Burnham Grammar School in Buckinghamshire has achieved the Inclusive School Award with Centre of Excellence status.
Different Type of Grammar
Burnham Grammar School is a co-educational grammar school in Burnham, Buckinghamshire. It takes students aged 11–18, with approximately 1,250 on roll, including sixth form. The school moved into a new building in October 2021. The school became an academy in 2012 and is the founding member of the Beeches Learning and Development Trust that includes a local primary school. The last Ofsted inspection in March 2017 graded the school as Good. The school achieved the Investors in People Gold Award in 2021. Other awards include the Music Mark Award, the Gold Kitemark for Sport, the International Schools Award and the Stonewall School Award.
Our Assessor was made very welcome to Burnham Grammar School and everybody was friendly and open and willing to speak about their school.
The Executive Head explained that Burnham Grammar School is a very different type of grammar school because it is not all about achieving the highest exam grades and getting to the top of league tables. Instead, it is concerned with developing the whole child and young people’s characters and self-esteem. They are teaching students to be active citizens who play an important part in their community. The school community is very much on board with this vision.
Real Desire to be Inclusive
The fact the school put themselves forward for the Inclusive School Award shows they have a real desire to be an inclusive school. The Executive Head’s vision is one that ensures all the student needs are met – be they pastoral or academic.
He is well supported by his senior team and by staff at all levels in the school. He values his staff and in turn they value his leadership.
They are mostly happy at the school and stay there for a long time. This gives a certain stability that is much appreciated by students and their parents. The staff our Assessor met spoke positively about the direction of the school and about the leadership. They explained they have many opportunities to develop their own practice and to move forward in their careers. The school is good at spotting and developing talent amongst teaching and support staff.
School Knows Itself
Very Well
The school knows itself very well and they know their students. They understand the context that they are in and aim to be as inclusive as they can be once they are admitted to the school. They are trying very hard to increase the number of disadvantaged students who apply to the school, but they are limited in what they can do.
Changing the admission policy was a good start on this road. The senior team is very reflective and is always willing to do things differently if it benefits their students. Change is accepted as positive and is embraced by staff and students.
The school has really addressed the issue of diversity and equalities, and this is emerging as an area of strength. The diversity committee and Assistant Head who leads in this area are well organised, have good knowledge of what needs to be done and are determined to make a difference in their community.
Student voice and leadership opportunities are impressive, and the sixth form students give much back to the school community. They are very positive role models for younger pupils and show young people today in a very positive light – at their very best.
They are ambitious for their own futures, but they are also caring individuals who go to great lengths to support others. They are a credit to the school and to their parents/carers.
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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