Tag Archives: #primary

#Talkingheadsblog

I was pleased to have been asked by Hannah Wilson to add to the Talking Heads blog. Here is my contribution:

Name: Mary Isherwood

Phase: Primary

Sector: Special

Region: North West

Years Served in Education: 30 years

Years Served as a Headteacher: 16 ½ years

Leadership Journey: In my earlier career I had middle leadership responsibilities including subject leader for music and whole school assessment lead. I worked as a deputy headteacher in an all age special school where I taught all classes to cover for teacher’s PPA. During this time I completed my NPQH and also my Masters in Educational Leadership. I was headteacher at a small special school in South Manchester for 4 ½ years before moving to my current headship where I have been for 12 years

Leadership Coach/Mentor/Inspiration: A headteacher I worked for was a really positive role model which in itself was inspirational. In addition she spotted the things I was good at, praised me, encouraged me and facilitated opportunities for me.

Twitter Handle: @Mishwood1

Blog: https://maryisherwood.wordpress.com/

Why do you think we need to develop a coaching culture in our schools?

I have a passion to empower and to develop others and feel that a coaching culture is the best way of achieving that – the idea of transformational leadership to make that shift in individuals and really move things on in the school. More often than not others already have the ideas and solutions and just need that encouragement to develop and have confidence in themselves.

Why do we need to be outward-facing as leaders?

As leaders we have a responsibility for the good of all children not just those within our own school and we are in a great position to be able to influence change on a wider scale so by networking and being outward facing generally, we are in a much better position to be able to do so. There is so much we can learn from others too – it is a privilege to go into others schools and learn from them as well as spend time in professional discussions with others whether that be on line or face to face.

How do you create a culture of wellbeing?

We are a team and as such need to be there to support each other as human beings with things that happen in our lives as well as staff colleagues. I am a big believer in being an Investor in people in the widest sense of the word and that includes health and wellbeing / work life balance. We have a number of things in school to support staff wellbeing including a subscription to the Employee assistance programme https://www.employeeassistance.org.uk/, a school counsellor who is available to staff on certain time – slots during the week and an appraisal system which includes a health and wellbeing discussion as an integral part of the process.

 What are the values that your shape you as a leader?

The children! At the heart of every decision – asking myself what would be the difference / impact on them

What makes you get out of bed every morning?

The children!

Leadership Advice

Don’t feel that you have to give an instant response to every query – people will often expect that as you are the leader. It is ok to respond with ‘leave it with me and I will get back to you’ when you need time to reflect.

 Leadership Inspiration

I am currently re-reading one of the books by Paul McGee (The SUMO guy). ‘How to succeed with people’.  I have bought and enjoyed all of the books Paul has written and found them invaluable in my personal as well as professional life. I am using some of the aspects of his SUMO approach when I am delivering NPQML training as there are so many ‘common sense’ ways of looking at leadership challenges through the SUMO lens

Leadership Mantra

Remember to be:

Passionate,

Respectful,

Organised,

Understanding

And

Dedicated

– PROUD in everything you do!

 Please follow @TalkingHeadsBlog #TalkingHeadsBlog and check out other posts here: https://talkingheadsblog2017.wordpress.com/

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Measure what you value not value what you measure – our case studies

Some time ago I blogged on the issue of Measure what you value not value what you measure as it is increasingly a topic of discussion with regards to our pupils with SEND – how do we evidence progress in some of the areas we are so proud of for our learners and celebrate their achievement?

This blog focuses on one of the ways which we are doing this which is through Case Studies. I am blogging now as in recent discussions a few colleagues have asked me for information about how we put together what we are describing as a ‘gold standard’ case study – one which is rigorous and clear in evidencing progress. In the spirit of sharing – here is what we do!

At Camberwell Park School we are keen to evidence holistic pupil progress and have discussed and agreed 9 areas we feel are essential areas of learning for our pupils

i.e.

  • Core Subjects
  • Foundation Subjects
  • Mobility
  • Life skills
  • Personal and Social Development ( PSD)
  • Social, Moral, Spiritual and cultural education ( SMSC)
  • Communication
  • Behaviour
  • Characteristics of Learning

In order to demonstrate progress in these areas we have developed a set of case studies which includes a range of evidence sources.

To ensure the same rigour and high expectations are applied to our case studies as are with all other aspects of assessment, we have discussed and agreed what for us is a ‘GOLD STANDARD’ for putting together a case study:

 

  1. Overview of pupil info: Start by giving a very brief overview of the pupil (e.g. age, ethnicity, pupil premium) and their needs (e.g. SLD, Downs syndrome).
  2. Telling the story : The case study must tell the story from start to finish – clarity on the starting point – how was the child presenting? Needs / goals? How did we meet the needs and what were the outcomes?
  3. Easy to read format: The case study should be clear in presentation – use of headers, imagines, bullet points, bold and italicized writing to ensure all information is accessible and clear to the reader. The school logo should be included at the start and the key area of focus from the 9 areas above should be identified.  Arial font, size 12 should be used.
  4. Include real data: The case study should include real data – quantitative and qualitative. Quotes from others e.g parents / carers / members of the multi-agency team and where ever possible the pupils themselves.
  5. Links to evidence documents: Links to evidence documents e.g. end of year reports, EHCplans, video clips should be used. Word documents can be embedded.
  6. Summary A conclusion to draw the case study to a close – what was the overall impact?

 

I am sadly not able to share any completed case studies due to pupil confidentiality  . What I can tell you is that they now form part of a comprehensive both quantitative and qualitative assessment system in school and they have been successful both in terms of process as well as product – the professional dialogue of colleagues working together to write them has been invaluable as well as the amazing product of the completed case studies which very clearly demonstrate progress in all of the areas detailed above.

Hope this information is useful to colleagues

Thanks for reading

Mary

 

 

 

 

 

‘Preparation for the next stage of education’ Supporting pupils with SEND in their transition to high school

Whilst we all accept change is a part of life and change can be a good thing, never the less change can be hard. We all find comfort in things which are familiar and have ways that we prepare ourselves for changes ahead of us.

In the context of school life, transition from primary to secondary school is one of the biggest changes and whilst opening up lots of new  and exciting opportunities, can also provoke anxiety for all pupils. For pupils with SEND, this is particularly the case. It is often in our experience a really difficult time for families too as they worry about their little ones making this next big step.

In this blog I write from our own experience @camberwellpark  school in supporting our pupils and their families through the experience in order to make it as positive and successful as possible.

Whilst this blog is focussed on the change from primary to secondary school, managing change is something we support our pupils with throughout their time in school from day to day changes of time – table  / rooms / activities through to changing to new classes at the end of the year. This can include use of visual schedules, now and next cards, social stories, circle time activities – what ever is relevant, appropriate and useful for individual pupils as like us, all of our pupils respond differently and need different levels and methods of support.

With regards to transition to high school, our positive and collaborative  relationship with @NorthRidgeSch  where most of our pupils move on to is integral to making our pupil’s transition successful. The headteacher or other senior colleague from the school attends the annual reviews for all of our year 5 pupils to start to get to know them and to share information about the school with their parents. She also  welcomes families of year 5 pupils to visit the school. We find families value the opportunities to talk to us about their child’s move to high school as over the years we build a relationship of trust and support, as well as talking to staff from the high school so that they can feel reassured and have any questions they have answered directly.

Whilst the transition plan follows a general format of a programme of visits  for the pupils in year 6 to their high school during the summer term, it is important for us to consider the individual needs of the pupils and where needed offer additional visits / support or indeed recognise for some pupils the programme of visits may be unhelpful in terms of them managing the change. It is our knowledge of the pupils that enables us to work with them in a way which is most helpful to them. We ensure we staff the visits with staff from our school who know the pupils well and who are best placed to share relevant info with high school staff as well as support the pupils on their visits. The visits are gradually increased in length from a short visit with a drink in the community cafe, extended over a period of weeks to include lunch and eventually full days. This is accompanied by relevant work back at own own school in relation to the change – work on feelings as well as practical aspects of the move to the new school.

Pupil voice is very important to us and whilst through our observations of the pupils and informal conversations with them we felt our transition programme was positive and effective, we wanted to investigate this further so we set about doing a pupil questionnaire – completed during year 6 before the move  to high school and repeated during year 7 after the move.

Here is a case study of one of our pupils

Transfer to High School  :  Case study  

M was a Y6 pupil in Summer 2016 who was transferring to Northridge High School in September 2016.

He had been on 7 visits to his new class/school, starting with a one hour visit/tour of the school and finishing with a full day visit. 

M had been asked during the start of his transition visits,  ( Easter 2016 onward) a few simple questions.  Familiar symbols were used to support M understanding the questions. His answers are in bold below written as they were said.

·         How was your first visit to your new school? ‘I liked it and was excited.’

·         What did you like? ‘I like the radio room they had a real microphone and I like the cafe’

·         What did you not like? ‘ I liked everything’

·         Are you worried about anything?  Why? ‘ I am a little bit nervous it will be hard to know where to get the fruit and milk from’

The answers that M gave were then discussed with him, and strategies put into place to further support his anxieties/transition process.

M was then asked some questions in November 2016 once his move to high school was complete.

·         Have you settled into your new school? ‘Yes’

·         What do you really like about your new school? ‘The “cafe, mugger and the football”’

·         Did you have enough visits to Northridge when you were at Camberwell? ‘Yes’

·         Would you have liked some visits to last longer? ‘No ok’

·         Could Camberwell Park have done anything else to help you move to your new school? ‘ “A nufer day”

The responses from M and the other year 6 pupils have been used for us to continue to shape and develop our transition processes for all of the pupils moving on to high school so that we can confidently feel they are effectively prepared for the next stage of education.

We are discussing how we support our pupils to manage changes of all different sorts on @SENexchange at 8 – 8.30 p.m. on Wednesday 14th June 2017. It would be great if you could join us and share your good practice too

 

 

Let the Music Play…..

cps-cd-cover

 

Music is and has always been a big feature in my life.

Each morning when I get up I put music on in the house, I put music on in the car  when on my way to work and I put music on through the sound system when I arrive at school so my staff team will tell you they get  musical welcome to work each day!

I am lucky to have come from a musical family with both my grandad and my mum playing the piano. I also learned to play the piano and guitar. In my first teaching post  I was also subject leader for music and taught music throughout school. As a deputy I covered PPA in all classes and taught music. I love live music of many different types – I usually have at least 1 gig booked in – ‘Madness’ at the Manchester arena just before Xmas is my next one!

When I put the music on in school yesterday morning as I routinely do, I was thinking about how important music is in school and how much we use it for a range of reasons – perhaps even more in a special school than a mainstream setting. So my blog is an account of the different ways we use music and the positive impact it has with our pupils.

Before I begin – there is a caution with music of course and I can almost hear some of you screaming it  at me already – it should never become ‘wallpaper’, on all the time and used so  indiscriminately in school that its value is lost. Now I have got that out of the way – here we go………

Music curriculum

It is really important that as part of a broad, balanced, relevant and meaningful curriculum that music has it’s place and that our pupils get access to knowledge and skills about music. Developing musical skills alongside the appreciation of all different types of music is important to me and the school.

School choir

We have a school choir which is part of a bank of choices for our pupils for  ‘Friday Fun Clubs’ i.e. activities including cheer leading, choir, sports, IT, local walk….that our pupils can choose to join on a Friday afternoon. Our choir is a singing and signing choir and we have been proud to have performed at a range of events including in the Exhibition hall at the 2015 SSAT national conference and singing as part of ‘The Tale of Mr Tumble‘ in last year’s Manchester International Festival. Being part of Young Voices each year at Manchester Arena has given our choir a chance to perform along side many other school choirs and be part of a truly memorable experience

Sing and Sign

We have a weekly whole school ‘sing and sign’ session for which we are joined each week by a group of pupils from one of our local primary schools. We have  ‘old favourite’ songs we like to sing but enjoy learning new songs too. The choir have an important role in leading the singing from the front! Time to come together each week as a whole school in this way is very special.

Music an auditory ‘cue’

Many of our pupils benefit from the use of ‘Objects of reference / Object cues’ to support their understanding of the timetable, support their transitions and access to learning i.e. a set of objects which  are consistently used to relate to activities on the timetable such as a book for English lessons, a cup for snack times etc. We have an auditory cue we use for assemblies – the piece of music ‘A whole New World’ is played in the hall as our pupils arrive which signifies to them it is assembly time.

Music to support timetables / transitions 

Building on from auditory cues a number of songs are used regularly with our pupils to support their access to learning e.g. hello songs, days of the week songs, now it’s dinner time song…… This is in addition to number songs, alphabet songs…….

Song boards / song choices and our school CD

Many of our pupils have favourite songs they like to sing and sign and most classes have song ‘choice boards’ where during a singing session the children can either verbally or by choosing a symbol choose the song of their choice. We have song bags of props for a whole range of favourite songs. Following a request from a parent about knowing the words and signs for the songs their child was singing so they could sing them at home, we produced a school CD and accompanying song book which includes the words and signs to the songs. The cover of the CD is the image at the top of this blog.

Music as a  motivator / reward / to calm and relax

Many of our pupils find music as a motivator and will work towards having headphones and music for example as a ‘golden time’ type reward for doing their work. The right piece of music in the right environment can be very effectively used to de-escalate a situation when a child is in crisis.

Steel drums

We have  set of steel drums in school and a range of other drums. We use our music grant to buy in tuition for a group of pupils in KS2 to have access to learning to play the drums. They sound fab!

Music  to enhance and support learning across the curriculum

Without it becoming ‘musical wallpaper’ , music can be really effective in enhancing learning across all different areas of the curriculum. Dance / PE is an obvious one, however, so many other lessons can benefit when used well. A favourite of mine is seeing the children engaged in ‘Write dance’ where the tables are covered with lining paper and the mood of the music which accompanies encourages different mark – making on the paper

Musical performances

Christmas concerts,  part of assemblies – our pupils are superstars when it comes to musical performances. We love to celebrate the work of our pupils and the school and musical performances are a great way of sharing our joy with parents / carers, families and friends of the school. “Bravo, Bravo, Bravo, Bravissimo. Bravo, Bravo, very well done!” 

Our school song

We our proud to be a Unicef Right’s respecting school and as part of this work we established a school song which we sing during sing and sign sessions and have sung at some performances:

Respect each other that’s the rule,
here at Camberwell Park School
Be kind and listen to each other
Treat everyone as if they’re your brother
Listen to what the teachers say
Help the children learn each day
 
Respect each other that’s the rule
here in Camberwell Park School
Always try to do your best
Treat everyone else with respect
Be the best that you can be
Have fun learning and be happy
Let the music play……………………..
Mary Isherwood
November 2016

 

 

 

 

Measure what you value not value what you measure: Some key messages for SEND

Yesterday was our annual Greater Manchester special school leadership conference and we were really pleased to have Mary Rayner HMI there to speak to us about the implementation of the Common Inspection Framework in the special school context, the implications of national working groups on achievement and evaluation of progress and the Local Area Inspection Framework with regards to schools being part of the local area.

The 50 or so people that attended the conference found Mary’s presentation informative, helpful and reassuring and therefore I felt it would be useful to share the key points she spoke about to a wider audience.

Mary is one of Her Majesty’s Inspectors ( HMI) and is one of Ofsted’s National Leads for SEND. Mary’s substantial leadership experience in the special and mainstream sector gives her immense credibility and her knowledge and experience of the full range of childruen and young people we work with was evident throughout her presentation.

Mary began by emphasising her belief in ‘removal of labels’ such as SLD / PMLD in the sense that geographically these can mean different things to different people. What counts is the individual child, their individual needs and how we can meet them. How could anyone disagree with that?

Common inspection framework – key messages from Mary

  • The CIF is intended to provide coherence, clarity and comparability – schools judged against the same set of standards

Teaching Learning and Assessment

  • Assessment is now in the right place as assessment SHOULD be informing Teaching and learning
  • As inspectors must take account of learning, Mary challenged us as leaders to really consider what it is we value in our school ( e.g. in special school context independence / self help skills, developing of friendships etc) and if we value these things – how do we measure them / show evidence of progress? We need to decide what is good progress for our learners. Inspectors can only take account of information if it is evidenced and moderated to ensure judgements are consistent. The CIF gives us an opportunity to be able to state what we value as part of our ethos – but we have the responsibility to evidence how it impacts on our pupils.
  • We need to tell our school story very clearly and concisely – e.g. if our cohort of pupils has changed and it has meant we have responded and changed our practice – how? why? impact?
  • There is no requirement for ‘data’ to be in a certain format – it can be in many forms – including where relevant and appropriate video evidence for example. As long as you show and evidence progress in a way that is relevant and appropriate to your school and your pupils – that is fine. Important to also take account of pupils for who may have conditions which mean for them there is regression in skills. Make sure their story is told.
  • Define in your own school what pupil ‘work’ is – what does it look like? where would you find it? where would you look for evidence of progress over time? DVDs? Displays?
  • Most important – school practice MUST reflect school policy! e.g. there is no requirement for particular systems of marking – however – if policy says particular requirement then that is what should be seen.
  • Assessment – doesn’t matter what you call it in your school – how do you know it is right? How do you baseline? Measure? moderate to ensure consistency? – using trusted professionals from other schools is sensible to support the process. Don’t avoid moderation with others in other schools even if using different systems – using them to check your systems are robust
  • Need to ensure breadth / depth / range of evidence – if teaching some curriculum areas within others on the timetable – that is fine but needs to be clear
  • Are you sure that all your teachers have the same high expectations?
  • Who are your groups in school – you can decide  within your own context – how do you define them?
  • Baseline is really important. Age, starting points AND time in school are all important as part of measuring and judging progress. Make sure for your own school you have considered what the judgements are and why
  • This is our opportunity to measure all the things we value and present them in a way that is meaningful  AND informs next steps
  • Assessment is linked to curriculum but doesn’t define it

Personal development, behaviour and welfare

 

  • Think about what is must be like to be a pupil at your school – kneel down – see it from their perspective
  • Ensure you are considering preparation for the next stage of education
  • Only use B code in register for actual teaching when you as a school know what is happening and you are monitoring it as a school
  • Improvement in behaviour? How do you know? What are you measuring?
  • You can consider resilience, self – help and independence in this category

Outcomes

  • No longer rule of 3 years of data
  • Professional judgement is important alongside other information you will provide
  • Rochford review – interim report – tried to fill gaps between P8 and what were National curriculum levels. Rochford review have been considering P levels – recommendations currently with ministers and should be published soon
  • P levels can be just a reporting tool. Many schools also use as an assessment tool but don’t have to.
  • Use networks to create comparative information which can be used to evidence progress
  • Can talk about regression and for some children sustaining  achievement

Leadership and management

  • What you do, why do you do it and what is the impact?
  • What is uncompromising ambition in your school ? Define it for yourselves.
  • Do governors share same passion and understanding? Do they understand pupil groups? Do they challenge and support leadership ?
  • What is the effectiveness of SMSC
  • Is vision and ethos clear on website? What information is on your website and what messages does it send about your school. Remember – inspectors will look at this before coming into your school to consider their ‘lines of enquiry’

With regards to Local Area inspections, Mary was just urging us to play our part in the overall information gathering in relation to SEND when inspectors come into school to look at EHCP plans and talk to various stakeholders about their experience of the process.

What was interesting was that after Mary had spoken, there were very few questions. The reason for this was that everybody had felt that Mary had answered the questions they had wanted to ask during her presentation. I hope sharing this with you has answered some of your questions too.

With my best wishes

Mary Isherwood

 

 

#StarterForFive Advice for new teachers

I have taken up the invitation to contribute to the ‘Starter for Five’ blog – collating advice from a range of practitioners for new teachers. It’s a great idea so if you have not already written your  ‘Starter for five’ – perhaps now is the time?

Starter For Five

Name:  Mary Isherwood
Twitter: @Mishwood1

Sector: Special School

Subject: All subjects

Position: Headteacher

5 bits of advice about:  Supporting a child with Cognition and learning difficulties in your class

  1. Consider use of visual prompts to support routines and understanding. Examples are visual timetables; visual equipment mats showing resources for lessons.
  2. Labelling of cupboards for resources including photos / symbols where appropriate can support with making resources accessible and promoting independence.
  3. Use of minimal language focussing on key words / concepts can support a child’s understanding of information or instructions.
  4. Finding motivators appropriate to each child can really help with engaging them in their learning – finding a reward to work towards and breaking their learning down into manageable chunks.
  5. Remember alot of good practice for supporting pupils with learning difficulties is good practice for all of your pupils.

As we prepare for the new school year…………… #PostAPositive

It is inevitable that at the end of August, our thoughts have been increasingly turning to the start of the new school year. indeed some colleagues have already returned.

I was inspired by the post on Staffrm  by @SeanwelshBacc in which he talks about how much he enjoys his job and also takes up the mantle of #PostAPositive ( thanks Sean), so much so, I decided to write my own.

I am in the privileged position of being a headteacher. The best job in the world I would say ( well most days anyway!). Along with that privilege though comes responsibility and accountability neither of which should be taken lightly. The pupils and their needs must always be at the heart of what ever we do as a school so as I have been sat reflecting, preparing and discussing aspects of school improvement on my own, with members of the leadership team and with my Chair of Governors during the summer, I keep coming back to the question ‘So what? What will this mean to the pupils and their families?

A big year for us

There are so many things I could write about – but the purposes of this blog, for me, three things stand out as most significant:

Our new school building

This is a big year for us, for after many years of waiting,we are finally getting a new school building – purpose built for our pupils. What an amazing opportunity it has been to be able to have an input into designing a school for the many hundred pupils who will attend over the coming years. Pupils, staff, parents, members of the multi-agency team and governors all had an input in what they would like to see in the new school and finally the vision is heading towards reality. There is still lots to do this term as the building is still under construction and is as yet unfurnished. We get the keys to our new school in December 2015 and open to pupils in our new school building on 11th January 2016. How exciting!

It is of course exciting, but I am concious of how difficult such a huge change can be for our pupils, their families and staff, (particularly as we are moving to a new site approximately 2 miles away). To this end, our whole school topic this term is going to be ‘Buildings’ and ‘Change’ with all subjects where ever possible and as appropriate being taught through these themes e.g. in Science focussing on materials and their properties and Life and Living Processes to enable the children to think alot about buildings and their construction and around the environment of our new school. ‘Change’ will enable us to do lots of work on the Social and Emotional Aspects of Learning relating to the move. Visits to the new school site are organised this term for staff and where possible pupils and coffee mornings and for everyone there are regular updates on my weekly headteacher blog and on our school twitter account  @CamberwellPark

Our vision for the next 5 years

I am proud that our school has been judged Outstanding twice by Ofsted.It is important however, that we continue to review all of our policies, procedures and school practice to ensure that we continue to offer the best possible provision for our pupils. The move to the new school, the facilities it will provide and the new community where we will settle gives us an important renewed backdrop and impetus for this conversation. To this end, the governors and leadership team have together begun to consider the school’s vision for the next 5 years – what are our next steps. We have been asking ourselves some very important questions which are:

In 5 years time…

  • What will the children be saying about being a pupil at Camberwell Park School
  • What will the parents of children who attend be saying about the school?
  • What will staff be saying about working at the school?
  • What will other schools who we work with be saying about us?
  • What will people who live in the local community be saying?

Work to advance our initial discussions will continue into this year involving all stakeholders – a shared vision we all believe in and with the commitment and support that I know is there we can together make it happen!

Our partnerships and work with other schools ( Challenge and Support)

We have a number of networks  with other schools which we are really grateful for and I believe add mutual value to all of the schools involved. I wrote about our MC2SP ( Manchester Challenge to Support Partnership) in a blog for NCTL in January 2015. In addition working as an LLE and as part of a teaching school alliance enables us to develop our knowledge and skills by reflecting on our own practice in the context of other schools. During this year though I am really excited that we are part of a pilot project of 12 special schools working with Jessica Nash and the SSAT_SEN @SSAT_SEN on a programme of peer challenge and support using an external adviser working with us across the schools. I have been involved in shaping the programme which is very much about school improvement and support and definitely not about ‘Mocksted’ . Building capacity in my own leadership team it is two of my assistant heads and not me who will be involved in the programme, although I am looking forward to joining them on the launch day on September 10th.

So many things……

There really are so many things I could write about as we enter into this new school year and I have not mentioned – so many things we are working on within school as a result of our own priorities together with those brought about externally such as our continued work on assessment after levels, particularly for our pupils working above P8 and our continued work on implementing the SEND reforms and making the process as child and family centred as possible.

What am I most looking forward to?

Tuesday – seeing the staff team again – hopefully refreshed – everyone pleased to see each other and a renewed enthusiasm to being Passionate, Respectful, Organised, Understanding and Dedicated to the school – professional behaviours we are all signed up to as a staff team.

Wednesday – We welcome 18 new pupils!! Such a big day for them starting school! Seeing all of our other pupils after the holiday too –  how they have grown, new hair cuts, new shoes – lots of smiles! Spending time going round school on Wednesday – privilege is the only appropriate word.

Last word

I am not for one minute imagining the year won’t be without it’s challenges – I am under no illusion that it will be tough at times – but just these few notes I hope will give a flavour about how the really proud headteacher who is sat here writing this blog feels – what a year ahead – how could I not be excited? – BRING IT ON!