Using staff creativity to benefit pupils’ learning and social development
Staff have worked extremely hard at developing systems and have taken on the challenges presented to them in a most professional manner. Central to the school development has been the desire to improve the experiences and opportunities of pupils. Staff who work in this area of education are flexible and creative and the staff in Glebe have demonstrated these abilities on numerous occasions. Examples include: our music specialist currently revising the music programme, visiting story-tellers coming in from the community, and cross-school collaboration in managing more challenging pupil behaviours so that learning is not interrupted.

As a staff, we decided that we, although a special school, should lead the way in modelling being an internally inclusive school, as well as working to become fully part of other wider communities. We wanted to develop ways whereby our pupils with autism and severe learning difficulties would be encouraged and enabled to work in different ways with the other groups and classes of pupils. This has been achieved through the Environmental Studies curriculum and through other flexible arrangements. Individual pupils from the two previously more ‘segregated’ classes now access their appropriate curriculum experiences by joining their peer group classes. As an example, a pupil on the autistic spectrum attends the secondary level subject classes with his peers, now taking himself to them without the support of an assistant and even without the emotional support of his ‘Clicker Symbol’. His parents are delighted with such progress.

"This has worked really well. I find he is more relaxed and confident and able to relate well to a range of staff"
Receiving subject teacher

The creation of our Expressive Arts room and Learning Resource Centre has enabled new approaches in learning and teaching with staff adopting more versatile and flexible approaches. The curriculum has broadened and is more balanced as a result of these developments. While core curricular subject areas continue to be important we now focus also on cross-curricular permeative issues such as developing self-esteem and confidence, aesthetic awareness, and ensuring that citizenship for all is addressed at individually appropriate levels. We want our students to learn about collaboration and mutual support as well as being able to win and lose graciously (see Pictures D and E) – this is not easy for some.

Underpinning much of the work undertaken in the school is the philosophy of making pupils as independent as they possibly can be through a relevant and appropriate curriculum. However, we do not want to lose sight of also achieving, as far as possible, equitable experiences with mainstream peers. Equity with peers is being pursued in a number of ways. We are currently consulting with parents on extending the length of the pupil day. (Special schools have historically had shorter days because of the fatigue of a few more vulnerable children and because of travel time and bussing for children from wider catchment areas. This has, however, resulted in loss of teaching time.) Through collaboration with the Head Teacher and PT Design and Technology at Perth Academy, Glebe pupils are accessing S1 curriculum experiences in Technology.

"Working with the pupils has been most successful which shows that, if things are set up correctly, all pupils can access the curriculum"
Teacher, Perth Academy

Pupils whose term of office as Pupil Council members is over have now progressed to become part of the national Enable (previously the Scottish Society for Mentally Handicapped) initiative for advocacy for/with young people. This initiative includes links with peers in Perth High School. We are working hard to create more opportunities for social links with mainstream peers.

Building and consolidating links with parents
A significant development for the school has been the re-formation of a School Board. An enthusiastic group of very supportive parents in collaboration with staff last year formed a Parents-Staff Association and from this there came the will to form a Board. This has enabled the wider community to be involved with Glebe.

Working with parents in partnership is a vital part of the work of any school and we know this is an area where work must be continuous. We have tried with varying degrees of success to engage with all our pupils’ parents. Serving such a wide geographical area as we do adds an extra dimension to the task and the challenge. We have parents who feel socially isolated as well as being geographically isolated – the level of support they receive from family, friends and other services varies. We already offer parents formal and informal opportunities to come into school.

However, we feel that for some families we will need to become even more flexible in what we can offer, suggesting a mixture of social and learning-related events. Our latest idea is to organise a ‘Bring your parent to school’ afternoon. Transport is a major issue for some parents and carers and we are working to overcome some of the barriers to coming into school. This issue was discussed and ideas and strategies shared at a recent meeting of the School Board. This is an item that will continue to be on our agenda for some time but one that we all know is well worth the effort for all concerned, but especially for our pupils. Positive working partnerships with parents will develop over time as the school continues to improve its work and parents come to believe that the welcome is real, will never be withdrawn and is aimed at THEM.

An example of the already improved relationships that we have with parents was their very positive response to the introduction of a school dress code. Pupils were consulted on this too at assembly, through the Pupil Council meetings and by discussion in classes with teachers. They were involved in the design of the new logo for polo shirts and sweatshirts. They were keen to establish a design in line with those of other mainstream secondary schools. The response has been very positive and almost all pupils adhere to the dress code. The design has been remarked on by visitors to the school who have described it as ‘very classy’ and ‘very 21st Century’. It has been the positive response of the pupils themselves to identification as a Glebe pupil that has been of most interest. Many of our pupils have come from mainstream primary and secondary schools but their pride in Glebe School is evident when they go on visits to other schools, sporting events and other community activities.

The extended team of therapists is another ‘linking’ system with parents and carers. The integrated team, made up of a range of therapists and the Educational Psychologist, is an important part of the network supporting our pupils - and school staff - in improving pupils’ achievements and attainments.