school information - nhoe.org.uk · web viewa pupil who is deaf has joined the school and so the...

VbE Quality Mark Report for

Hospital and Outreach Education

VbE Consultant: David GumbrellDate: 27th November 2019

School InformationName of School Hospital and Outreach Education Alternative Provision Academy

Status of School(Maintained/Academy/Free/other)

AP Academy No of pupils on roll:

87

Postal Address School Delapre Learning CentreAlton St NorthamptonNN4 8EN

School Phone Number 01604 662250

School Email Address [email protected]

Local Authority/MAT The Skylark Partnership

Headteacher: Name and Email Cath Kitchen [email protected]

Values Leader: Name and Email Lianne Leverseidge [email protected]

Date of Previous VbE Quality Mark(if applicable)

n/a

Other information HOE education takes place over 7 different sites and there are 18 miles between 2 of the sites. 5 sites are in NHS hospital settings.

Awarding Body: VbE International

© VbE International 2019

Core Component 1 - ‘Modelling’ It is crucial that once a school has agreed its values then there is a discussion about how adults will model (live) them. Being a role model, a person looked to by others as an example to be imitated, implies being the sort of person you hope children will want to become. In other words, we show them the adults that the world needs them to be. In our words and behaviour, we model what it is to be a values-based human being. How we model this will, to a large degree, determine what young children think they should grow up to be. We do not underestimate the challenge this presents as the process highlights limiting aspects of ourselves that need to be processed and transformed. This is why we consider that parents, and adults who create a values-based school community, are so very important for the formation of a civil values-based society. They are in the forefront of positive, cultural transformation. In turn, the children become role models too.

Criteria Evidence School Comments

● Staff have been given time to reflect on the ways that they will model the school's values.

● The individual is valued - all staff and pupils are shown care and respect.

● Staff are self-aware and conscious of the impact they have on others.

● Staff are authentic, give unconditional positive regard and empathy to all pupils and each other.

● Everyone in the school recognises

and takes responsibility for self-improvement and high levels of achievement.

● Staff create attachment-aware classrooms, where pupils and staff form positive relationships, enabling

● Minutes of staff meetings

● Minutes of Governor meetings

● Records of CPD

● School Improvement Plan

● OFSTED Report

● Displays

● Reward/award systems

● Interviews with staff, pupils, governors and

‘To provide access to personalised education and lifelong learning for children and young people with medical and mental health needs, accepting the whole child and providing hope to them and their family for an optimistic future, enabling them to make progress and achieve their full potential.’

Values are now an integral part of our school life, not only through lessons and enrichment but also through our communicationand modelling.The Values policy supports the whole school approach to Values based Education; All staff are encouraged to model the values of the school (Resilience, Respect, Compassion, Honesty, Trust, Cooperation and Hope).Values Team have delivered training presentations to keep promoting VbE and to introduce it to new staff.All staff are given regular CPD or information on how to incorporate values into everyday life and we share ideas and practices via our values team. Staff attended a day’s training from Neil Balliston on Values Based Education - How to model and create a values-based education and environment.The Senior Leadership Team, The Values lead, and Values team take into consideration the views of staff, young people, parents and Governing staff alike to ensure that everyone is getting the most out of our values through interviews and questionnaires.All Staff and all young people took part in Values Day activities in each of the bases September 2019 which brought to life the school’s 7 values.Details of how values are included in lessons are now included on lesson planning across



pupils to self-regulate their emotions and build self-esteem.

● Pupils are encouraged to be positive

role models.

parents

● Staff, parent and pupil questionnaires

● Values Policy

● Photographs

the subjects

Assessors CommentsThe INSET day in September 2019 was a significant point in this school’s

journey. The Values Day brought everyone together and this is represented by

the beautiful artwork that is now set to be installed, pride of place, in the

playground area of the Delapre site. Each and every child and member of

staff had the opportunity to be part of the design and making of one of the

panels - including the staff panel on ‘Respect’. I particularly liked the

‘Compassion’ panel (and thus I have included to illustrate this section).

Collectively, they are going to really lift the outside area of this part of the

school.

I also feel that it is no longer just the values team who are ‘doing’ values, it is now

part and parcel to everyone’s role. The warmth of the human relationships is clear to see, and this is consistent across all of the sites.

I was particularly taken by the strong modelling of the office team at the Delapre site, who, on my arrival demonstrated to me many

values. To be welcomed by a tray of stones (each with their own value on) for people to take and offer them strength and reassurance

was a small, yet lovely touch. I also heard about two wonderful PSHE lesson on two different sites that really got the young people to

consider the difference between ‘want’ and ‘need’ and in another ‘What is a Human right?’ Both important discussions to have and



wonderful to hear the feedback from staff as to how well these sessions went.

Staff across all sites come across as extremely authentic and positive.

The conversations were so supportive of the pupils and their complex needs. The staff all provide

wonderful role models for the young people and yet provide challenge when needed to allow the pupils to

be the best that they can be, for them. Everyone has their own personalised learning journey, and this is

carefully managed and nurtured alongside parents and other professionals. This take a lot of time to

develop these trust relationships, but it is time well spent as the pupils are doing well to overcome their

individual challenges.



Core Component 2 – ‘The Inner Curriculum’ The Inner Curriculum teaches us how to be aware and in control of our internal world of thoughts, feelings and emotions, enabling us to respond appropriately to others without hurting them or damaging our own sense of self. Indeed, it supports the development of a strong and secure sense of self, which develops the disposition of self-leadership sustaining wellbeing. We argue passionately that a core objective of education should be to nurture self-energy, in the context of thinking about and applying positive values such as resilience, empathy, courage, altruism and justice. A focus on The Inner Curriculum enables students to be resilient and less susceptible to mental illness, which manifests in self-harming, depression and suicide. To help access the Inner Curriculum VbE schools use a variety of sources, such as Transactional Analysis (Berne, 1961), the Internal Family System (Schwartz, 2001), play, drama and art therapies, Philosophy for Children (Lipman, 1991), aspects of the formal curriculum that covers pupils’ spiritual, moral, social and cultural development (SMSC), emotional literacy, values mentoring, counselling and reflection.


● Values-based Education demonstrably informs the development of character, learning behaviours and emotional and mental health.

● Values-based Education underpins the school’s behaviour and related policies, expectations and practice.

● Pupils understand the basic structure of the brain and its functions.

● Pupils show a high degree of personal autonomy and can talk cogently about their feelings and emotions.

● Staff understand that the Inner Curriculum nurtures a secure sense of self, by enabling us to be aware and in harmonious control of our internal world of thoughts, feelings, sensations and emotions.

● Staff are conscious about the need to focus on mental

● Interviews with/questionnaires from staff, pupils, governors and parents

● Curriculum plans

● Policies

Values based education underpins all of the holistic education that we provide through the academy. Our pupils have medical and mental health difficulties that prevent them from attending school full time, and this is often associated with anxiety, low self-confidence, self-worth and self-esteem. Through using the aspects of the VbE and ‘inner curriculum’ we can support our pupils to develop a secure sense of self, and to learn about how they can manage their thoughts and feelings effectively. This is done through a nurturing approach to our teaching, through mentoring, through role modelling and through the teaching of explicit techniques like protective behaviours, and solution focussed approach. We also work with parents so that they can learn how to encourage and support their child more effectively.



wellbeing in all aspects of school life.

● Staff understand the concepts of Self-energy and Self-leadership.

● The school has identified elements in its practice that constitute an Inner Curriculum and have developed additional features as recommended in the book by Neil & Jane Hawkes called ‘The Inner Curriculum’.

Assessors Comments



This display exemplifies how deep-seated the language of values has become at the school. A

pupil who is deaf has joined the school and so the school have learnt the BSL sign language

equivalent for each. This gesture means that this pupil can now feel part of the Values

conversation – even if the word ‘Resilience’ didn’t have a sign (until you create the one that you

did). This inclusive practice exemplified what I saw during the whole visit to the school. The

school do numerous things for the pupils to be in harmonious control of their complex worlds and

have nurture rooms, specialist equipment (including specific essential oils to calm, reassure etc)

and weighted blankets to give them a sense of reassurance when they

need it. They are also encouraged to express their emotions and

feeling in a variety of ways. I was particularly taken by the work of one

student who is creating a series of wonderful posters, in a ‘street art’ style,

to exemplify their ‘Coping Skills’ and what they mean to them. It would

be so powerful if this same student could come to the Delapre Site and create the title and explanation for

the ‘Legacy Wall’ that greets you when you first approach the school site.

The staff are skilled in getting the children to open up to them and explain how they are feeling in a number of

different ways. This level of specialist support is vital for these pupils, who suffer from anxiety, low self-

confidence, self-worth and self-esteem, and yet so challenging to time it well and get it right. I think that

the time spent in knowing the young person, understanding their context, getting to know the parents, is time

well spent.



Core Component 3 – ‘Reflection’ Reflection is the means through which we access our internal world of thoughts, emotions and feelings, and regulate them, which helps us sustain mental health and increases the capacity for self-determination. We argue that this is a key skill for children to learn - the fourth "R" of education. Reflective practices encompass a spectrum of activities including: Thinking about your work; reflecting on our behaviour and the impact it has on other people; reflecting on a story and then maybe having an opportunity to discuss your thoughts with others and hear differing perspectives; mindfulness and meditative practices. This last aspect draws on the research of Dr Dan Siegel (Siegel, 1999) and his work in the field of interpersonal neurobiology, rooting the practice of reflection (mindfulness) in an understanding of the parts and their functions of the human brain. Taking time for silence (brain breaks) and other meditative practices are key to nurturing self-energy, thereby promoting mental health and wellbeing, creating a calm and purposeful atmosphere.


● Time is given for daily reflection in assemblies and classrooms.

● The school teaches reflection as a key approach to thinking and learning and through this, pupils develop the confidence to challenge, question and consider.

● Staff understand the benefits of mindfulness activities in developing control over the limbic system.

● Pupils are able to discuss the impact of reflection on themselves.

● Time is given for daily reflection in assemblies and classrooms.

● The school teaches reflection as a key approach to thinking and learning and through this, pupils develop the confidence to challenge, question and consider.

● Staff understand the benefits of mindfulness activities in developing control over the limbic system.

● Pupils are able to discuss the impact of reflection on themselves.

HOE provide encouragement and opportunity to pupils for quiet thoughts and reflection. Mindfulness is used specifically as a technique at the inpatient units. Through the mentoring process, pupils are asked to reflect on their own progress and what they would like to achieve in the future.Staff have participated in mindfulness training, so they understand the principles.Staff have positive and trusting relationships with pupils which underpin all of the work that is undertaken. Regular updates for staff on mindfulness and reflection are contained in staff bulletins.



Assessors Comments

As the school says, mindfulness is used specifically as a technique at the inpatient units. With the pupils with such complex and individualised needs, the school rightfully want to mitigate any confusion over what works for one but may not work for another. They leave the deeper work to the medical professionals in this regard. Staff know how to rest the mind and to give space and time to calm and relax but may not call it specifically mindfulness.

There is no space in any of the locations to gather for assembly. This would also be a complex logistical problem and one that would not be worthy of the time spent. However, with small numbers of children in each base, they know each other well. I feel that the pupils know themselves well too and are learning how to be self-empowered to find the solutions that they need at any particular time. The staff are trained to coach the children to try to find the solution for themselves whenever possible to build autonomy and give them the skills needed in the wider world.

What there is, in all bases, are lovely positivity quotes that are bold, proud and really promote positive thinking. This one has Post-It notes all around it, encouraging children to participate and share. I also liked the ‘Bunting’ at one of the other sites where the children’s responses to the value were recorded. As the year goes by, further bunting will be added, making it a growing feature of the classroom space. This certainly promotes Reflection for all who visit these spaces.



Core Component 4 – ‘Atmosphere’ The term atmosphere encapsulates other descriptors, such as ethos and environment. It refers to the palpable ambience that characterises a VbE school, which Neil describes in his book, From My Heart, transforming lives through values (Hawkes, 2013). Atmosphere is deliberately created by a number of characteristics which include; the quality of school displays; human-centric signage; cleanliness; the quality, organisation and management of resources; the external environment; the calm working atmosphere, break time and catering arrangements; how staff are valued and supported as people; friendly and courteous behaviour of adults and children. The atmosphere reflects the school’s culture and fully supports its curriculum.


● Staff understand that the school's special values-based ambience is created by a focus on being calm, peaceful and purposeful.

● The school’s commitment to the principles of values-based Education are reflected in all areas of the school’s life. Values are reflected in the outdoor as well as indoor school environment.

● Displays and work show that learning through Values-based Education is planned around key questions or concepts that deepen and broaden pupil knowledge and understanding.

● The school’s climate for learning is happy, calm and purposeful; one that promotes quality teaching and learning. It also radiates joy!

● Staff understand that the school's special values-based ambience is created by a focus on being calm, peaceful and purposeful.

● The school’s commitment to the principles of values-based Education are reflected in all areas of the school’s life. Values are reflected in the outdoor as well as indoor school environment.

● Displays and work show that learning through Values-based Education is planned around key questions or concepts that deepen and broaden pupil knowledge and understanding.

● The school’s climate for learning is happy, calm and purposeful; one that promotes quality teaching and learning. It also radiates joy!

The atmosphere at Hospital and Outreach is that of a friendly, loving, non-judgemental and most importantly a happy environment. You will experience the same atmosphere in each of our many bases, our values, are not only seen but felt.

Our values are displayed clearly in all of our bases and are clearly displayed on our website, online staff area, newsletters, emails, letters and our social media feeds and of course our classroom. (soon to be on our lanyards too)

Ofsted October 2014 -

● The behaviour of students is outstanding. Procedures for managing students’ behaviour are applied consistently across all

the sites. As a result, students learn in a calm atmosphere and staff expectations are clear.

● Students, and their parents, appreciate that the service enables them to keep up with their school work while they are ill and

does much to raise their self-esteem. Those who are struggling with their



feelings receive sensitive and timely support from the staff. For many students with mental health difficulties, the service is instrumental in turning their lives around. A parent described how her child’s increased motivation for learning has been ‘almost like an awakening’ that has given hope for the future.

● Students’ very positive attitudes and their desire to learn are reflected in the distinct improvement in their attendance. Nearly all students attend the service more regularly than they did in their previous educational establishments and the overall attendance rate is close to the national average. Where students are unable to attend, this often relates to mental or medical difficulties they are experiencing.

Challenge Partners review January 2019

Teachers ensure that their environments for learning are conducive for student engagement in sessions. Students freely articulate their oral skills and reframe their learning in different subjects. This helps to raise their aspirations and engagement. The use of positive praise and reward help to further build students’ confidence

Assessors Comments



I agree with the school’s own comments that the atmosphere at Hospital and Outreach is

that of a friendly, loving, non-judgemental and most importantly a happy environment.

There is also a greater consistency across the different bases this time and that was

pleasing to see. The school have worked exceptionally hard to raise the profile of Values

and it is clear that you are walking around spaces where values underpin everything that

they do.

I was particularly drawn to the new Art Gallery display in the main area of the Delapre site. Student’s work is rightly, proudly

displayed in a prominent corridor. In speaking with the talented art teacher, she told me that one pupil had seen their work and

responded in this way, ‘I have never had any of my artwork up on the wall before, Miss’. What an impact that such a seemingly

simple act could make on that pupil’s self-esteem. The effort to display them in this way is certainly worth it and absolutely values

the pupil’s efforts. It also sends a very clear message to visitors that standards of artwork are high in this school.

The school’s climate for learning is calm and purposeful; one that promotes quality teaching and learning. I admire the efforts of

one teacher I met to promote physical exercise to the students and welcomed the discussion about the link between mental and

physical health. I hope that the students who have signed up can build this venture into something bigger.



Core Component 5 – ‘Curriculum’ Curriculum refers to everything the school does to support VbE both implicitly, as described above in the description of atmosphere, and explicitly in ensuring that every aspect of the school’s life and work reflects and is underpinned by the school’s chosen values. All school policies are reviewed to ensure internal consistency with the school’s values. The curriculum encompasses the formal, informal and hidden curriculum. The formal curriculum, ensuring that values are explicitly and experientially taught about in lessons, not only discretely in values lessons but as an element in all aspects of the curriculum. The informal curriculum includes how break times are managed and resourced. The hidden curriculum reflects the school’s culture and can be seen in the expectations (school uniform), routines (movement around the school) and practices (sports days, parent/staff meetings) of the school. All these aspects are considered to be the responsibility of the school’s leadership.


● Values have been selected and curriculum time allocated for their consideration.

● School assemblies are used to teach about the school's values.

● Values Education is taught consistently across all classes and year groups with the focus on the formation of caring, civil and well-educated people.

● Values are explicitly and implicitly taught and referenced across the curriculum, including PSHE.

● Values-based Education fully supports all pupils identified with SEND.

● Reflection time is given for children to consider their strengths and weaknesses in their work and calm


● Curriculum plans

● Assembly plans

● Policies

Every term, we celebrate a new value; teachers plan these values into their medium-term planning, activities and events. This gives young people the opportunity to develop their understanding of each of our values.Values are explicitly taught in PSHE and RE lessons within our bases. but specific subjects such as History, Biology, Art, Psychology, Sociology encourage our young people to think, discuss and challenge issues of the past, present and the future. Values are embedded in the formal and hidden curriculum of our school.Our aspiration is to ensure that no young person is left behind or left out and that they are prepared for the future ahead. Leadership are fully committed to the values-based curriculum and aspects for ‘ethical



themselves after break time before working.

● Chimp Management is being taught across the school in order for pupils to learn strategies to manage themselves;

leadership’ (ASCL) are being implemented at local governors and trustee board levels.

Assessors Comments

The values have been carefully selected and reduced in number since my previous visit. With the

support of staff, pupils and governors, the school have whittled them down to 7 and I feel that this

is really helping to get people on board. Less is more, and pupils can now recall most of them,

rather than some of them. Values education is taught consistently by all the teachers across all of

the bases. There are even reminders on the school’s planning sheet to connect lessons to certain

Values and this is a new addition too, since my last visit.

Pupils are certainly encouraged to debate issues of the day and staff are comfortable and

confident to facilitate these discussions. Values are implicitly and explicitly taught, and every area

of the school has been considered and upgraded to promote the curriculum of values. The school has

started to look at books that relate to the different values and we spoke about connecting to a

local bookshop to maybe create a shared Values book list to encourage dialogue at home too.

Values are explicitly taught in PSHE and RE lessons within each of the bases and there is a more

consistent approach to the displays across the different locations, including the wards at Northampton and Kettering General



hospital.

Core Component 6 – ‘Leadership’ The quality of Leadership is paramount because without it a values-based school does not develop. The headteacher/principal is key because he/she is the principle architect of the school’s vision. We observe, that having the capacity to dream (use creative imagination) brings transformational positive energy (inspiration) into the formation of a VbE school - a prime characteristic of an altruistic leader. This, coupled with the seemingly endless capacity to access their own reservoir of uncontaminated self-energy, enables the leader(s) to remain stable and focussed in an educational context of incomparable complexity and challenge. It is through the commitment, drive, care and their ability to inspire others that the leader creates a sustainable school culture based on VbE, which has the active support of all members of staff, ensuring consistency of practice across all aspects of school life. Others will play a major part in the leadership of the school. However, we would argue that a VbE school encourages all members of the school, both adult and children, to be seen as leaders, taking personal responsibility for their thoughts and behaviour and sustaining an ethical vocabulary.

Criteria Evidence School Comments● The school’s selected values underpin

the culture, ethos and work of the school. ● Leaders and governors fully and actively

support Values-based education. This is reflected in the school literature, including the policies, mission statement, prospectus, newsletters and website.

● The leadership releases the creative dynamic of staff and pupils, creating a sustainable school culture based on values. There is no hierarchy of status, only of roles.

● Evidence (both qualitative and quantitative) is used to determine the impact that Values-based Education is


● Website

● Policies

● School Development Plan

● Self-Evaluation

HOE leadership are fully committed to the values-based education approach: it was originally introduced by the headteacher who used to lead the work. She remains very interested in all of the values work, supports the work of the values team providing funding for resources and time for the values team to complete their work to move the curriculum forward.Our school is very caring, compassionate and understanding, empathising and offering help and support in whatever way we can. This maybe for our young people, parents, extended family, staff, governors, local schools/colleges/ universities and our local community.Our staff work extremely well together and are very supportive of each other, sharing resources and helping each other both professionally and personally.The school governors fully support the school’s values policy and understand its importance. They are committed to actively support it.



having on learning, behaviour and attendance in school.

● Parents/carers are encouraged to take an active part in the values-based approach.

Form Joan Kirkbride who is the chair of the governing committee, is also our values governor. Governors are also committed to the ethical leadership framework.Parents make the effort to support their child in learning through communication with our Family liaison workers. We plan and run parental information evenings and coffee mornings and parents are asked about their ideas and furthermore they were consulted and supported the school with the selection of our current values.Ofsted October 2014 -● Senior leaders have created an atmosphere where high-quality relationships are the norm and where students are expectedto behave well at all times. This, and the value placed on individual members of staff, ensures that teaching can flourish. Senior leaders are also rigorous in checking the progress, attendance and behaviour of students attending alternative provision.● Senior leaders are passionate about meeting students’ needs and they have been successful in maintaining the high quality found at the previous inspection. The headteacher and deputy headteacher work exceptionally well together, and the headteacher’s inspirational leadership contributes to the strong teamwork and high morale among the staff. Leaders are ambitious and the service is extremely well placed to improve further.● The service promotes students’ spiritual, moral, social and cultural development extremely well, including through an excellent range of educational visits and workshops run, for instance, by visiting artists. The service provides opportunities for students to make a difference by supporting a school for orphans in Kenya through the Karuri Project. It encourages them to reflect on ethical issues and prepares them very well for life in modern Britain.



Assessors Comments

Leadership are indeed fully committed to the values-based curriculum and I concur that aspects for ‘ethical leadership’ (ASCL) are being implemented at local governors and trustee board levels. Senior leaders have created an atmosphere where high-quality relationships are the norm and where students are expected to behave well at all times. This, and the value that is placed on individual members of staff, ensures that teaching can flourish.

The Value team, ably lead by Lianne, have really driven the Values agenda in the school. It has not always been an easy path but being Values-based is not easy. However, with commitment and determination, this is a school that is flourishing under the guidance of the values that they have chosen. There is increased buy-in to the model of VbE and new staff are recruited partly on their commitment to promoting strong Values.

Cath is a strong Headteacher whose unwavering commitment to Values-based education has helped to get the school to the Values mark accreditation for the first time. However, such is the strong foundations that have been built here, I am convinced that this is ‘Base Two, of a Home Run’ - to bigger and exciting things in the future. With the development of the Skylark Trust, there is real opportunity to spread the Values leadership to the new school, Cherry Tree Lodge, who have signed into the recent partnership agreement. How lucky they will be to be offered the guiding light of Hospital and Outreach to achieve a mutually agreeable goal of both being Values-based schools.

Put simply, the leadership of the Values in the school is no longer just the leaders. Like safeguarding, it has become everyone’s responsibility to do their bit.



Core Component 7 – ‘Ethical Vocabulary’

The main focus of VbE is on the selection, practice and living of an ethical vocabulary. The ethical vocabulary comprises a community chosen set of universal, positive human values such as respect, tolerance, resilience, courage and compassion. The selection of these words finds universal support from all the major world religions and non-religious groups such as the humanist society. These values words, when actively lived by people, become their character traits or virtues (values in action). We believe that they help children to develop what Neil has termed ethical intelligence (EI), which he argues is the most important of all the intelligences to nurture, as it is through EI that human beings can come together to solve world problems. This is because the development of an explicit ethical vocabulary enhances and enriches communicative competence, which we maintain could lead to a new universal narrative, problem solving, common language, based on values.


● Pupils confidently use a wide ethical vocabulary to engage with issues and describe emotions.

● This ethical vocabulary gives pupils a tool to support their emotional literacy.

● Pupils can be seen to be developing positive character traits and ethical intelligence.

● Pupils are actively encouraged to grapple with ‘big’ philosophical questions.

● Discussions with pupils

● Values-based lessons

● Assembly observations

● Pupil questionnaires

Pupils are given the language to describe their emotions through mentoring, and through explicit teaching of our core values and what they mean, how we can demonstrate these values and live the values every day.We use the VbE to develop pupil’s character (see DfE case study example).Pupils nominate each other and members of staff for ‘values postcards’ which are completed by leaders and sent to pupil and staff homes to reward them and thank them for demonstrating our values.Big philosophical questions are addressed through RE and PSHE and all opinions and thoughts are valued and validated.



Assessors Comments

Everywhere you look, there are positive message to lift the spirt and to support people’s mental health during their time on the various sites. The parents are now being supported to use the same vocabulary through regular newsletter entries where Values are high profile within them.

Governors are fully signed up to the principles of VbE and support Cath and her team to promote the ethical vocabulary that they need.

However, the ethical vocabulary is more than just words and the pupils recently celebrated World Values Day by thinking of how they could demonstrate compassion to members of their community. This led to a campaign to support the local homeless charity who then reciprocated by coming to talk

to the children about the good work that they do and how the school’s contributions will help those in need.

This outward focus is to be celebrated and other pupil-led initiatives have also been supported, including a pupil who wanted to support a charity close their hearts, ‘Jeans for Genes’. Staff and pupils got behind this initiative and money was raised.

I really like the idea that pupils nominate each other and members of staff for ‘values postcards’ which are completed by leaders and sent to pupil and staff homes to reward them and thank them for demonstrating our values.



Suggestions for Next Steps:

● To develop the playground at the Delapre site. Firstly, with the lovely artwork panels of each of your 7 new values. Secondly,

with a mural that can celebrate your union with your ‘twin school’, or to recognise your numerous bases across the county.

Finally a potentially bigger playground project with the development of a reflection area outside.

● To support the Cherry Tree Lodge, the other school within the Skylark Partnership Trust, as they start out on their Values

journey.

● To consider writing an entry for the VbE Newsletter to really celebrate the journey that you have been on in such a complex

and with pupils with such complex needs.

● To continue to build up the teaching resources/display ideas for each of the 7 Values that you have now chosen, potentially

looking to build a booklist that support each value.



Audit Conclusion:

I recommend that this school is awarded their Quality Mark and I congratulate them on their commitment to get to this point in their

Values journey.

VbE's Quality Mark certification is valid for three years.

You have permission to use the Quality Mark logos on the school’s website and on your documentation throughout the certified period.



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