Bowness Primary School, Little Lever in Bolton, part of the Prestolee Multi Academy Trust has achieved the Inclusive School Award.
Introducing Bowness
The preparation Bowness Primary School had made for their IQM (Inclusion Quality Mark) assessment visit, was a clear indicator of calm, daily inclusion – that is demonstrated in everything they do. The school is in an envious position, where they are developing and integrating a new inclusive curriculum. It has taken valuable time and energy to implement and nurture a culture where staff feel valued, the community is reflected in the teaching and an atmosphere of trial and error is in action. The validation of this IQM assessment is at the perfect time to reflect the success of this redesigned and outward facing curriculum. Leaders were clear in explaining the steps taken on their journey and showed a desire to embrace change, new ideas and recognise their staff and their efforts.
‘Praise in Public, Remind in Private’
To explain further, the Leaders of the school were able to explain key areas of inclusivity they have invested in and gave tangible examples of how modelling of key concepts and behaviours, has seen a huge impact across school. To be specific, mental health support for the school community has been seen as the foundation for success in other areas. Firstly, this is addressed by the newly designed Behaviour Policy: which allows the children to see the adult and their communication methods (developed through training and coaching) as the model to follow. Staff direct and teach sympathy and understanding as ways to self-regulate and share. Leaders carefully espouse the value of ‘praise in public and remind in private’ and through a teaching pedagogy of ‘my turn, our turn, your turn’ the children are in a position to train and coach each other. The positive ethos is starting to build an even deeper culture of school pride and grow trust in parents, as record numbers attend recent music celebration events and show their support for the school.
Pupil Collaboration
This developed naturally, into an example of how music and sport are drivers for positive mental health for all. The PE Lead was able to reinforce the coaching method that the Leaders use with staff and children but frame it practically in a sporting context. The school is keen to involve the children in coaching each other and is looking creatively at the skillsets of parents and guardians too. All children will have competed for the school during their time at Bowness and this is to be commended. It was evident that a strategic approach was being taken in relation to PE and great adaptation and choice of events/equipment is being carefully developed.
Sportsmanship as a Guide for Life
PE lessons are also benefitting from the redesigned curriculum and approach to learning – with a focus put on aspiration and experiences. Lessons on sportsmanship and PSHE (Personal, Social and Health Education) goals are threaded into the PE lessons, ensuring the children aim for success but can handle any outcome. Self-esteem and understanding underpin these lessons and every child can take part in a range of ways. (Coach, participant, and leader)
Bright, Engaging Environment
Learning walks throughout the different Key Stages showed calm, neutral, and engaging spaces, with workload considerations made relating to their design of displays: which were practical, reflective, and helpful. The curriculum is now streamlined, with lessons building on learning logically. Teachers understand the cultures and needs of the children in their care and scaffold and model – ensuring the children are getting involved and engaging through ‘hands on’ experiences. There is a scientific basis in how learning is referenced and built. Each classroom had commonality, ensuring the family feel of the classrooms are echoed in every space. The children were engaged with trainee teachers, volunteers, and specialist support – demonstrating the values used and displayed throughout school in their manner.
“I Am Always Included”
The children interviewed were able to explain their roles around school and the benefits of supporting their peers when needed. They told me that ‘everyone knows my name’ and continued with ‘I’m always included’ when explaining their own experiences. One child explained that not many people know much about their faith and that as an active ‘Faith Ambassador’ she is able to run and educate others as part of faith workshops. This work towards understanding is exactly what we need in this sometimes-divisive world. The children have benefitted from the school’s nurturing Behaviour Policy and they ‘buy in’ to it, as they explained the reward of being so open and helpful to me during our meeting, was ‘knowing they helped someone.’ Showing a great deal of maturity – they understood that some actions are their own reward. Wow!
Pupil Leadership
Each child’s role was backed up with a strong ‘why’ explaining the intentions behind what they are doing. The Prefects told me that the school rules help them build the resilience of the school and help in the understanding of each other’s needs. The Sport Leaders loved the opportunity to encourage each other and explained that their teams support each other and even take defeats as a team, in the same way they would take victories. Librarians loved to promote reading and take care of the school books – they liked that they were trusted to do so and many even said they loved being ‘visible’ showing off the values of Bowness at the local carnival. The children see so much modelling and have so many chances to try things out, I got a strong sense of confidence and maturity from each child.
Robust Governing Body
Governors were inspirational figures and work in areas of their expertise. They have taken on and built roles and are encouraged by Leaders to challenge and suggest when needed. The Chair and Parent Governor was clear to explain the school’s open-door policy and through this, she has a hands-on approach and has a regularly updated experience, of exactly what is happening in school. An example given, was the research she had put into the recent reimagining of the Science Curriculum, where she made sure to recognise the creativity and hard work put in by the Science Lead. She understands and adds to the research-based approach to the curriculum and is excited to help govern the school during this exciting time. The school’s Wellbeing Governor carries his vital mental health in the community role and highly skilled understanding of supporting families with their mental health, into his hands-on role at Bowness. He helps with listening workshops and helps advise the school’s wellbeing sessions for the children. These are active and valued roles.
Parental Praise
Parents comments were open, honest, and full of praise – much like the overall feeling observable throughout school. It was an emotional experience where parents who have felt marginalised or misjudged by society were able to explain how the school had an understanding of their culture, made them feel ‘accepted’ and helped celebrate their children and family. They said they feel ‘as one’ at Bowness. Another parent explained how their child needed support for their complex physical need and went on to describe how support was so well organised and deployed, that the trust she had for the school was absolute. She felt that the school surpassed meeting his needs and was a vital part of his developing social skills. She shared examples of the children in school benefitting from spending time with her child and we reflected on the benefits being two-fold and very special. She is certain he will meet his true potential in this learning environment, and I wholeheartedly agree.
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.
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