Forge Valley School - Issues

[loopylulu 10]

The school is in some sort of freefall decline. Reduction in funding and increasing staffing costs play a substantial part but also there seems to be some sort of motive for getting rid of long serving staff that goes beyond cost.

 

Staff morale, while never good at the school, is really in the pits now. Many staff are off long term sick and being replaced by agency staff, and something odd is happening in the Special Needs area with all senior staff leaving and taking the expertise with them and the remaining staff being put under pressure to work beyond their remit or training leading to a decline in the level of service being provided. I think it's safe to say the school is still collecting the extra funding for those with Additional/Special needs but the level of support being provided is reducing. This is based on what I hear from other parents and in conversation with the staff I come into contact with when picking up my sisters kids.

 

I agree! The school does seem to be in some sort of decline. I can't work out in what way though.

 

The SENCO is leaving at Christmas, I believe, I'm not sure who will take their place, don't think they have said anything yet.

 

In my opinion, there is something going seriously wrong at that school!

 

They haven't been inspected by ofsted in a while, maybe it's time they paid a visit!

 

---------- Post added 28-11-2015 at 20:35 ----------

 

Walkley0 Mum

You seem very concerned about F.V.S But, all you are posting is rumours and, possibly disgruntled staff who may not like how the school is run, whether it be for the better or worse.

If you are concerned about how the school is run, enquire to a P.T.A or write to the board of governors, you will get a lot clearer picture of how the school is performing. good luck i hope its not as bad as it seems to some.

 

Headmaster of school is on board of governors - so where else can people go to complain?

 

School complaints procedure is complaint to headteacher first, then board of governors, but I'm sure there must be somewhere else parents can turn to?

[jaffa1 10]

It's not such a bad school, no one mentions the good points like it's got one of the high ratings countrywide for A level maths passes, that can't be bad.

[ah1975 10]

It's not such a bad school, no one mentions the good points like it's got one of the high ratings countrywide for A level maths passes, that can't be bad.

 

True, you never hear the good which is a shame. I have a child at this school and have nothing but good to say about it. My child is doing amazing. Posts like this concern me as I & others that I know that have children at this school have no concerns at all. I am now concerned I have nothing to be concerned about

[hyper 10]

True, you never hear the good which is a shame. I have a child at this school and have nothing but good to say about it. My child is doing amazing. Posts like this concern me as I & others that I know that have children at this school have no concerns at all. I am now concerned I have nothing to be concerned about

 

problem is the modern customer perspective. That means everyone thinks they are special and the system should be made to suit them, and that if a genuine mistake occurs, then it's time turn the screw. This applies in shops, hospitals etc too. If people had a more realistic perspective and didn't focus on what is (or might) go wrong, the school might get on with what they are supposed to do instead of fighting militant parents.

 

While it's true that one approach doesn't always suit all, with a school, it is impossible to have individual procedures and policies to suit each student. If it did, the learning support specialists would outnumber the pupils. Get a grip folks, the world is tough, mistakes happen (let he who doesn't make them cast the first stone) and compromise is key to making things work.

 

So try to focus on the positive. If things aint great, suggest change in a supportive way. If they really are that bad, ask for a transfer.

[multipons 10]

True, you never hear the good which is a shame. I have a child at this school and have nothing but good to say about it. My child is doing amazing. Posts like this concern me as I & others that I know that have children at this school have no concerns at all. I am now concerned I have nothing to be concerned about

 

Have this afternoon attended a school sports competition for primary schools at EIS Sheffield. The young people from Forge Valley that helped organise and run this were a credit to their school. Showed great enthusiasm and encouragement to primary children. Thanks for a wonderful time.

[jaffa1 10]

Have this afternoon attended a school sports competition for primary schools at EIS Sheffield. The young people from Forge Valley that helped organise and run this were a credit to their school. Showed great enthusiasm and encouragement to primary children. Thanks for a wonderful time.

Great , let's hear more positives and less negatives to this school as I'm sure there's many good sides to it so let's hear them.

[The Manager 12]

Great , let's hear more positives and less negatives to this school as I'm sure there's many good sides to it so let's hear them.

 

How has the school done in the last Ofsted report ?? why are teachers leaving ??

 

---------- Post added 30-11-2015 at 18:31 ----------

 

[quote name=Walkley0

 

 

In the past I have done both of the things you suggest. In the transition period covering the closure of the old schools and the opening of the new I was involved with the "Parents Forum". I had great hopes for the new headteacher but I think maybe he was handed a poisoned chalice....[/quote]

 

For a number of reasons the school is just not working and a number of parents are saying same

 

it does look like a few parents are coming together to bring a number of problems to ahead so that's maybe a positive

[1789a 10]

It's not such a bad school, no one mentions the good points like it's got one of the high ratings countrywide for A level maths passes, that can't be bad.

 

Given the intake the school has and the goodwill and support of many of the parents it should be doing much better than it has so far.

 

To an observer the Organisational Culture of the school is poor.

 

Organisational Culture may be described under the headings:-

 

Assumptions Describe what is important to the school and its population and how problems are solved.

 

Values and Beliefs Describe the things that are important for organisation members.

 

Behavioural Norms Describes unwritten behavioural rules of which people (staff, students other stakeholders) are aware

 

Artefacts Artefacts are the actual manifestations of the above three headings. It includes, observable behaviour of staff, students and other stakeholders, dress, structures, systems, policies, procedures, rules, records etc.

 

 

 

Assumptions: There is little evidence to suggest any consistency in the way problems are addressed and solved. Indeed the evidence available(even within this thread) suggests there is no agreement on how problems are dealt with. It depends on who you get and their level of expertise. The Head often indicates he will take a particular course of action then takes another. The school often says what is important but the physical evidence portrays an inability to make it explicit in its actions.

 

Values and Beliefs There is little evidence to suggest consistent beliefs that apply across the organisation. Again, it depends on who you get and their level of expertise.

 

Behavioural Norms Inconsistent even amongst Senior members of staff. An example: Any parent would expect to be able to contact Senior Staff, Headteacher, Deputies, Assistant Heads about serious problems at the end of the school day. To my certain knowledge a small number of the Senior Staff (the same ones) are regularly out of the school gates by 4pm. Observed by myself. Leading by example?

 

Artefacts Again, from available evidence (and there is plenty, from that produced by the school for public consumption, behaviour of staff (disgruntled or otherwise at the school gate, parents evenings, direct contact), students and parents, application of policies and procedures) it is safe to confirm inconsistency as the central ethos of the school.

 

 

Inconsistency on the level evident suggests, by accident or design, weak leadership. Variation would be normal but the breadth of variation evident is the key. If there is a lack of consistency in communication and the way problems are dealt with then expect resentment, and expect anger if the inconsistency is allowed to continue.

 

There are some seriously good staff at the school but some seriously good staff have gone. Expect more to go until the leadership problem is addressed, and expect people to keep on complaining even if your experience is positive and very different.

Edited December 2, 2015 by 1789a

[TFI THURSDAY 10]

My kids both love Forge Valley and are doing brilliant. The problem here is a group of Wisewood parents. You know who you are. Had nothing but bad words to say since the plans went in and some of their kids are constantly breaking rules and getting suspended etc etc. Get the picture. If a child wants to learn they will learn in any school. Give it a rest and focus on something else in life!!!!!

Edited November 30, 2015 by TFI THURSDAY

[loopylulu 10]

Given the intake the school has and the goodwill and support of many of the parents it should be doing much better than it has so far.

 

To an observer the Organisational Culture of the school is poor.

 

Organisational Culture may be described under the headings:-

 

Assumptions Describe what is important to the school and its population and how problems are solved.

 

Values and Beliefs Describe the things that are important for organisation members.

 

Behavioural Norms Describes unwritten behavioural rules of which people (staff, students other stakeholders) are aware

 

Artefacts Artefacts are the actual manifestations of the above three headings. It includes, observable behaviour of staff, students and other stakeholders, dress, structures, systems, policies, procedures, rules, records etc.

 

 

 

Assumptions: There is little evidence to suggest any consistency in the way problems are addressed and solved. Indeed the evidence available(even within this thread) suggests there is no agreement on how problems are dealt with. It depends on who you get and their level of expertise. The Head often indicates he will take a particular course of action then takes another. The school often says what is important but the physical evidence portrays an inability to make it explicit in its actions.

 

Values and Beliefs There is little evidence to suggest consistent beliefs that apply across the organisation. Again, it depends on who you get and their level of expertise.

 

Behavioural Norms Inconsistent even amongst Senior members of staff. An example: Any parent would expect to be able to contact Senior Staff, Headteacher, Deputies, Assistant Heads about serious problems at the end of the school day. To my certain knowledge a small number of the Senior Staff (the same ones) are regularly out of the school gates by 4pm. Observed by myself. Leading by example?

 

Artefacts Again, from available evidence (and there is plenty, from that produced by the school for public consumption, behaviour of staff (disgruntled or otherwise at the school gate, parents evenings, direct contact), students and parents, application of policies and procedures) to confirm inconsistency as the central ethos of the school.

 

 

Inconsistency on the level evident suggests, by accident or design, weak leadership. Variation would be normal but the breadth of variation evident is the key. If there is a lack of consistency in communication and the way problems are dealt with then expect resentment, and expect anger if the inconsistency is allowed to continue.

 

There are some seriously good staff at the school but some seriously good staff have gone. Expect more to go until the leadership problem is addressed, and expect people to keep on complaining even if your experience is positive and very different.

 

Great post.

 

I agree there are some brilliant teachers there, and it would be such a shame if these teachers left.

 

I agree with lack of consistency too. Communication is very poor with that school also.

 

And, no I'm not a bitter Wisewood supporter. The school is there, nothing can change that. But if things aren't right there, then it needs to be sorted.

[showers 10]

Although we have had major issues in the past they have now mostly been resolved. My child is now doing well at this school and will hopefully get good GCSE results. He still gets called names on a daily basis but has now learnt to ignore this most of the time. As a parent of a child with special needs I have to say that for most of the time my child is getting the support that he needs in class, although I have heard from other parents that their children aren't and that assistants are having to visit a number of classes to share support out during one lesson.

I think the only negative thing that I have to say about the school would be the lack of communication with parents, we have heard a rumour that the Senco is leaving at Christmas yet no communication . The exact same thing happened when the last change of staff left and also when the IR lost a number of assistants.

The school is doing things right concerning my child and I just hope that things continue as they are so that he can reach his full potential!

[loopylulu 10]

Although we have had major issues in the past they have now mostly been resolved. My child is now doing well at this school and will hopefully get good GCSE results. He still gets called names on a daily basis but has now learnt to ignore this most of the time. As a parent of a child with special needs I have to say that for most of the time my child is getting the support that he needs in class, although I have heard from other parents that their children aren't and that assistants are having to visit a number of classes to share support out during one lesson.

I think the only negative thing that I have to say about the school would be the lack of communication with parents, we have heard a rumour that the Senco is leaving at Christmas yet no communication . The exact same thing happened when the last change of staff left and also when the IR lost a number of assistants.

The school is doing things right concerning my child and I just hope that things continue as they are so that he can reach his full potential!

 

The rumour appears to be true. I have been told by a member of staff that SENCO is leaving at Christmas. I just hope in the process that any children with SEN aren't missed/forgot and that work isn't just left until the new SENCO is in post.