Perseid School

Leading Edge Framework for Exceptional Education

Perseid School is an active member of the SSAT network, the largest and most active network of schools in the country, helping teachers to empower pupils to succeed, and part of its Leading-Edge Partnership Programme.

The SSAT’s Framework for Exceptional Education is a school improvement and planning tool, built on the philosophy that school improvement is an ongoing process focused on self-evaluation and a celebration of strengths. The Framework helps schools to implement strategic, principled decision-making and supports ongoing school development and improvement.

We are delighted to share that we recently attained accreditation of Transforming Practice in Leadership through Moral Purpose in February 2023 and at the highest level in relation to our Professional Learning and in Wellbeing in September 2023. This means that Perseid School has met the highest standards of the Framework for Exceptional Education, and that our work in this field is amongst the most effective practice, nationally.

As a school, we chose to focus on these areas within the Framework as it impacts all that we do. It addresses the ‘why’ in our role and mission, and our shared moral purpose guides all that we do at Perseid.

What does this mean?

Leadership Through Moral Purpose

  • Principled vision and values that promote social justice 
  • Evidence-informed decision making 
  • Commitment to leadership develop and system leadership.

Professional Learning

  • Collaborative practice
  • Professional learning
  • Staff progression routes. 


  • Creating a positive, happy school environment
  • Championing diversity and inclusion
  • Creative, innovative and consistent support. 

In order to have achieved these accolades, Perseid School underwent a peer review followed by an in-depth review from one of the central SSAT leader team. The wider team, including lead practitioners and subject or aspect leads contributed to this.

“The importance in leading through moral purpose, wellbeing and professional learning cannot be underestimated, especially in a setting such as ours where we are supporting pupils with extremely complex needs”.  Fiona Copeland, Executive Headteacher

What the report highlighted

"The school’s values and beliefs are lived out on a daily basis.  Staff and students are inspired to achieve their very best.  Leaders encourage an open, reflective and ongoing dialogue about learning and professional development. This openness and transparency encourages staff to go the “extra-mile” and to treat others with respect". 

"Every member of staff has the opportunity to develop themselves and to contribute to their team and the school. These values are evident in the way that the school works with a wide range of partners and engages with parents, governors and the wider community. 

"All networks and partnerships focus on the key question which runs through any conversation in the school “What can we do to help our students achieve their very best?” This outward looking approach and willingness to support others reinforces the school’s belief in serving the needs of its local and wider community."

"There is sustained high quality leadership development and provision for all staff. Professional learning is at the heart of the school. Many staff have Masters qualifications and are encouraged to take part in a range of accredited leadership qualifications. Every teacher has a personal professional learning plan with signposted external qualifications". 

"Effective use of pupil, staff and parent voice/feedback not only provides feedback but also ensures their engagement in the change management process. The successful implementation and external validation of key intitiatives such as the Thrive Excellence Award is a further vindication of the school’s ability to implement change". 

"Leaders are able to show clear evidence of impact in classroom practice and in students’ progress". 

"There is clear evidence of sustained high-quality provision for leadership and professional development. Staff feel valued because leaders take time to know them and recognise their achievements.  Leadership is distributed- individuals say they are empowered in their roles.Levels of trust are high because of the open and consistent approach to school leadership. Student leadership plays an active and important role in the school and is very well supported by leaders".

"There is evidence of exceptional leadership practice and commitment to championing the needs of vulnerable and disadvantaged students and families. Effective deployment of resources ensures that pupils receive the ‘best possible education’."

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