Sharing Best Practise
As a four time-awarded Outstanding School and a National Teaching School, we see our role is to blaze a trail for outstanding educational practise, in the area of complex needs.
This section of the website is dedicated to showcasing examples of best practise, which may be of interest to our colleagues, partners and the wider educational community.
External partners and other professionals recognise that leaders and governors are committed to ensuring that the school remains a centre of excellence that others can learn from.
Whole School SEND
For the equivalent of approximately one day per week, our Executive Headreacher Tina Harvey undertakes a role within Whole School SEND. The Whole School SEND Consortium, which is hosted by Nasen, brings together schools, organisation and individuals who are committed to ensuring that every children and young person with SEND can achieve their potential at school.
The Whole School SEND Consortium is delivering the Department for Education’s Strategic Support for the Workforce in Mainstream and Special Schools Contract which has just been extended into a fourth year.
Tina explains the nature of her role and the partnership:
My role is that of Deputy SEND Regional Lead for the South East South London (SESLON) region. I work with our regional lead, Amelie Thompson, and two further deputy leads. Our focus over the 2019-20 year has been:
- Identifying key networks and stakeholders within the region to drive the prioritisation of SEND in schools,
- Contacting and building relationships with these key networks and stakeholders,
- Meeting with representatives from the Teaching Schools Council, Regional School Commissioners, Ofsted, MAT leadership, Opportunity Area Leaders, Ofsted and Local Authority leaders – to identify priorities for improving SEND provision locally and disseminating good practice,
- Encouraging schools to join the Community of Practice,
- Raising awareness of the free Whole School SEND Consortium resources, such as the SEND Review Guide, to support school-based professionals to reflect on the strength and weaknesses of SEND provision within their settings,
- Providing bespoke support to selected Local Authorities with Written Statements of Action following Ofsted/CQC Local Area SEND Inspections,
- Raising awareness amongst regional networks of research and engagement opportunities across the wider contract – for example the trial of the SEND Review in school-based early years and sixth form settings,
- Providing regional intelligence to support sub-contractor led projects, such as resource development or pilot training programmes,
- Commissioning CPD events to address regional SEND priorities,
- Representing the Whole School SEND Consortium at national and regional stakeholder events and in the media,
- Supporting national education policy development.
I greatly enjoy this role for many reasons, not least because of the opportunities for networking. I enjoy working with existing local regional and national networks to create opportunities to share knowledge. Ideas and expertise. This year we have also had success in moving our regional training online, meaning that many more colleagues have been able to benefit from input.
Engagement Model Training
From September 2021 the DfE’s Engagement Model Assessment Tool, designed specifically for pupils working below the standard of the National Curriculum and who are engaged in non subject specific learning will become compulsory in schools nationwide.
The Engagement Model is an assessment tool which works alongside a schools’ current assessment and curriculum and identifies five key areas of engagement that are important to enable pupils working at this level to make and maintain progress. Pupils who will be assessed using the model will be at the very early stages of cognitive, physical, social and emotional development.
The five areas of engagement are Initiation, Persistence, Exploration, Anticipation and Realisation. Providing opportunities in the curriculum for these five areas to be developed is essential in ensuring progress towards the National Curriculum can be made. At Perseid we recognise the importance of these areas for all our learners as we seek to immerse them in a full and rich curriculum.
Two of our leaders are Local Engagement Model Leads and have delivered training throughout the South East of England to support schools as they prepare to implement the Engagement Model and we will continue to be a source of support for schools during this time of transition and beyond.
The Sherwood School
As part of our sharing best practise efforts, Perseid School developed a partnership with The Sherwood School.
Perseid Executive Headteacher Tina Harvey took on the role as Executive Headteacher at The Sherwood School; allowing staff to learn more about our leadership and management structures and how these impact on pupil achievement and experience in school.
For further information of the impact of the relationship between Perseid School and The Sherwood School, the aim and outcomes, please follow the link for our case study.
Merton Special Teaching Alliance
Formed alongside Cricket Green School in 2012, it is The Merton Special Teaching Alliance (MTSA) vision to ensure the most successful outcomes for all our pupils, especially those with special and/or educational needs through a shared moral purpose and outstanding practise. We aim to deliver ‘The Big 3’ support areas of school, including CPLP and Initial Teacher Training, School Support and Succession Planning.
In 2014, MSTA expanded to include Merton School Partners, providing a unique context for its work. As a result, the alliance encompasses a large number of experienced leaders available to provide support at different levels, including Senior Leaders, National Leaders of Education, Specialist Leaders of Education and Expert and Consultant Teachers.
Examples of research and development work are featured on our Merton Special Teaching Alliance website.
SSAT Journal Summer 2016
In the sixth edition of the termly SSAT Journal, which celebrates innovative practise, practitioner’s research and student outcomes, Perseid Executive Headteacher Tina Harvey published ‘Keeping Leadership Fit for Purpose’ article. Reminding the audience that for a school to be truly exceptional, it requires exceptional leaders and needs to strive to keep leadership fit for purpose, the report only emphasises the high quality of leadership at Perseid School. To see the full article, please visit:
Experimental Psychology Journal
Reception Teacher at Perseid Lower School, Rosie Lawrence, wrote an article entitled ‘Distraction of Mental Arithmetic by Background Speech’ in partnership with Martin Clarkson. The article explores the impact of speech and speech with numbers in the background environment on mental arithmetic problems, and is published in the Experimental Psychology Journal. To see the full article, please visit: