Glebe School is a secondary special school in beautiful
grounds in Scone village on the outskirts of Perth (See
Picture A, taken at our sports day). Built in the mid
1960s for young people with learning difficulties, the
school is now developing an educational provision for
young people, appropriate to a diverse and wide range
of educational, physical and social and emotional needs.
There are currently forty pupils on the roll and seven
classes. Five classes have pupils with moderate to severe
learning needs and are age and stage appropriate. The
other two classes cater for pupil with severe and complex
needs and for pupils with autism. The school is quite
unusual an Education Authority day school with
a residence that offers young people an opportunity
to extend their independence and social skills beyond
the school day.
the school forward
Following an HMIE
inspection last year, the school has a substantial
agenda of improvement to undertake. Earlier this year
a new Acting Head Teacher came into post to work with
the whole school community to take forward the action
plan. Underpinning this plan is the development of positive
staff relationships and team working in order to raise
the achievement and attainment of all pupils. Relationships
between staff and pupils have always been very good
and this has formed the heart of the schools work.
We see ourselves very much as a team and have worked
hard on this to enable shared understandings, policies,
guidelines and protocols to be discussed and developed.
The vision for the school has been articulated and debated.
(See Picture B for the summary statement).The Senior
Management Team has developed an agreed approach to
this vision and its members have focussed their work
accordingly. Staff members know that they are supported
by senior managers and this has given them confidence
in their work. Their efforts have been noticed and their
creativity allowed opportunities for expression. They
are now working together in a range of different teams
for planning and curriculum work.
a positive physical environment
While positive interpersonal relationships at all levels
form the basis of good work in schools, we are aware
that physical surroundings can also have an enormous
impact for better or worse on the ethos and work of
any organisation. Therefore a great deal of idea-sharing
and planning, followed by much space reallocation, redecoration
and re-equipping, has resulted in a bright, attractive,
functionally effective and colourful school (See Picture
C, our refurbished Home Economics room). Pupils
curriculum work and displays of their activities are
displayed throughout the school.
have allocated and refurbished rooms for subjects and
resources and visiting specialists. Just two examples
of the refurbishment are a sensory room developed through
staff's and parents' collaboration over the last two
sessions and a more recent Safe Space area.
The sensory room is available to all pupils to support
them in a number of ways, both relaxing and stimulating.
The Safe Space enables us to support pupils through
play and to let them feel safe and secure even when
they are going through a troubled period. They can choose
to go there if they are upset and need a time
out. It is also used by our visiting physiotherapists
as it is padded with a soft mattress and a small ball
swamp to encourage play and develop motor skills.
physical changes have been brought about by the support
and endeavour of a wide range of people both within
and outwith the school. Centrally based Education Authority
staff in a range of departments have joined the school
team. It is this teamwork and people pulling out
all the stops that has led to the relatively swift
physical transformation of the school. At times the
renovation tasks may have seemed a little daunting but
the goals and focus were maintained. These physical
changes are the positive outer cover for
the changes that have gone on within the school and
its community at a range of levels all to benefit
the pupils primarily, but also to send a clear message
to staff and parents that they too are valued.
A: We have spacious grounds but the
school previously felt socially isolated.
aspires to provide a safe, happy
learning environment where individual
needs are uniquely catered for in
the context of educational, social,
recreational and residential experiences.
The school community aspires to
create a culture of mutual respect
and collective responsibility to
ensure that all pupils have relevant
opportunities to prepare them to
take their place as citizens in
C: We will be moving to a purpose built
new school in three years but our EA has
refurbished the present accommodation
in line with our ideas to optimise the
environment for current pupils and staff.