Key Priorities

2024-2025

Key Priority 1- Empowering pupils to achieve their personal best through a total communication environment using communication technology, staff training and personalised communication approaches to impact ambitious outcomes.
earning’, thus ensuring strategies reflect the diversity of need to improve student outcomes.

Communication is a fundamental entitlement for all pupils, and we are committed to creating equitable opportunities via access to the best communication tools and approaches. We do not make assumptions about the potential of our pupils and see communication as the bedrock of the curriculum – we are ambitious for all. Through careful assessment and consideration, we aim to teach and use communication methods which are personalised, appropriate and meaningful to ensure all pupils are able to express their wants, needs, preferences and consent.

Key Priority 2- Expert teaching, applied consistently and effectively across the school, employs research informed practice to support pupil progress.

A continued focus on expert teaching is crucial because it directly impacts student outcomes. By consistently applying research-informed practices we ensure all students benefit from effective strategies that support their progress. Through our ‘professional growth cycle’, we will deliver regular, low stakes and developmental feedback to teachers. The aim is to ensure teachers are enabled to develop their own teaching style whilst ensuring a cohesive learning environment, across the school, applying proven pedagogical strategies such as modeling, scaffolding, assessment for learning and retrieval practice.  

Key Priority 3 – Pupils leave Birch Wood equipped to lead happy and healthy lives. The benefits of music, sport and creative activities during the school day, including social times, equip them with the awareness, independence, and access to develop habits and routines which secure healthy lifestyle choices into the future.

As a school, we acknowledge our responsibility to develop lifelong habits that will sustain our students’ physical and mental health. Participation in music, sport and creative activities can foster a sense of belonging within a community and help young people feel connected and supported. Through our curriculum, extracurricular and social time routines, we aim to break down barriers to participation for our pupils and their families, so that they can access activities and provisions which support their well-being.  

2023-2024

Key Priority 1–  Enhanced strategic focus on positive behaviour for learning approaches such as  ‘Post Incident Learning’, thus ensuring strategies reflect the diversity of need to improve student outcomes.

Based on a culture of reflection, research and school improvement, we aim to further develop our positive behaviour for learning systems. This will fully reflect the diversity of need within our school population, ensuring all staff feel confident following a formalised system that enables them to feel empowered when responding to behaviour. We will specifically focus on the further development of the system of ‘Post Incident Learning’ (PIL) and enabling students to reflect on behaviours and develop greater depth in their strategies to respond appropriately and safely at times of anxiety. In this sense, incidents are viewed as a learning opportunity for all, which will in turn improve life-long outcomes.

Key Priority 2-  Commitment to using our agency to support inclusive practice in education  through internal curriculum evaluation and via our leadership of the SEND and Inclusion Hub

At Birch Wood we embrace the concept that inclusion is a journey; we are committed to ensuring that inclusion is built into educational practice. Through our leadership of the L&R SEND and Inclusion Hub we aim to continue to use our agency to support inclusive practice in education across all sectors. Internally, there will be a greater focus on evaluating our curriculum pathways, seeking opportunities for students across a range of needs and disabilities to learn together and from one another, in order to support a culture where human diversity is celebrated and so our students enter society with  greater acceptance and respect for everyone.

Key Priority 3 –  Across the curriculum, we will review and ensure assessment is a powerful means to inform and enhance subsequent high-quality teaching

We recognise that any consideration of our curriculum must be firmly connected to the understanding of high-quality, relevant assessment for SEND learners. Reframing our summative assessment will better inform teaching, support school-level decision-making, and impact learning. Through this, we will continue to empower our teachers to refine their instructional strategies, be ambitious for all and provide tailored support; enabling every student to thrive academically and holistically.

2022-2023

Key Priority 1 – Enhanced strategic focus on the CPDL of support staff.

The appraisal process will be re-designed to enable both teaching and support staff to have greater and more strategic input into their CPDL and ensure they have the skills and support they need to carry out their role effectively, feel highly motivated and valued in doing so. Existing skills and strengths will be identified allowing staff to utilise these and contribute to the life of the school. This will include a focus on ensuring all staff are skilled at supporting reading and communication.

Key  Priority 2 – Introduce a program of peer coaching for teachers underpinned by a new ‘Wellbeing Code’.

Introduce a programme of peer coaching for teachers underpinned by a new ‘Wellbeing Code’ providing more regular opportunities for teacher’s to reflect on their individual development targets and also facilitate structured peer support for teachers. Clear training and guidance around coaching and our wellbeing ethos will help sustain and motivate teachers to continue to provide world class outcomes. As a result there are better mechanisms for school to maintain a resilient workforce and increase social capital. This will further support efficient working practice in all areas, creating a culture where feedback is a non-negotiable but also a positive aspect of working at Birch Wood.

Key Priority 3 – Overhaul enrichment opportunities at Birch Wood to further enhance the curriculum intent of the school in line with our ENABLES ethos.

Overhaul enrichment opportunities at Birch Wood to further enhance the curriculum intent of the school in line with our ENABLES ethos by providing students with opportunities to engage with potentially inaccessible cultural capital. Students will have a wider range of opportunities throughout their educational journey at Birch Wood, this will develop character, resilience and motivation, and encourage them to pursue wider goals.

Key Priority 4 – To continue to develop the strategic implementation of the therapeutic curriculum.

To continue to develop the strategic implementation of the therapeutic curriculum, broadening the offer and providing quality assurance to maximise impact towards outcomes. Continue to use specialists in identifying and supporting needs across school, further ensuring all students have access to appropriate therapies and support and that staff receive specialist training to meet student needs.