Burton End Primary Academy in Haverhill, Suffolk has achieved the Inclusive School Award with Centre of Excellence status.
A Very Special Place
Our Assessor’s experience at Burton End Academy was one of being in a very special place – a sentiment that was echoed by everyone they spoke to during the visit. They felt a sense of the ‘School Family’ – actually living each day, all that a nurturing family might uphold and instil. Leaders want the very best for everyone in the School and community and they develop approaches that allow people to thrive. Children are actively encouraged to grow as kind, compassionate people who show perseverance and resilience as they work towards achieving their full potential. This, the Assessor found, makes children and adults very happy to come to school every day. People enjoy working together and being a positive influence on each other’s lives.
Inclusion is articulated and evident as central to the ethos in the School’s vision, values and policies and as an inclusive school and adults take great pride in knowing all of the children as true individuals.
The School was last inspected by Ofsted in January 2020 and achieved ‘Good’, following a ‘Requires Improvement’ judgement in September 2017. Over the past five years there has been considerable changes to the School, including the leadership team, staffing, SEND provision, curriculum, resources and the strengthening of links with the community. The Ofsted report of 2020 captured the School’s progress in the following way: ‘Pupils have positive attitudes to learning. They demonstrate the School’s values of empathy, resilience and respect in their relationships with staff and each other. The well-being of pupils is given a high priority. As a result, pupils grow in confidence, attend school more regularly and learn more.’
The staff at Burton End aim to cater for a wide range of additional needs and in September 2020 the School opened a 12 placement SEND Hub for children with complex SEND needs. This meets the need of children from 4 to 7 years old (Reception and Key Stage 1) and is an integral part of the School community.
To Support and Challenge
The Assessor heard many examples from parents of how the School takes account of every child’s needs and differentiates their ‘offer’ to support and challenge as appropriate whilst offering opportunities for all. There is an extensive range of provision available and the attitude to support is clearly needs-led. Learning is tailored to individual needs and is personalised. The outcome of this is a pupil-centred approach throughout. There is an appropriate degree of flexibility and understanding around the fact that each child is an individual with unique needs.
There is a strong, consistent drive to continually improve teaching and inclusive practice in the classroom. Through a broad and balanced curriculum, the hardworking and enthusiastic School Team equips pupils with the physical, social, emotional and intellectual skills they will need to be successful in life. A summary of the School’s Self-Evaluation and Improvement Plan that was shared during the Assessor’s visit providing evidence of how all staff and Governors are committed to striving for excellence and never standing still. The Assessor was able to see and hear from all sides that the School continually aims to work in conjunction with parents and to build relationships that support inclusion.
The Headteacher and Senior Leadership Team ensure that children’s needs are accurately identified, appropriate support is funded and pupils’ progress is tracked against targets. There is effective management and organisation of inclusive practice throughout the School and in relation to a wide range of needs, some very challenging. This was evidenced in discussion with parents and staff and in the documentation that was shared during the Assessor’s visit.
Well-Behaved Pupils
During the Assessor’s tour of the School pupils were well-behaved, polite and engaged and clearly enjoying positive working relationships with adults. All staff understand their role as emotionally available adults and act as role models for children. Across the School adults treat children with respect, listen and understand that all behaviour is communication. The children the Assesor spoke to were able to tell them they feel safe and happy in School as well as enjoying their experience at Burton End, “school is fun and we learn a lot” they said. They also said that they were proud to attend the School and liked ‘everything’.
Burton End offers an enriched curriculum so that children can excel in their area of interest whilst being supported in other areas so they can reach their potential. Staff have high expectations of all children and relentlessly support them to achieve their best. Children are aware of the School’s values and their behaviour around school reflects this.
Our Assessor said it was wonderful to hear from a wide range of parents about the faith and confidence they have in the School which is due to the positive relationships that have been created over time. Class Dojo not only supports excellent communication between home and school but also allows for children to be acknowledged and their successes celebrated both in and out of school, for example they heard about a child who is achieving great things in horse riding lessons outside of the School.
Parents clearly have trust in the School and the strong leadership who work tirelessly to create an exceptional School environment. They manage to celebrate diversity within their community through recognising potential, increasing participation, overcoming and reducing barriers, and removing stigmatisation.
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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