Our Senior Ambassador Manager Sarah Linari explains that it’s love which makes IQM schools so special.
Shining Examples
As an IQM Assessor and Ambassador, I have the privilege of visiting lots of schools (primaries, secondaries, Special Schools and Alternative Provisions) from across the UK each year. Working alongside, assessing and reviewing some of the most inclusive schools from across the country, I have the pleasure of witnessing some of the best inclusive practice firsthand.
Leaders often ask me what it is that makes our Centres of Excellence or Flagship Schools so great at what they do. Is it their innovative parental engagement programme? Their inclusive, global curriculum? Or their bespoke whole school reading initiative? Yes, lots of the best inclusive schools have many aspects of excellent practice to share, but it is not the systems, programmes and initiatives which define the success.
Culture of Acceptance and Tolerance
In my experience of working with all of these schools, there is one fundamental ingredient which determines the success of these schools as shining examples of inclusivity. Love. Love is the common thread which defines the ethos in all of the best examples of inclusive schools I have worked with. It is the love for the children who are at the heart of everything, all decision-making processes. It is the love the children feel each day from all staff which makes them feel safe, secure and ultimately, that they belong. It is the love and kindness the children are taught to show towards each other, within a culture of acceptance and tolerance.
It is the love shown towards the staff which makes them feel valued and empowered. It is the love shown towards parents and carers, creating strong partnerships with common goals. It is the love for the local community which enriches the school experience. It is the love for the building and learning environment which promote an inclusive culture.
It is the tangible ethos of love which visitors feel as they are welcomed warmly into the school. When stakeholders of these schools are asked to describe the inclusive ethos, they talk about love, care, nurture, family and the importance of positive relationships. When schools are truly led with love as a key driver, all systems, initiatives and programmes are more impactful and meaningful. School improvement should be looked at through an inclusive lens of love. Starting with the Leaders and Governors, cascading to all stakeholders across all aspects of school life. Love is all you need.