Norwood Primary School - building community

This story describes some of the organisational structures at a large primary school that facilitate the access, participation and achievement of all students including those with disabilities. It explores some of the thinking behind the evolution of these structures and the benefits to be gained. Role of leadership

It is well recognised that leadership practices set the context for school-wide practices. Leaders’ decisions are typically broad-based, policy oriented and not publicly observable, but they do establish the foundation for what happens at a practical level. This case study shows how leadership decisions around school organisation have been deliberately taken to build a sense of community amongst all those who are connected to the school.

It takes a whole village to raise a child.

The school’s principal has a strong belief in the benefits to be gained by all the adults in a school taking collective responsibility for all the students. She also acknowledges the importance of helping people develop understanding of the perspectives of others – enabling them to be able to ‘step into other people’s shoes’ and see the world from their viewpoint. She believes that the success they have achieved at the school is derived from deliberately acknowledging and cultivating the value in:  

• working together
• sharing responsibility for student learning
• recognising staff skills and contributions
• establishing a collaborative culture
• flexibility
• encouraging reflective practice
• sharing the load – ‘we’re in this together.’  

Success for all students is enhanced by the clear purpose of building a supportive learning community underpinning the school’s organisation. This is reflected in the school’s Statement of purpose, beliefs and values and in their teamwork.

Statement of purpose, beliefs and values
Teams
References

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