Bournmoor Primary School in Durham has achieved the Inclusive School Award for the first time.
Wide Range of Needs and Vulnerability
Bournmoor Primary School is a smaller than average primary school, with a Governor-Led Nursery provision, for children aged 3-11 which serves the village of Bournmoor and the surrounding areas of Durham. The school serves a neighbourhood which is identified as with the highest 5% in England for multiple deprivation factors. Currently there are 113 pupils on role. The number of pupils in receipt of Pupil Premium catch-up funding is above average. The school caters for children with a wide range of needs and vulnerabilities.
The school was judged as ‘good’ in their last Ofsted inspection in July 2015 and a short inspection in 2019 confirmed this continues to be the case. The report recognised the effective safeguarding procedures in place. It highlighted the strong leadership evident within the school, “The Headteacher has the drive and determination to do what is right for pupils and the community of Bournmoor.”
The report particularly emphasised the work that had been done to improve the quality of education for pupils and the links that had been made with community and businesses to support STEM development; “You and your staff place a significant emphasis on developing pupils’ knowledge, skills and understanding in relation to Science, Technology, Engineering, and Mathematics (STEM). Leaders have established links with local businesses such as Nissan, in Sunderland, and Komatsu, in Birtley. This compliments the strong STEM curriculum successfully, ensuring that pupils make the link between their own learning in school and the world of work.”
The school’s motto of, ‘I do, and I understand’ is a prominent feature throughout the school. Staff regularly encourage pupils to do just that. For example, pupils’ understanding of STEM is supplemented annually when they build an electric car which, rightly, takes centre stage in the assembly hall. This was evident in upon my visit through the portfolios shared from the schools PSQM and PSGM awards.
Deep Sense of Community and Family
At Bournmoor Primary School, there is a deep sense of community and family. The school is a happy place to be, and all involved feel school is the heart of the community. The happy, friendly, welcoming ethos is evident from the moment you walk into the building. The Headteacher, and wider team, accept and welcome all children into the school, regardless of need or background. The staff, parents, Governors, and children spoke of the benefits of being part of a small school and expressed that the felt they were part of ‘one big family.’ Pupils have been taught a deep sense of respect for one another and their school environment and resources. Families recognise the respect and care they are shown and quickly feel part of the school family.
The Headteacher and Inclusion Team have accurately evaluated the provision and are aware of the areas which need to be developed to keep moving the school forward. The whole school community are deeply passionate about, and committed to, the inclusion agenda. This is achieved through on-going reflection, conversation, sharing of ideas and best practice. The staff describe all decisions made in the school as being shared, with pupils at the heart.
Leaders know staff well and deploy them effectively to have a positive impact on pupils, modifying class grouping and numbers yearly to best support children. They recognise the importance of improving the quality of teaching and learning as they want the pupils to leave with the best outcomes academically, as well as developing the wider skills they acquire through the holistic curriculum. They want to make a difference to all the children and improve their life chances, ensuring that they are well-equipped for their futures and able to make informed decisions.
There is a collective responsibility, amongst the staff, to look after the children and give them the best school experience possible. The school is committed to being outward facing, prioritising staff development and fostering links with outside agencies.
All adults who work in the school are welcoming and kind. This thoughtful and inclusive ethos permeates all staff, regardless of role; all staff are valued and respected. Teachers have a good understanding of the factors which influence pupils’ mindsets and their ability to learn. They understand that behaviour is not who that child is. They seek to uncover the causes behind the behaviours and there is a strong and purposeful focus on children’s emotional wellbeing. Staff also recognise the importance of building positive relationships and listening to the children, giving them a voice. There is a strong belief that children should have a voice in the policies and curriculum on offer within the school. The pupils have designed their own behaviour system which is presented to children in an age-appropriate way with classrooms. The Headteacher feels fully supported by her staff and they feel fully supported in return.
Inclusion is Ingrained in The Fabric of The School
The school’s environment lends itself well to the inclusive ethos through its range of facilities, spaces, and equipment to enhance the learning and daily experience. Inclusion is engrained in the fabric of the school; it extends to the actual building design and layout. Spaces have been created for individual children who need them, these children have been given a say in the design and resourcing of the areas so they can be sure that they meet their needs. Classes and staff deployment are given strategic priority so that children needing extra support are given smaller class sizes or increased adult input.
Pupils appear happy at school, socialise well and are confident to express their ideas and opinions. They are very friendly, and all behaviour observed during the assessment days was excellent. Where pupils start to veer off task, they are gently and calmly brought back by staff. The strong emphasis on mental health and wellbeing ensures that pupils’ emotional needs are well-supported, allowing them to focus on learning in the classroom.
Diversity is celebrated across the school through displays, the curriculum, the representations in books and resources, and across the general ethos. The school provides a safe, nurturing environment where staff and pupils show tolerance and understanding of others, supported adeptly by the ‘Rights Respecting’ work and focus on the ‘Value of the Month.’ All the excellent inclusive practice is not an add-on or gimmick, it is a fully embedded way of working, interacting and simply being.
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: [email protected] for further details.