All Saints’ Primary School in Blackheath has achieved IQM Flagship School status.
All Saints’ Primary School is situated in Blackheath in the London Borough of Lewisham. It is a smaller than average one form entry, voluntary aided primary school. It currently has one bulge class. The school has approximately 240 pupils, with the percentage of pupils eligible for Pupil Premium and who speak English as an additional language being below the national average. The school also has a below average percentage of pupils with SEND.
Welcoming and Inclusive
All Saints’ is a very welcoming and inclusive school with a strong sense of community. Distinctive Christian values are at the heart of the school with the school mission statement being ‘Educate the saints of today for the world of tomorrow.’ The school has very close links with the nearby All Saints’ Church.
Pupils Achieve Well
Pupils at All Saints’ Primary School make good progress and achieve well, with results at the end of Key Stage 2 being well above the national average across all areas.
Outstanding Ofsted Judgement
The school’s last Ofsted Inspection in November 2006 graded the school as outstanding, with an interim assessment in 2010 confirming that this success had been sustained. The latest SIAMS report (Statutory Inspection of Anglican and Methodist Schools) in November 2017 graded the school as outstanding in all of the four areas of meeting the needs of all learners, impact of collective worship on the school community, effectiveness of the religious education in the school and effectiveness of the leadership and management of the school as a church school. The report states:
‘The school’s inclusive approach leads to excellent behaviour and the highest forms of conduct, strong attitudes to learning and strong achievement for all.’
Committed to Inclusion
All Saints’ Primary School is committed to inclusion, believing that every child has the right to succeed. It works hard to overcome any barriers to learning for its pupils, in order that they can achieve success. The Headteacher, Inclusion Manager and whole staff share a very cohesive and clear vision of how inclusion operates in practice throughout their school.
A Shared Responsibility for Inclusion
There is a shared responsibility for inclusion and for meeting the needs of all their children. Planning, assessment and monitoring systems are highly effective. Pupil progress is closely tracked, with pupil progress meetings being held regularly. The school runs a range of interventions and these are closely monitored for impact. Where required, pupils have individual provision maps, which are reviewed termly. The school works effectively with a range of outside agencies.
Mental Health and Wellbeing Focus
The school currently has a focus on mental health and wellbeing for both staff and pupils and the Headteacher and Inclusion Manager are leading on this.
Maximising Physical Space
The school comprises of Victorian terraced houses and the physical environment of the school presents many challenges as space is very limited. The school therefore has to maximise the use of such limited physical space as best it can for the pupils. The EYFS and Year 1 have very limited outside space so the children have a timetabled slot in the main playground. The school also uses the nearby heath and older pupils carry out their ‘daily mile’ there. Current plans include transforming a small internal shared area into a science, art and cookery hub.
Classrooms are Bright and Inviting
Classrooms are bright and inviting, reflecting all areas of the curriculum, with working walls, visual timetables and reading areas. Displays throughout the school reflect the Christian nature of the school together with its context based, cross-curricular approach to the curriculum. The school follows Chris Quigley’s ‘Essentials Curriculum.’ There is a small ICT area and chrome books and iPads are shared across the school to support ICT.
Behaviour for learning observed throughout the assessment was exemplary and pupils model the values that the school upholds. There is a Christian value for each month. Enrichment weeks are held regularly throughout the year to enhance the curriculum, together with a well-established school journey programme for years 4, 5 and 6.
Pupils are articulate and keen to become involved in the wider life of the school. Pupil voice is a strength, with pupils being given a wide range of opportunities for them to take responsibility and be meaningfully involved in the life of the school;
‘We try to make the school a better place for the world.’
Roles of Responsibility
These include School council, fair trade ambassadors, junior travel ambassadors, reading ambassadors, anti-bullying ambassadors, young leaders on the playground and membership of the faith committee. Year 6 pupils take it in turns to undertake a duty in the school office. The school is a signing school so there is also a British sign language club.
Pupils Love their School
Pupils love their school. They like the fact that All Saints’ is a small school where everyone knows each other:
‘Everyone knows each other and their personalities.’
The school also runs a breakfast and after school ICT club, which pupils can attend on an ‘as and when’ basis and offers a broad range of before and after school activities, with some clubs running at lunchtimes. Pupils at All Saints’ do particularly well in sporting activities, having represented Lewisham in Hockey and girls’ football at the London Youth Games.
Staff Feel Well Supported
Staff recruitment and retention is strong and staff feel very well supported.
‘We are a family. We all interact and help each other as a family, that’s how it works.’
A Talking and Learning Culture
Within the school there exists a culture of talking and learning. Regular Continuing Professional Development both within and beyond the school is given a high priority. All Saints’ is part of a group of three Church of England Primary schools in Lewisham who share good practice and CPD. One member of staff stated:
‘If a need is identified, it is facilitated.’
Training and Support is Provided
The Inclusion Manager meets with teaching assistants on a weekly basis, providing training and support.
Parents Praise the School
Parents are effusive in their praise of the school and appreciate its inclusive approach and strong sense of community. They unanimously stated that their children loved school and they also feel that the school community is ‘like a family.’ One parent said:
‘Inclusiveness in terms of integrating children with SEN is amazing.’
The “Open Door” Policy is Appreciated
Parents appreciate the ‘open door’ policy which operates at the school and they find the Headteacher and staff to be very accessible, supportive and open to their ideas. They believe that the school goes ‘above and beyond’ for their children and adopts an individualised approach, by considering:
‘How can we make this the best environment for them?’
when trying to meet the needs of the children. Any issue that they bring to the school is resolved immediately. They love the positive encouragement that the school gives their children and enjoy the weekly Friday ‘Praise assembly’ in church. The school provides a range of opportunities for parents/carers to become involved in the school and there is a thriving ‘Friends of All Saints’ group who organise a range of activities throughout the year, including the ‘Great Get Together’; a street party for parents, pupils and the community.
Good Home School Communication
Communication between home and school is good and parents report that it has improved. The Friday flyer provides parents with information about the whole school and the school sends regular texts to inform and remind parents of events and information. Parent/carer questionnaires returned during the progress evening in October were overwhelmingly positive about the school with a 100% response that parents/carers would recommend the school and believe that their children are making good progress.
Governors are very committed to and passionate about the school and its inclusiveness.
‘Inclusiveness runs right the way through the school, like letters through a stick of rock.’
They know the school very well and visit at least twice a term, observing lessons, talking with pupils and looking at books. Learning walks are held prior to each Learning and Teaching Committee meeting. One Governor described the ‘bespoke’ approach that the school takes in order to try and meet the needs of each individual pupil.
Working with Partners
The school is increasingly outward looking, belonging to a number of partnerships beyond the school.
IQM Cluster Meetings
The Inclusion Manager attends the termly IQM inclusion cluster meetings, which have focused on a range of areas such as reaching and engaging hard to reach parents and emotional well-being and appreciates the opportunity to visit schools of different types, sizes and in different areas to share ideas and expertise.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: firstname.lastname@example.org for further details.
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