By Beth Elkins, Headteacher of Gretton School in Girton, Cambridge
Following a visit from Ofsted in February 2024, I am delighted to announce that Gretton School has received an ‘Outstanding’ grading in all areas.
We are thrilled that Ofsted has recognised the school’s provision with the highest possible grading, observing the ‘life-changing’ experience of our learners.
While we take immense pride in this achievement, it is crucial to understand that this accolade is merely a word that captures only a fraction of our story.
At Gretton, we are more than an ‘Outstanding’ school; we are an accepting and inclusive environment where autistic learners come to repair damage caused through their educational journey so far, get on course for their desired future, and achieve all they can.
Special interests, skills and abilities
We achieve this by considering the whole individual and interweaving relational practice into all our teaching and interactions with our learners.
We know that every person is different, but we also know more than that; that every autistic person is different and experiences their autism differently. Although there are common areas that unite our learners, it is the things that make them unique that we work to focus on and celebrate, using their special interests, skills and abilities to maximise their potential.
We believe that children convey their thoughts and emotions through their behaviours, so we must try to understand what our learners are telling us, even if this may not be immediately apparent.
Underlying reasons
It is important to connect with the underlying reasons the child may behave in a particular way. Their observable behaviour is grounded in their own experience of autism, often as a result of coping strategies they have developed over time. Our job is to support, identify, interpret and redevelop so that a child can respond to difficulties and challenges in different, healthier and safer ways.
It is a privilege to work with a group of staff who are trained to think carefully about the complexities of a learner’s experience to try to identify the feelings and thoughts behind their behaviours.
Wherever I go in school, I can see staff celebrating the uniqueness of each child and their experience of autism so that, by the time they leave Gretton, they are better able to understand their autism, its impact on themselves as individuals and on those around them, and how to celebrate their differences.
These remarkable people will change the world
I truly believe that these young people will change the world; their ability to learn, deeply and meticulously, in areas of their interest; their capacity for empathy; their unique ways of thinking; their indescribable humour (they are genuinely hilarious); the courage they show to overcome their fears and uncertainties; their tenacious self-management in a sometimes consistent state of fight or flight … believe me when I say that these are some remarkable people.
Whatever your belief, my own is that there was a reason I was allowed to work at Gretton. We can create a school that enables and empowers our learners to recognise and achieve their potential because of their autism, not despite it.
Our ‘Outstanding’ rating is just a milestone
Therefore, I believe that our ‘Outstanding’ grading is simply a milestone; the real triumph lies in the everyday victories of our learners. Together, we continue to journey towards a brighter, more inclusive future, where every autistic individual is valued, understood, and celebrated.
One of my articles
For more insights into my perspective and personal experience here at Gretton, I invite you to read one of my recent articles: ‘What is it like to be an autistic headteacher of autistic children?’
Commentary on our Ofsted report
Link to a commentary on our Ofsted report: https://www.cambridge-news.co.uk/news/local-news/life-changing-cambridgeshire-school-receives-28838717
