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Walker is an above average sized school serving an area of Newcastle-upon-Tyne. A below average proportion of students are from minority ethnic groups and an average proportion speak English as an additional language. The proportion of students with special educational needs and/or disabilities is well above average, as is the number entitled to free school meals. The school has dual specialist status in technology and visual arts.
Read here why head teacher Mike Collier chose IRIS.
Shaftesbury House School is a short stay school in Lancashire. Students at this school have been excluded or are at risk of permanent exclusion from secondary schools. Situated on two sites, it caters for up to 100 students with numbers varying daily. There is a very high mobility compared to mainstream schools. The great majority are boys, and most are in Key Stage 4. A few have a statement of special educational needs but all are recognised as having special educational needs. Most remain registered with their mainstream schools and return full time within a few months.
Read here why Shaftesbury House chose IRIS.
Oswaldtwistle is a short stay school for those displaying challenging behaviour or pupils that have become disengaged with education.
In the first term of 2010/11, online behaviour and reward monitoring system, IRIS has been extremely useful in reintegrating as many pupils from The Oswaldtwistle School, a short stay secondary school in Lancashire, into mainstream education as was achieved throughout the whole of 2009/10.
Read here why Oswaldtwistle School chose IRIS.
Fairfield, founded in 1796, is a long established school for girls. It is currently of average size and the school's specialism is science. It has the Healthy Schools award and recognition as an Investor in People.
Read here why Assistant Head Jane Mawdsley chose IRIS.
Formerly on three sites, the school has occupied a new building since 2003. With re-location, the school now serves a diverse area. A higher than average number of girls are entitled to free meals. The great majority of students are White British; very few are learning English as an additional language. The number of students is increasing; the sixth form is growing rapidly. The proportion of students with learning difficulties and/or disabilities is similar to that found nationally, though lower numbers were recorded in the past.
Read here how Assistant Head Teacher Geraldine Fraser describes the impact of IRIS.