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Overview

The group of three special schools, and one short stay school, work collaboratively and share expertise to improve opportunities and life chances for all young people.  Vale of Evesham is an all age generic special school from nursery through to sixth form, with weekly residential provision taking pupils from the age of 2-19 years.  Kingfisher school has pupils with (SEMH) Social, Emotional Mental Health difficulties aged from 5-16 years in Redditch, with 70 planned places, Riversides has a similar demographic aged from 7-16 years in Worcester City, with 68 planned places, Newbridge is a short stay school for pupils at Keystage 3 & 4 in Worcester City for up to 68 planned places. We strive to provide an inclusive, holistic provision that ensures the security and care for every child, thereby enabling them to reach their full potential in an encouraging and supportive environment. As such we are the ‘Local Offer’ for South Worcestershire. The pupils play a key part in their learning. When asked about what they liked best, the answers ranged from ‘prizes at the end of the day’ to ‘I have friends and people look out for you here’. They also thought that ’computers and Numicon’ helped them learn best. Our staff are highly skilled and creative in ensuring all pupils have a broad, balanced and relevant curriculum. Pupils have stated ‘I like to work and the lessons are interesting and fun’ and ’the teachers always help you.’

AboutUs

Advance Trust is a multi academy trust (MAT) established in April 2013 by one outstanding school - Vale of Evesham School. As a result of its high performing reputation a DfE sponsorship arrangement led to three new academies joining the Trust, Kingfisher School in Redditch, Newbridge and Riversides in Worcester, during April 2014. The aim of this arrangement is to promote high performance, throughout all of the academies. As academies within the MAT develop they will be expected to share their skills and expertise. The MAT will encourage and nurture the dissemination of good practice, fostering a self sustaining culture of aspiration for educational excellence.  

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If you're searching for your next teaching post, why not contact us now? You'll be working at a great school and be part of a friendly, helpful team. We're always interested to hear from enthusiastic, committed teachers - send us your CV now via our School Talent Pool and say what sort of role you're looking for.

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The Vision, Mission and Aims of the School

At Vale of Evesham School we are developing to become a centre of excellence, serving pupils with special needs, not only in our school but the wider community.

To achieve this we will be sharing our excellent practice, in curricular and teaching and learning strategies, with our colleagues in mainstream schools.

We are also developing as an extended service school, providing a facility which supports Children?s Services, in the delivery of integrated services for pupils within the community.

Our mission is to provide an inclusive, holistic provision that will enable all members of the school community to attain their full potential in an encouraging and supporting environment which is happy, safe and secure, caring and positive with every child matters as central to our ethos.

Aims:
- To provide a warm and safe environment in which everyone is valued and enabled to develop as happy and confident individuals who appreciate their own worth
- To develop skills, qualities, knowledge and understanding for life
- To ensure the pupils have a voice in all aspects of school life
- To prepare our pupils for adulthood – becoming caring, confident and responsible citizens in the community
- To enable individuals to become informed, responsible and caring through use of appropriate learning and teaching styles and practice
- To offer at an appropriate level a stimulating, challenging and enriching curriculum in a variety of environments during school and beyond which enables the achievement of full potential
- To promote a climate of high expectation in which the achievements and successes of all are celebrated
- To create an environment in which individuals are empowered to accept responsibility for their own development
- To encourage mutual respect and understanding of others so that our pupils become caring and responsible individuals both within school and the wider community
- To have an inclusive and consultative style of leadership and management that respects and takes account of the views of all
- To continually evaluate current working practices to ensure work/life balance, staff well-being and good continuing professional development
- To encourage individuals to participate in the growth and development of the school environment

The School is managed in three departments, nursery, KS1-3 and KS4 & 5 with their own Assistant Headteachers. This structure allows pupils to work, wherever possible, within their year Groups and access their National Curriculum entitlement as well as providing integration of mixed abilities.

All classes are small and provide individual and specialised support where needed. The teaching staff are well supported by a large team of Teaching Assistants. A broad, balanced and relevant curriculum is offered to all pupils and caters for the wide range of educational needs and abilities. The school employs a full time speech & language therapy team, consisting of one therapist, two consultants and a full time specialist communication teaching assistant. Physiotherapists work across the school on a weekly basis with Occupational therapists working on a case basis. The school also accesses support from the Educational Psychology Service.

January 2012
The residential provision within the school provides high quality accommodation and facilities for 15 youngsters up to the age of 19 years, for four nights each week, during term time. The youngsters are cared for by a team of experienced child carers. The team comprises; Head of Care, Care Officers, Care Assistants as well as one Teacher who has additional responsibility for residential pupils. The school Nurse advises and supervises medical issues and provides an independent „istener?role, which is in addition to the pupils independent "listening ear".

Electronic auditory monitoring is used at night to monitor signs of disturbance or indications of illness. Parental consent is obtained and kept within the child? care plan.

For some pupils, in particular those with Autism and Challenging Behaviour the structure of the educational setting carries through into the residential provision ensuring a trans-disciplinary approach. A large team of professionals, and carers work together to provide consistency and continuity in meeting educational, social, health and emotional/behavioural needs. They include colleagues from education, care, medical, speech and language, psychology, social services and parents/carers as well as respite providers.

The relationship between the day school and the residential provision is one of entity where all colleagues work to the same structures, systems, philosophy and ethos, thus providing a singular and compatible approach throughout the extended day.

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