Outwood Academy Hemsworth Achieves the Inclusive School Award

Context

The central aims at Outwood Grange Academies Trust (OGAT) are to “raise standards and transform lives.” The Principal at Outwood Academy Hemsworth (OAH) believes that this mission is particularly pertinent given the community the Academy serves. The local area falls within the top 1% of most deprived localities in the country. The ex-mining communities in the surrounding villages have suffered from years of unemployment and poverty. Outwood Academy Hemsworth is an 11-18 comprehensive Academy with 1089 students currently on roll. 36% of the student population are in receipt of Pupil Premium (PP) catch-up funding, a figure which is above the national average.

The Predecessor School

The predecessor school, Hemsworth Arts and Community College was part of the Wakefield City Academy Trust. Following the closure of this Trust, Outwood Grange Academies Trust took it over in 2018. The predecessor school’s results were significantly below floor targets and attendance was poor, with 52% of students persistently absent from school. The Principal and Vice-Principal describe how “poor academic performance was compounded by a negative learning culture and extremely poor behaviour in the school, poorly maintained and unsafe estates and financial challenges that were not being addressed. Staff morale and expectations were low.”

They are Positively Improving

OGAT are “a high-performing multi-academy trust” whose vision is to “embrace the opportunity to ensure that all children, irrespective of their starting point, receive an excellent education.”?With this unwavering mission in mind, there has been a swift transformation in the Academy’s culture since OGAT’s takeover, despite the continued disruption incurred over the past two years due to the ongoing Covid-19 pandemic. Students’ academic outcomes have improved and the gaps between the progress of the vulnerable groups are closing. Attendance is also improving and the number of students who are persistently absent has reduced significantly. High standards and expectations are now the norm, alongside clear inclusive structures to support the young people. The Principal believes that OAH is a school that “needs inclusivity” and they provide “high standards with the appropriate support to meet those standards”. The Leaders are passionate about “not lowering the standards as that would disadvantage them” in the future. There is a strong capacity within the Leadership Team to continue this positive improvement trajectory to truly “transform lives.”

Their Reputation is Growing

The Academy’s reputation as a successful school is growing. The number of students in the younger year groups is now close to the Published Admission Number (PAN) and September 2022’s cohort will be at PAN, as the families’ first-choice school. The excellent communication via social media keeps families and the wider community well-informed about the wide array of opportunities and the enriching educational experiences OAH offers its student body.

They are Committed to Inclusion

The Trust’s commitment to inclusive education is evidenced through the resources and funding allocated to the leadership and staffing of inclusive practice. The Vice-Principal and Associate Principal for Deep Support are joined by a Special Educational Needs and Disabilities (SEND) Coordinator, two Educational Welfare Officers (EWO), an Attendance Team, Lead Learning Manager, Regional Learning Manager, five non-teaching Learning Managers, Consequences Manager, Inclusion Officer, SEND Officer, Inclusion Administrator, Personal Learning Centre Manager, Bridge Manager, Teaching Assistants (TAs), Safeguarding Officer and a Healthcare and Wellbeing Assistant. The Academy also buys into the services of an Educational Psychologist for three days per week. All staff have clearly defined roles and take responsibility for all the students. They communicate effectively with each other to provide comprehensive support packages which ensure each young person is best supported to be successful.

?The Innovation Project

Additionally, to help the young people in school whilst improving behaviour in the local community, the Academy employs a full-time Safer Schools Police Officer. The Police Constable provides bespoke educational, preventative interventions to encourage the students to make positive choices and reduce anti-social behaviour when they are out in the community. Historically, residents have poor relationships with the Police, so the idea is to change perceptions and create positive relationships with the young people and their families. The Police Constable was successful in gaining ￡150,000 funding to support the ‘Innovation Project’. The Innovation Project is co-funded by West Yorkshire Police and the Home Office to reduce the number of students being excluded from school and improve attendance. Alongside the Police Constable, students are supported by the iSpace counselling service, an Innovation Teacher, a boxing coach, a therapy dog, and an additional Educational Psychologist.

Relationships are Positive

When staff were asked to describe the inclusive ethos at OAH in one word, they selected words such as “comprehensive, supportive, proactive, kindness and care”. Every member of staff who contributed to the assessment process demonstrates a genuine commitment to the inclusion agenda. Senior Leaders have a shared understanding of the importance of forging positive relationships with students to create a positive behaviour for learning culture. The Senior Leaders role-model the desired approaches and all interactions observed between the Senior Team and students were friendly and supportive.

Find out more about the IQM Inclusive School Award

If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team, please feel free to telephone: 028 7127 7857 (9.00 am to 5.00 pm) or email: [email protected] for further details.