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Yewlands School: using a new build to transform learning

Case study

Building a new school gave Yewlands the opportunity to embed changes to increase and sustain improvements in pupil outcomes. At the heart of the school's vision was its relationship with a family of primary schools and local multi-agency teams, and the introduction of a learning and skills framework.

Key facts

  • Type of school: community secondary
  • Number on roll: 900
  • Age range: 11-16
  • Cost of development: £20 million
  • Date completed: September 2009

Background

Situated on the outskirts of Sheffield, Yewlands School serves a mixed catchment, with around 75 per cent of its students coming from areas that suffer from higher than average unemployment and low levels of aspiration. The school has been a national challenge school. Taking part in the Building Schools for the Future (BSF) programme provided an opportunity to transform the way learning takes place.

Vision

The school believes that tackling underachievement at 11 is too late so they have developed relationships with the local family of children’s centres, primary schools and post-16 providers to address this issue as early as possible. There is a strong sense of putting standards first, and multi-agency working is at the heart of the school’s vision statement.

Stakeholders

The family of primary schools is considered to be an equal stakeholder to the staff within Yewlands itself, and there are several joint staff appointments that reinforce this view. Local multi-agency teams, seen as key partners, have influenced the design and running of the school. Sheffield Hallam University and a local sixth form college take an active role in the school, and there has been a positive two-way partnership with the national challenge partner.

Consultation

Consultation work for the new build was undertaken by a deputy on behalf of the headteacher and there was a strong emphasis on involving students and parents along with staff and governors. Consultation events were held, highlighting the importance of engagement with the local primary schools as much as existing people within Yewlands. The focus was kept very closely on strategic developments and their effect on learning outcomes. Of particular note was strong support for closed-circuit television (CCTV) in the new buildings from both pupils and parents.

Transformational change

A learning and skills framework based on six core skills (creativity, communication, collaboration, reflection, self-esteem and independence) has been developed across the four stages of learning (3-11, 11-14, 14-19 and 19 plus), and these skills are at the heart of all activities across all the schools in the family. In Yewlands, the curriculum is delivered through five innovation pods (seen in the video), where traditional subjects are brought together, allowing greater flexibility and creativity for students. The major investment in information and communication technologies (ICT) throughout the school supports this flexibility, and enables skill-based learning to take place.

The establishment of cross-school posts of responsibility worked both ways, with expertise in the primary sector enriching the curriculum offer at secondary school. Families in need that have children in more than one school have a plan that is devised by all partners, and a single nominated worker will cover issues from each of the schools, leading to less confusion and potential conflict between agencies.

The design of the new school has created many spaces that can be used flexibly by other agencies, and this underpins the importance of agencies working together for the common good of the individual child. The leadership team believes this has been an important part of the rapid improvements in pupil outcomes.

Lessons learned

  • The learning and skills framework had to be broken down into child-friendly language to ensure that the pupils themselves understood what they were learning, and why.
  • The collaboration with the primary schools enables Year 7 staff to build on previous learning quickly.
  • The lack of departmental structure has enabled a significant increase in thematic studies and the sharing of subject area knowledge.
  • All senior staff have been passionate about the delivery process, and the power of effective ICT has ensured improved access to learning resources.

Impact

Resources are being used more effectively, and the involvement of other agencies has reduced the likelihood of mixed messages getting back to parents. A reduction in bullying and increased attendance have helped raise standards, as has the improved dialogue with parents.

Next steps

  • Consider vertical grouping alongside a curriculum review of a stage-not-age approach.
  • Achieve greater cohesion and integrated working with the multi-agency support teams deployed locally.
  • Explore the notion of trust school status with other secondary schools.

Further information