Five Acre Wood School

Peggy Murphy has transformed Five Acre Wood School during her tenure as Principal, growing the school sevenfold from 119 to 860 pupils. With over 16 years of headship experience and a career dedicated to special education, she is recognised for her expertise in autism education, supporting students with profound, severe, and multiple learning difficulties, and championing inclusive approaches for all learners.

Through this article, Peggy highlights how leadership, guided by core values and a clear vision, can transform a school's culture and curriculum. She also demonstrates how practical learning, family partnerships and innovative opportunities equip pupils with the skills and confidence to thrive.

The Foundation of Distributed Leadership

When I assumed the then-headteacher role, I immediately understood that leadership in isolation breeds limitation. Building a senior team became an exercise in deliberate complementarity. I sought not mirrors of my capabilities, but individuals whose strengths could illuminate my blind spots. This conscious assembly of diverse expertise has proven fundamental to our sustained evolution.

Rather than imposing immediate change, I chose first to inhabit the space, listen deeply and observe keenly because I believe transformation demands patience. Only through understanding the existing ecosystem could meaningful change take root. What emerged at Five Acre Wood was an evolution —a sixteen-year journey of incremental yet profound shifts that have reshaped our entire educational philosophy.

Redefining Inclusion Through Equity

The most significant cultural challenge we faced was reconceptualising inclusion itself. I learned that true inclusion demands equity that transcends equality. This distinction became our North Star. We discovered that organising pupils by chronological age, regardless of developmental readiness, failed our most vulnerable learners. Children with profound learning difficulties were receiving instruction that, whilst academically sound, offered little preparation for meaningful adult lives.

Our response was radical yet simple. We reorganised learning around developmental need rather than age, introducing what we call ‘learning approaches’. Each child now finds themselves positioned precisely where their growth is best nurtured. This fundamental shift has redefined not just how we teach, but why we teach.

Cultivating Belonging Through Shared Values

Three trademark behaviours anchor our practice when we operate at our best. Pupils first, together stronger, and every moment matters. These aspirational statements are lived realities that permeate every aspect of our interactions. Our ethos, captured in the phrase “One wood, many trees”, acknowledges that whilst we remain unified in purpose, our strength emerges from diversity. Each satellite provision, every staff member and all our pupils contribute unique perspectives that enrich our collective understanding.

“We’re not preparing pupils for a distant future but creating present opportunities for meaningful participation. Every partnership forged, every skill developed, every barrier dismantled brings us closer to a society where difference is celebrated and every individual finds their place to flourish.”

I’ve learned that belonging precedes achievement. People must feel valued before they can offer their best. This principle extends to possibility itself. When staff present ideas backed by thoughtful reasoning, however unconventional, we create space for exploration. Our most transformative innovations have often sprung from suggestions that initially seemed improbable.

Empathy remains our compass. I constantly remind our team to view our work through the lens of families who navigate this reality every hour of every day. Whilst we support pupils during school hours, families carry this responsibility perpetually, often whilst battling exhaustion and systemic barriers. Their perspective grounds us in humility and a sense of purpose.

Creating Pathways to Independence

Our curriculum evolves organically, responding to the shifting needs of pupils and families. Geographic distance presents unique challenges, as many pupils arrive by bus, which limits daily family contact. We’ve built bridges through digital platforms, regular communication, and our dedicated Together Every Achievement Matters (TEAM) initiative, which extends support directly into homes. Our employment of social workers acknowledges that ‘supporting the child requires supporting the entire family ecosystem,’ which is also a fundamental truth.

We’re rewriting life narratives by fostering independence, resilience, collaboration and problem-solving capabilities. Our partnerships extend far beyond classroom walls. Costa Coffee helped us transform a train carriage into the FAWrient Express café, where pupils master barista skills before transitioning to apprenticeships. Our farm shop, horticulture programme and Platform FAW roastery (one of only two in European schools) provide authentic contexts for learning sequential, routine-based tasks that align with diverse learning styles.

Innovation manifests through practical application. Whilst technology plays its role, our pupils need functional competencies for life beyond school. Travel training, community navigation and financial literacy are all prominent features. Our FAWrient Express curriculum begins with four-year-olds learning the fundamental skills of using a cafe, building progressively toward complex competencies. We create controlled environments within school, then gradually extend learning into the broader community through supported experiences and apprenticeships.

Embracing Calculated Risk in Pursuit of Vision

Leadership requires courage to embrace calculated risk. Innovation rarely emerges without the possibility of failure, but I’ve learned to reframe setbacks as data for refinement and improvement. Trusting your instinct while maintaining a clear vision creates the conviction that inspires others to join the journey.

“Build it and they will come” has become our rallying cry. What began with the FAWrient Express has expanded to include an Airbus A319 plane fuselage transformed into a library (called the ‘7FAW7’), a lifeboat repurposed as a counselling space and an unroadworthy bus converted for sensory experiences. Creating tangible opportunities generates momentum that attracts support, resources and belief.

Recently, I discovered the mind map I created for my interview sixteen years ago. Every aspiration sketched then has materialised. This reinforces my belief that transformation requires crystalline vision, a pragmatic pathway and the ability to bring others along through authentic engagement.

The Compound Effect of Shared Success

Building strong, diverse teams creates exponential impact. Understanding personal limitations, empowering colleagues through distributed leadership and celebrating collective achievements generate momentum that surpasses individual capability. Partnerships with families, businesses, and community organisations don’t merely open doors for pupils; they weave the school into the fabric of society.

Sharing success stories serves multiple purposes. It validates effort, inspires continued innovation and demonstrates to sceptics what our pupils can achieve when given appropriate support and opportunity. Evidence of transformation becomes the foundation for further transformation.

Looking ahead, I envision our role expanding beyond education to encompass community integration and engagement. We’re not preparing pupils for a distant future but creating present opportunities for meaningful participation. Every partnership forged, every skill developed, and every barrier dismantled brings us closer to a society where differences are celebrated and every individual finds their place to flourish.

The journey continues, guided by the understanding that education at its best doesn’t just transfer knowledge but transforms lives, one moment, one child, one family at a time.