Brierley Primary School Achieves IQM Centre of Excellence Status

September 10, 2026

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Brierley Primary School has achieved IQM Centre of Excellence status, recognising their unwavering commitment to inclusion and social mobility. The school has cultivated an inclusive culture that is both authentic and deeply embedded, with inclusion becoming “the lens through which every decision is made and every relationship is formed.”

The Brierley Family

All patrons and stakeholders met described themselves as part of the “Brierley family”, a phrase that reflects more than belonging. Relationships are authentic, inclusion is instinctive and every child is known as an individual.

Relationships are the foundation of the school’s ethos. Everyone is known and valued, providing a secure foundation for pupils to flourish academically, socially and emotionally. Courtesy, respect and kindness are evident throughout the school.

The school’s partnerships with local organisations, businesses, community groups and educational establishments further strengthen its role within the community. Its influence extends beyond academic outcomes as aspiration is raised, barriers are diminished and children are equipped with confidence, knowledge and character.

Nurture, Aspire, Believe, Achieve

The school’s mission, Nurture, Aspire, Believe, Achieve, reflects a clear moral purpose: every child deserves an ambitious education regardless of circumstance.

Wider leadership ensures inclusion is everyone’s responsibility. Teachers, teaching assistants, governors and support staff share expectations to remove barriers while maintaining high expectations. The “Brierley Way” has evolved into a clearly understood identity that shapes daily practice.

Pupils embody the school’s values and demonstrate pride in belonging. They describe themselves as a “big family” and have opportunities to take on leadership roles, contribute to the wider curriculum and strive for their personal best. Pupils’ opinions also influence school development.

Parents describe a relationship built on trust, communication and partnership. The school recognises its role “in loco parentis” and maintains communication with families through systems including the Spider app and EHC Plan meetings.

Removing Barriers, Maintaining High Expectations

Inclusion is the driving force behind school improvement and provides the foundation for strategic planning, curriculum, professional learning and pupil achievement. There is shared accountability, with every member of staff understanding their contribution.

The curriculum is ambitious and highly responsive to the community. It is broad, balanced and carefully sequenced, with no lowering of expectations. Instead, the school works to remove barriers so that every child can access an ambitious curriculum.

Adaptive teaching is “a pedagogical hallmark at BPS”. Teachers adjust explanations, resources, questioning and support without diminishing challenge, while teaching assistants provide timely intervention that promotes independence.

The school’s approach to SEND reflects the same ambition. Staff have a detailed understanding of individual need and adapt teaching to provide responsive support while maintaining access to the same ambitious curriculum.

A “No Ceiling” Philosophy

The route to learning may differ, but the destination is equally ambitious. Adaptive teaching is integral to teaching and learning across the school, ensuring that learning remains responsive, accessible and intellectually engaging.

Rich oral language is prioritised, with adults extending vocabulary, probing understanding and encouraging pupils to articulate their thinking. Teachers adjust explanations instinctively, use questioning effectively and address misconceptions, enabling pupils to explain, justify and refine their ideas.

A growth mindset is prevalent. The school’s “‘no ceiling’ philosophy means that you will never meet a child at Brierley that is underestimated or has their potential capped. They just won’t allow for it.”

Engineering Success for Every Learner

Professional development for teachers and teaching assistants supports the school’s commitment to adaptive teaching, SEND and curriculum development. Teaching assistants complement teaching and promote independence, with their understanding of pupils helping to build resilience, confidence and success.

The wider curriculum provides opportunities for pupils to develop communication, collaboration, creativity, problem-solving, independence, negotiation and leadership. OPAL has transformed outdoor learning, while Forest School, sports partnerships, pupil leadership and enrichment opportunities broaden pupils’ experiences.

Year 6 pupils are described as “outstanding ambassadors”, who are articulate, mature, respectful and quietly confident. They demonstrate the values that underpin life at Brierley.

As one member of staff reflected, “teaching at Brierley has moved beyond just delivering lessons; it is about engineering success for every learner”.

Find Out More About IQM

If your school is interested in achieving the 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.