Every young person is accepted for who they are and supported towards fulfilling their potential. Video clips outline unscripted real stories of people who have had positive inclusive experience and the attached report gives details of the school procedures that sit behind the culture. It is important to remember that the procedures and processes alone cannot create the culture.

Explore this exemplar

What was done?

Auchinleck identified various aspects of their improvement journey which were felt to be significant.

1. The Pupil Support Team: the values base, organisation, partnership with families and emphasis on whole staff Career-Long Professional Learning (CLPL).
2. Development of a Relationships Framework following a revision of the behaviour policy. Children's rights and a restorative approach are key within this.
3. Development of a nurturing approach including all staff being trained in nurture principles and developing an understanding of brain development and attachment theory.
4. Inclusion Hub-a secondary Social, Emotional and Behavioural Needs (SEBN) facility was developed within the school community. Each pupil has a bespoke timetable allowing a flexible package between home and school.
5. Skills for life, learning and work.

The writing of a personal and social education (PSE) programme, the delivery of vocational qualifications and personal learning planning period for all pupils were key. The quality assurance of this period is critical for leaders.

Why?

The school leaders were convinced that if pupil wellbeing was strong and if all pupils were accepted and included, then positive attainment and achievement would follow naturally.

What was the impact?

School leaver destination figures have improved (see school report for further information). Almost all pupils achieve a positive outcome from school, despite barriers. The ethos and positive culture within the school is continually improving.

Videos

The following video clips describe the experiences of pupils, staff and parents from Auchinleck Academy:

Senior Pupils' experiences of support

Two pupils describe their own experiences of LGBT and Dyslexia support and their involvement in leading these areas of work to develop inclusion for all.

Younger Pupil reflects on support

A young pupil describes the support he received after a difficult start to secondary school and the beneficial impact of this support.

Development of a Relationships Framework 

A principal teacher describes:

1. The development of the relationship framework
2. Impact on practice.
3. Impact on ethos.
4. The process of change.
5. Whole school approaches.

Parental perspective

A foster parent describes the flexible pathway offered to her daughter who flourished with the opportunities offered to her at Auchinleck.

Reflections of a recently qualified teacher and a member of the senior leadership team

A teacher in the early stages of her career reflects on what she has learned at Auchileck and the impact it has had on her teaching practice. The Depute Head then describes the school approach to improvement and inclusion.

A former pupil looks back

A former pupil feels that the school had a positive influence in her life as staff never gave up on her.

Download(s)

PDF file: Auchinleck Case Study (2 MB)

PDF file: Auchinleck Academy Relationships Framework (122 KB)