Ashmole Primary School Achieves Flagship School Status

August 27, 2026

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Ashmole Primary School has achieved IQM Flagship Status in recognition of its continued commitment to inclusive practice, pupil voice and ensuring that every child feels valued, respected and able to participate fully in school life. The review highlighted a school that has not stood still since achieving Centre of Excellence status, but has continued to reflect, innovate and strengthen its inclusive culture. 

Developing Every Child’s Voice 

Ashmole Primary School has made strong progress towards its target that all pupils develop and demonstrate strong oracy skills across the curriculum. 

Leaders recognised that high-quality spoken language is central to inclusion, confidence, learning and participation. The appointment of the English Lead as Oracy Lead has provided clear strategic direction. The Oracy Lead has worked closely with the Senior Leadership Team to ensure that oracy is understood as a whole-school priority rather than an area confined to English lessons. During the assessment visit, children were able to describe the Principles of Talk and explain how these support their learning. One child reported: “We have a minute to think about how to answer a question, we pair with our partner and talk to them and then share to everyone. I like that you get time to think and that everyone doesn’t shout out. I also like the talk as your partner might have other ideas.” 

The evidence gathered during the assessment visit demonstrates that oracy at Ashmole is not an isolated initiative but a developing whole-school culture. It is being used to strengthen inclusion, increase participation and ensure that pupils are equipped with the language, confidence and communication skills they need to succeed across the curriculum and beyond. 

Leadership Opportunities for All 

Ashmole Primary School has made excellent progress towards its target of developing pupil leadership across every subject area, ensuring that leadership opportunities are accessible to an increasingly diverse range of pupils. Rather than viewing leadership as the responsibility of a small number of pupils, Ashmole has thoughtfully created a wide range of meaningful opportunities that enable children with different interests, talents and strengths to contribute positively to school life. 

Over the course of the academic year, the range of ambassador roles has expanded considerably and now includes MFL, Maths, Science, Computing, Wellbeing, Eco Team, Team 12, School Tour and Anti-Bullying Ambassadors. 

Equity at the Heart of Decision-Making 

Ashmole Primary School has made excellent progress towards its target of developing and embedding a whole-school Equality Impact Assessment process, ensuring that inclusion and equality are considered proactively whenever significant decisions are made. Senior Leaders recognise that genuine inclusion extends beyond classroom practice and requires policies, initiatives and strategic decisions to be considered through the lens of equity, accessibility and impact. 

The Equality Impact Assessment process has been introduced as a structured framework to support leaders in evaluating the potential effect of new initiatives, policies and procedures on pupils and staff, particularly those with protected characteristics. 

Rather than relying solely on professional judgement, leaders are developing an increasingly evidence-informed approach, drawing upon attainment and progress data, attendance, participation in enrichment activities, behaviour information and stakeholder voice. One pupil captured the impact of this culture clearly, reporting: “I belong at school as there are different core values like being respectful, being fair, being honest, being the best. I like how teachers tell us we’re all unique and all different.” 

A Culture of Belonging 

Throughout the assessment visit it was evident that the culture of Ashmole Primary School is one of exceptionally high expectations combined with genuine care and respect for every member of the school community. Leaders have carefully considered how the school environment can support all learners. Every classroom contains a calm corner which has been designed and adapted using pupil voice, ensuring that the spaces reflect the needs of the children who use them. 

Every class also has a worry box, which staff check daily, reinforcing the message that pupils’ thoughts and concerns matter. A Year 6 pupil explained: “When we started in Year 6 we were asked whether we needed a calm space in our classroom and we were able to draw and write down what we thought the space should look like and what it should have in it.” 

Relationships between adults and pupils are warm, purposeful and built upon mutual trust. Pupils spoke enthusiastically about their learning and the many opportunities they have to contribute to school life. 

Find Out More About IQM 

If your school is interested in achieving IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com. 

To find out more about IQM and request a free information pack, visit www.iqmaward.com.