Introduction: It is always sad when schools go into special measures (and it is not an unusual occurrence as local experience shows). The reasons are always varied and staff, pupils and parents always go through a difficult time. It is, however, always an opportunity for a fresh start. The past few years have not been easy for Stambridge but it is a new day today. (We have left our previous coverage of this school for the archive - see Talking to Maureen Sealeaf in 2010)

Those who are regular readers of Rochford Life will know that we have covered the changes and activities of Waterman Primary School for over three years and have the highest regard for the head, Rachel Welch, and her staff who have taken what was a failing school of about 30 pupils and transformed it to a school with over 90 pupils at the present, from what many agree is not the easiest catchment area. We were delighted therefore when Rachel invited us to come to Stambridge and talk about the changes taking place at Stambridge School. We’ll let the interview speak for itself. There are explanatory notes at the end.

Talking with Rachel Welch, new executive head of Stambridge School

(Feb 2nd 2015)

Rochford Life: Rachel, this is very strange finding you in a different office in a different school.

Rachel: Well yes, this is my part time home now and I am here half of the week. It has all happened very quickly. The temporary head who was here was wanted back by his school so we had to accelerate the process to bring about the changes.

RL: This school is now an academy and part of a trust with three other schools?
Rachel: That’s right.  We’ve tried to communicate what this means. We had a tea and cakes informal afternoon with parents, partly because there were rumours that the school was closing – which isn’t! – and to explain the academy process and to answer the queries that people had. (See notes at end)

RL:   Well perhaps we can tease some of these things out here, especially as you have come from a failing school situation which you have completely turned around.

Rachel: That’s true but I don’t think there have been the same issues here that we had at Waterman. We did a questionnaire for parents, teachers and children, things they thought were going really well here now to be celebrated, things that with a little bit more effort could be better, and things that really needed to be looked at, and behaviour was coming up across the board as an issue to be addressed, so we have introduced the same system that we have at Waterman so it is crystal clear what our expectations are, and that has been much better and everybody knows it is consistent. Behaviour is much better now already.  

RL: Can I clarify something, are you the official head here now?

Rachel: Yes, that’s right, although I share my time across the two schools. This school has a ‘head of school’ currently and that is going to remain as the working structure here but at Waterman we have an assistant head who, of course, is not head of school. I am still Head Teacher at Waterman and Executive Head here, which should be more of a strategic role but at the moment is more day to day stuff, but hopefully that will change as time goes on

RL:   And now you’re bringing the experience of the past four years of rebuilding Waterman to this situation.

Rachel:  I hope so. It’s one of the things I would like to convey to the parents that Waterman has chosen to be part of this academy group – and obviously Stambridge didn’t have the same choice, it’s just how it is - so that rather than be swallowed up by one of the big chains where you would never be able to retain that village school ethos that everybody likes, this was the best option for this school to retain its individuality. Although Waterman and Stambridge have got things that are very similar, there are differences as well and I’ve come to realise how much stronger the community is around here in Stambridge. The presence of Mini-Marvels moving out to Stambridge has also made more parents aware that this school is here, which should help in the future.  We are very keen to keep each school’s identity within the Trust but share lots of resources and opportunities that we wouldn’t get on our own. There are a variety of benefits so, for example, when you share contracts you can save money across the schools

RL:  Do you as head have list of things you have, or a timetable of things that you would like to see happen in the days ahead?

Rachel: Well from the questionnaires we were given a clear idea of things for school improvement, and I see it in three steps: it was from January to February when we still have the IEB in place and we were trying everything up to convert to academy on February first, and then we have February to the summer when we will be looking at staffing and posts and what it will look like. And then after that we go on building. We’ve already done a lot of training together.  We’re here to stay!   

RL:  With all your experience and training of the past few years, you must come in here with a pretty sharp eye and be able to say, “We need this or that in place.” Do you have that sort of list?

Rachel:  Yes, and it’s fed into the school improvement plan which will go before the first governing body meeting on Friday, after which the governors will be meeting monthly rather than just once a term. After they approve it I’ll put it on the website. I have tried to convey to the parents that we’ve been through similar things at Waterman and have gone from 31 pupils to 98, but there are some things such as admissions that should have been dealt with earlier and so it’s too late for next September. We’ve only got a few new children coming so it will take a bit of time to re-establish confidence and build up but we will do it.

RL:   You struggled at Waterman with a poor reputation going back some years didn’t you?

Rachel:  Yes, and you haven’t got that here so it should be easier, and you don’t have the deprivation issues here that we had over there. I hope we’ve been seen to be quick to deal with issues of concern. There are some things that can be done quite quickly and then there are other things that take time. Eventually we’d like to go back to the four classes which is the ultimate goal and of course we need the numbers, but it takes planning and everything would be so much easier when the Foundation stage are on their own. Of course one thing that is helpful is that we are a brand new school now and the Ofsted report has gone, the slate has been wiped clean. The same is true of Waterman; when you start an academy you start of completely afresh.

RL:   But the dust is starting to settle?

Rachel:  Yes, I hope so; we’ve had a number of changes of how staff work, you know, where for instance we’ve had, say, TA’s doing a few hours in one class and then a few in another, and it’s much better to stay in one place, so we’ve had a bit of shuffling round. I think the children seem really happy with it.  The staff have been working really hard to improve the school and it’s been a real team effort I think.

RL:  So you are feeling optimistic about the future.

Rachel: Oh yes, I think it is going to be good. I can see lots of potential across all four schools as we’ve all got expertise in different areas. One parent asked me when the academy thing ends, but the point is that it doesn’t; it’s here to stay. These are interesting times with great possibilities and I would like to thank the parents and local community who have been really open with us and for their continued support.

RL: Well Rachel, thank you for inviting us in and for sharing. We have had much pleasure over the last four years watching the development of Waterman and look forward with eager interest to see how the new academy will work and in particular here, how Stambridge will benefit and grow.  

Note: Academies are independent, state-funded schools, which receive their funding directly from central government, rather than through a local authority.  They have more freedom than other state schools over their finances, curriculum, length of terms and school days and do not need to follow national pay and conditions for teachers.  Academies were originally a Labour policy designed to improve struggling schools, primarily in deprived areas. But this has been changed radically and accelerated by the Conservative-Liberal Democrat coalition. (Source: BBC)

HEARTS Academy Trust consists of 

- The Wickford Church of England Infant School, 

- Briscoe Primary School and Nursery, Basildon,  

- Waterman Primary School and 

- Stambridge Primary School.  

See: http://www.heartsacademytrust.co.uk/