school career.
Early Years Foundation Stage (EYFS)
The EYFS is integrated within the KS1 Curriculum. It consists of the Statutory Prime and Specific areas of Communication and Language; Physical Development; Personal, Social and Emotional Development; Literacy; Mathematics; Understanding the World; and Expressive Arts and Design. Pupils are also given access to a range of Outdoor Learning Areas.
Stubbin Wood School and Nursery has responded to the introduction of the 2014 National Curriculum and created Schemes of Work and Long Term plans which take into consideration the new requirements wherever appropriate to do so. In some cases however it was felt that the new requirements were at a level too high for our pupils and therefore the expectations have been differentiated to better meet the needs of the pupils within the school.
In September 2016, Stubbin Wood School and Nursery moved from using B-squared to assess to a platform called SOLAR, with most of the students (excluding Nursery) being assessed against the Wilson Stuart P Steps which are in line with P-scale expectation – but have been extended to allow students’ progress to be monitored to a much higher level of cognition. However the benefit we see of SOLAR as a school is that it allows us to assess pupils against other assessment systems e.g. MSI Victoria for our pupils with multiple sensory impairments. Functional skills (within KS4 and 5) and Milestone (currently for students in Year 10-14 – ultimately only students in YR 12 – 14 who are not functioning at the level of the Functional Skills assessments). In addition to this it provides us with the opportunity to add on our own in-house assessment systems which have been created linked to some of our more specialist provision e.g. Motor Learning and Hydro – thus ultimately allowing us to track progress in these areas of the student’s curriculum. All new pupils are baselined within 4 weeks of joining Stubbin Wood School and Nursery. All students within the school have now been baselined for all subjects they are taught – including the Foundation subjects to allow us to track progress across all areas of the curriculum.
Children in Nursery have their baseline assessments completed within the first two to three weeks of education (depending upon attendance and circumstance). Assessments in Nursery are ongoing and are undertaken in a range of ways, including both formal and informal observations. We assess and record the majority of observations using the online TAPESTRY system. All key workers also ensure one long observation is undertaken every term (6 a year) on every child and assessed to include next steps in learning. Children are assessed using the standard EYFS grids and the DCC small steps assessments where appropriate.
Target Setting and monitoring progress
Please see Assessment section on our website for how we set targets. Progress towards targets is monitored throughout the year with support being provided for any pupil who is under achieving. Monitoring of progress also allows us to identify our higher attaining students and look to see if we can set up some enhanced provision to ensure their skills are acknowledged and honed as much as is possible.
Stubbin Wood School recognises that communication is a vital part of our pupils’ education. We endeavour to provide an environment which caters for the use of a range of communication methods.
It is very important for our pupils to be able to communicate and equally as important for everyone who works with our pupils to support them appropriately.
There are many different forms of communication techniques used at Stubbin Wood which are chosen to meet the individual needs of the pupils:
In providing access to a range of communication methods we hope to help our pupils make choices, make their needs know and be involved in making decisions about their lives.
For more information on the school's Communication Policy, please see our website.
Move - Movement for Learning and Life
What is the Move Programme and how can it support our pupils to gain functional mobility?
The Move Programme is a philosophy, a way of life for disabled children and young people, with complex needs; it provides personalised care and support that they need to gain functional mobility, and increased independence.
Quite simply, the Move Programme is a practice put in place so disabled children and young people with complex needs are supported to gain the physical and communication skills they need in order to:
In March 2017, Stubbin Wood school achieved our first ever Move Quality Mark!
The MOVE programme ensures that the individual and their family are fully involved as team members in the development of their personal functional goals.
We aim to give our students opportunities to MOVE with a purpose, to help maintain our students independence.
Hydrotherapy Physio and Motor Learning Rebound
All these therapies aid the following benefits:
Strength of limbs
These have a broad Christian basis and always include an act of worship. As well as the spiritual content, emphasis is also placed on teaching about moral, social and cultural issues relevant to our pupils.
Each department has an assembly once a week. The assemblies have a structured routine where 'good work' is celebrated through certificates, pupils in Primary are sung to if it is their birthday and then a short assembly activity/story by either classes or visitors. There is a prayer and a song at the end followed by music relating to the theme of the assembly.
There are also whole school assemblies which take place at Christmas, Easter and at the end of the school year.
Please note that parents have the right to withdraw their child from Religious Education or Collective Worship, or both. Please contact the Headteacher to discuss the provision of alternative arrangements.
Teaching British Values
We promote ‘British Values’ through our spiritual, moral, social and cultural education which permeates through the school’s curriculum and supports the development of the ‘whole child’.
We recognise that such development is most successful when those values and attitudes are promoted by all the staff and provide a model of behaviour for our pupils.
The curriculum in all phases offers broad and balanced opportunities. Cultural appreciation and development forms part of our curriculum. We place great emphasis on providing encounters and participation in events and celebrations to broaden all pupils ‘experiences and awareness of others’.
Our assemblies help all pupils to find out about themselves and others linking their lives to the communities in which they belong.
Pupils are encouraged to experience British Culture through our curriculum themes. For example, pupils have visited local place e.g. library, Hardwick Hall and Bolsover Council. As a school, we take part in sporting activities which helps to instill ‘fair play’ and engender a ‘team spirit’. Although some of our pupils may find it difficult to articulate their feelings and concerns; staff are attuned to changes in demeanor and wellbeing that may indicate anxiety. Alternative communication such as Makaton, signs and symbols can be used when needed. If they are concerned about a pupil our accepted practice links to the Safeguarding Policy which entrusts a duty of care to all staff to actively protect and promote the welfare of children.
The staff work closely with parents, carers and other professionals to ensure that the pupils at Stubbin Wood are happy, well cared for and enabled to learn the skills they need to live a fulfilling life as part of their community.
A careers programme is being developed in Secondary to cover the D2N2 employability goals which links to the employability action plan and careers local enterprise grant which enables school to provide access to work related learning and practical work experience. This is linked into the wider enterprising work and Talentino’s training.
In Key Stage 4 and 5 pupils are given the opportunity to gain accreditation, this can be in the form of QAQ unit Award, ASDAN Transition Challenge, AIM Functional Skills and the Arts Award for example. Also Key Stage 4 and 5 students are given the opportunity to gain accreditation in AQA, GCSE Art.
Additional Therapy and Specialist Curriculums are used as appropriate.
Some pupils require additional therapy input and this may be carried out by class staff or visiting professionals. In some classes the timetable reflects the need for pupils to have a longer period of time for sessions. Where appropriate MOVE, Rebound, Motor Learning, Physiotherapy, Speech and Language Therapy and Occupational Therapy targets are incorporated into a student’s daily/weekly timetable.
Federation of Derbyshire Special Schools
The ten special schools in Derbyshire, two special schools in Staffordshire and the Derbyshire Support Centre (PRUs) have formed a soft federation. The legal collaboration agreement for year 2 was signed in March 2017. The primary aim is to work towards developing strategic approaches to the long and short term challenges that affect Special Education providers in an ever changing local, regional and national landscape. We aim to work with an ethos that values collaborative thinking, resourcing and knowledge but still recognises and reflects the uniqueness of each school and the pupils and families we serve.
Simply, we want to improve the outcomes for all our pupils.
What will this look like in the school?
How will this ensure we can be better?
Matrix Teaching School Alliance
One of the FDSS schools - Swanwick School and Sports College, is the lead for the Matrix Teaching School Alliance (TSA).
The FDSS is part of the TSA and the aim is to work in partnership with Derby University to identify and support future teachers to work in special schools.
See the Matrix TSA website for more information.
Synergy Teaching School Alliance
Stubbin Wood School & Nursery is part of this alliance, and as such we provide input into some of the work done by the Alliance. Within the school we also have a Specialist Leader of Education (SLE) who is designated to Synergy TSA.
Please see the Synergy Teaching School website for more information – http://www.synergytsa.com
At Stubbin Wood School & Nursery we believe that all pupils have the right to learn the difference between right and wrong, acceptable and unacceptable behaviour, and to experience positive affirmation for efforts made towards achieving those goals.
Stubbin Wood School & Nursery is committed to providing a climate of warmth and support in which self-confidence and self-esteem can grow and in which all pupils feel valued and able to make mistakes as they learn, without fear of criticism.
The school adopts a programme of Positive Behaviour Support (PRO-ACT SCIPr-UK) in which pupils are given clear expectations of appropriate behaviour. We place emphasis upon promotion of good behaviour rather than dwelling on negative behaviour.
All staff at Stubbin Wood School & Nursery are trained in the use of PRO-ACT-SCIPr-UK which is BILD accredited.
We currently have 2 PROACT-SCIPr-UK instructors who are:
Diane Sheppard – Assistant Headteacher (Primary)
Eloise Barnett – Assistant Headteacher (Secondary)
We also have an additional 5 staff members in training to become instructors.
We value being able to work in partnership with parents/carers in order to maintain high standards in school. The support of parents/carers is crucial in helping pupils to behave appropriately.
Parents are encouraged to be involved in all aspects of their child’s education. If there are any concerns about a pupil’s level of co-operation or behaviour, parents will be contacted personally by telephone, and invited to discuss matters with school staff. Any decisions about Behaviour Support Plans will be discussed with parents before they are implemented.
Stubbin Wood school has an active School Council which meets Wednesday lunch. Each class democratically elect a representative, to the School Council. Students begin to develop their awareness of the democratic process through the school council and it enables everyone within school to discuss issues which affect them, regarding school.
From this staring point students if they wish can be elected to Bolsover Youth Council, to represent Stubbin Wood. This council meets once a term at Bolsover District Council Chambers and discuss issues related to young people from the whole of Bolsover District Council area. We have a student who represents Stubbin Wood School on the Derbyshire Youth Forum. This council meets at Derbyshire County Council offices Matlock. So you can see we are great advocates of the democratic process and enabling our students to find their voices and getting the voice of Special needs students heard, throughout the county.
We work very closely with a range of visiting professional staff in order to ensure that pupils' needs are well provided for - physiotherapy, speech and language therapy, occupational therapy, visual impaired, speech and language therapist, and hearing impaired. Pupils with mental health needs are seen by LD-CAMHS (Learning Difficulties - Child and Adolescent Mental Health Services).
Special Education Needs & Disability Officers (14 – 25) for young people with learning difficulties and/or disabilities are available from Year 9 onwards for our pupils and their families. They will participate in Annual Reviews, group work in class, be available at parents evenings etc. They offer individual tailored guidance about possible, realistic post-school options for our school leavers.
Admissions to school can take place at any time during the course of the year. They are dealt with by the Local Authority:
Special Needs Section
Derbyshire County Council
Telephone: 01629 580000
Prospective Parents/Carers are very welcome to visit school at any time during the course of the year. You may wish to come with your child or alternatively to visit first on your own and then return with your child for a second visit.
For some Parents/Carers, we appreciate the decision to consider the possibility of a special school is a difficult one. The Headteacher, Sarah Baker, will be pleased to discuss with you the individual needs of your child and any concerns that you may have. Sarah, or Julie Rowland the Personal Assistant to the Headteacher will show you around school so that you can see at first-hand our children at work and at play. Please telephone the school office to make an appointment.
Safeguarding at Stubbin Wood School and Nursery is taken very seriously.
All staff and visitors must wear an ID badge at all times. Our school premises are secure and all visitors must sign in and show proof of identity.
We follow strict safer recruitment procedures and all staff have enhanced DBS checks to ensure that they are suitable to work with vulnerable children and young adults. All staff receive regular training.
The school work closely with other agencies to ensure that pupils and family needs are met.
Our opening times are 8am to 4.15pm, outside of these hours if you have a concern please contact Starting Point at Derbyshire County Council by telephoning 01629 533190, or use their online support request form.
Online Safety Policy
The school's policy on Online Safety can be found by accessing our school website at www.stubbinwood.derbyshire.sch.uk
Pupils learn about Online Safety through their computing lessons and the annual Safer Internet Day.
If you have any queries/questions about Online Safety please do not hesitate to contact the school.
There have been some alarming reports in the media about highly inappropriate (and illegal) videos on YouTube. Whilst this isn't new it's good to see this getting coverage. Please talk to your children about the different videos/channels they watch. Just because a thumbnail or title appears child-friendly it doesn't mean it is. Also be sure to check if they have their own channel and upload their own videos. Many children say their parents do not know.
Useful Websites for Parents/Carers
Internet Matters is an independent, not-for-profit organisation to help parents keep their children safe online. Includes practical information on how to secure your home network.
e-Safety Adviser is another useful resource, providing e-safety policies, newsletters and questionnaires. There is a monthly newsletter that you can subscribe to. A copy of the most recent magazine can been downloaded below.
For some tips on keeping safe online, see this useful online safety video: https://www.theonline.academy/sept2017/
Vodafone have lots of practical advice and also provide a 'Digital Parenting' magazine.
Other useful links:
Parent's guide to video games can be found here 'The Good Gaming Guide'.
Useful step-by-step instructions on how to set up parental controls on all of your devices to help keep your child safe online can be found here.
If you have any concerns regarding the safety of a young person please contact Starting Point at Derbyshire County Council by telephoning 01629 533190, or use their online support request form. Please see the Starting Point Poster for further details.
CEOP offer children, young people, parents/carers and professionals working with these groups, a simple and convenient mechanism for access to trusted online safety advice, help and support. Please follow this link to report abuse directly to CEOP.
School and Community Resource Manager
All pupils at Stubbin Wood School & Nursery have the right to feel happy, safe and included.
The implementation of our Anti-Bullying Policy ensures that there are very few bullying incidents. Our pupil policy is very clear and is displayed as photos around the school:
We achieved the new DCC Standards for ‘anti-bullying’ in April 2015.
We have an anti-bullying group which consists of a Teacher, a Teaching Assistant, a Governor, two Senior Midday Support Assistants and 4 pupils. We meet a minimum of 3 times a year and discuss any issues related to anti-bullying e.g. organising anti-bullying week.
Protocol for recruitment of volunteers
Volunteers are welcomed at Stubbin Wood School and have varied roles to play including:
The availability of placements will depend upon availability of a suitable placement and length of placements will vary according to demand and the needs of the school. Any placement must be in the best interest of pupils and be conducive with efficient and effective running of the school. Placements will be agreed on an annual basis only, with volunteers asked to commit to agreed placement length, days and times, with this agreement reviewed at least annually. The school reserves the right to reject an application or cease placements without notice. The school cannot accept responsibility for assisting individuals in their own care or safety nor to the transporting any volunteer to or from the placement.
Application Process for Volunteers
Each applicant (unless organised via a school or a university) will need to complete a volunteer application form, detailing the names and contact details of two referees. Suitable applicants will be invited to interview with the Headteacher. Confirmation of a volunteer placement will be in writing.
Safeguarding linked to Volunteer role
Before gaining access to a volunteer placement, recruitment and safeguarding procedures will be carried out to access the suitability of all prospective volunteers. All volunteers will require an Enhanced Disclosure and Barring Service Clearance check, unless in secondary education or studying with a higher educational establishment who have completed and provided confirmation of this to the school. Safeguarding checks will include:
Student placements will be arranged and monitored by Mrs Woss our Student Placement Co-ordinator with administrative support from the Head’s PA. A mentor must be identified for each student placement.
ANY CONCERNS REGARDING THE WELFARE AND/OR SAFETY OF PUPILS MUST BE REPORTED IMMEDIATELY TO SARAH BAKER (Headteacher) OR SARAH GORDON (Deputy Head), DAWN HAWKINS (school nurse) or CAROL STONE (school nurse).
ALL VOLUNTEERS ARE RESPONSIBLE FOR UNDERSTANDING AND ABIDING BY THE SCHOOLS SAFEGUARIDING POLICIES AND PROCEEDURES. VOLUNTEERS MUST ADHERE TO THE SCHOOLS CODE OF CONDUCT FOR STAFF AT ALL TIMES AND HAVE READ THE FOLLOWING: