Stubbin Wood School

Creating opportunities for everyone to achieve success and reach their potential

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Welcome to Stubbin Wood School & Nursery
We are pleased to be members of the T.E.A.M. Education Trust where 'Together Everyone Achieves More'
Our school mission: Creating opportunities for everyone to achieve success and reach their potential.
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About Our School

Getting to know us


Stubbin Wood School & Nursery provides education for pupils aged 2-19. We are members of the T.E.A.M. Education Trust multi academy group.


Stubbin Wood School is an area Special School located on the borders of Nottinghamshire and Derbyshire.  We support children from Nursery through to Year 14. All pupils on the main site have a statement of educational needs (SEN) and 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 the Shirebrook Academy, a secondary school serving the local community. 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. Since November 2011, the school has been graded by OFSTED as “Outstanding” across all areas.


The school is separated into Key Stages as follows:

  • Nursery – split between morning and afternoon sessions
  • Key Stage 1
  • Key Stage 2
  • Key Stage 3
  • Key Stage 4
  • Key Stage 5 (Post 16)
  • The HUB

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.


Behaviour Support

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 approved by the Department of Health, 'Reducing the Need for Restraint & Restrictive Intervention, 2017'.


We currently have three PROACT-SCIPr-UK instructors including Mrs Diane Sheppard – Assistant Principal (Primary) who leads the training in this area.


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.


School Council

Stubbin Wood school has an active School Council which meets each 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.


Visiting Professionals

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.



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.


Economic context:

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.