Bury Grammar School has achieved the Inclusive School Award.
Rich History of Excellence
Bury Grammar School is a coeducational, Independent School in Greater Manchester. It boasts a long, rich history of excellence dating back to the 1570s. The school is a registered charity, overseen by a Board of Governors. Bury Grammar School offers an all-through education for children and young people aged 3-18 years old, with around 1,300 pupils currently on roll. 8.5% pupils are identified as having a Special Educational Need (SEN). There is a selective admissions policy in place, however Leaders are committed to opening up access to children from all socio-economic backgrounds through a means-tested process, with financial support towards fees, including fully funded bursaries. Around 14% of pupils are currently supported through bursaries.
Bury Grammar School comprises a Kindergarten and Primary division (including an Early Years Foundation Stage (EYFS) setting), Senior School and Sixth Form College. The Kindergarten, Primary School and Sixth Form College are fully coeducational. In 2018, the Senior Boys’ and Girls’ Schools were merged. Girls and boys remain to be taught in single sex groups in the Senior School but mix socially during lesson transitions, break time and lunchtime. Extra-curricular activities and trips are coeducational. All phases of the school are led by a Principal and central Senior Leadership Team.
Sparky and Engaged Pupils
On the school’s website, the Principal encapsulates what makes Bury Grammar School a unique place through the welcome statement, “It is the people of Bury Grammar School – our sparky and engaged pupils, our talented and committed staff, our supportive and friendly parents – who make BGS the outstanding place it is. Not only academically outstanding, which is a given as a high-performing grammar school, but also second to none in our forward-thinking and modern approach to pastoral care and life”.
Inclusive values are central to the school’s ethos, with all stakeholders firmly at the core of all decisions. It is the human element of the way in which the school is led, by its outstanding Principal, which ensures that each child and young person’s experience is completely personalised to them, and that both the staff and pupils are looked after well. The school nurtures individual talents and celebrates everyone’s successes. High academic standards are coupled with excellent pastoral care to support each pupil to become successful, confident adults who are prepared to make positive contributions to society.
Our Assessor began the assessment process by asking the Principal to describe the inclusive ethos at Bury Grammar School in just one word. “Diverse” was the chosen word, with the Principal going on to explain that “there are children from diverse socio-economic backgrounds, ethnicities, genders and religions etc with over 100 speakers of other languages within the pupil demographic. Tolerance is inherent in our DNA”. There is “not one type of Bury Grammar pupil”. Leaders are passionate about the Equality, Diversity and Inclusion (EDI) agenda. Diversity is celebrated, not just tolerated. Throughout the 2-day assessment, it was evident that this celebration of individuality makes Bury Grammar School a truly special place.
Exceptional, Inspirational Principal
Bury Grammar School is led by an exceptional, inspirational Principal who leads with integrity, standing up for inclusive beliefs, with equity and love firmly at the root of these beliefs and the young people always at the heart. With an unwavering vision for inclusion, the Principal has implemented many changes over the past 5 years and has led significant initiatives to improve the quality of education for all pupils, regardless of gender, socio-economic background or ethnicity. With a genuine commitment to inclusion, the Principal has made brave decisions to create an inclusive offer across all phases of the school.
The Senior Leaders are fully aligned to the inclusive vision, ensuring that all areas of school life are led and managed with inclusive approaches. This is reflected across the staff body, who also buy into the vision. The IQM Coordinator has a holistic understanding of inclusion. They have recently taken on a new Inclusion Lead role which will ensure that continuing positive impact is made.
Children and young people are developed as a whole during their time at Bury Grammar School. The focus is not solely on academic outcomes but their character development, enrichment opportunities and mental health and wellbeing. This means that they are well-rounded individuals who are equipped with the skills to succeed academically.
Pupil behaviour and attitudes are excellent throughout the school day. Pupils are polite, welcoming and accepting of others. The meeting with pupils was the highlight of the assessment process. They are a real credit to the school and their parents and carers.
Personalised Approach to all Areas
The personalised approach to all areas of school, such as the curriculum, data and progress, pastoral care and learning support means that every child is seen and listened to. Time is taken to get to know the children and young people, forging positive connections which reassure the pupils that there are adults there who will support them in whatever way they may need.
Academic excellence ensures that pupils’ life chances are improved. Key to the successful performance in external examinations is the way in which pupils are prepared for exams. They are effectively taught study skills to allow them to become independent learners from an early age. A robust data analysis reflection at individual pupil level takes place 5 times per year for every year group. At these reflection points, any barriers to learning, whether they be pastoral or academic, are identified and supported, meaning that any issues are dealt with promptly to avoid escalation. These processes ensure that no child is left behind.
Staff wellbeing is a significant strength. Staff are well supported and cared for by the Senior Team and Governors. Recent changes to the appraisal and performance management approaches are refreshing. Teachers are trusted as professionals to have the autonomy to be creative and innovative practitioners. They are supported to develop professionally as an individual in pursuit of their personal career goals.
Excellent Relationships
The success of Bury Grammar School’s inclusive practice is due to the excellent relationships which exist between all stakeholders, and the treatment of every stakeholder as an individual. Everyone is included to feel part of the Bury Grammar School family. The Principal has an inspirational vision for inclusion which permeates across all stakeholders. Everyone involved in the IQM assessment demonstrated commitment to the school’s inclusive ethos.
Conclusing our Assessor said, “For the IQM assessment, the Senior Leadership Team provided wide-ranging documentation to support the process. I was welcomed into the school with warmth and an honest approach from all. Staff welcomed the process and demonstrated an open culture of self-evaluation. This reflective culture ensures that the school is continuing to improve and move forward. Leaders know the areas of strength and have clear plans to improve any areas which need further development. I feel confident that the strategic plans outlined in this year’s School Development Plan will have significant impact to further enhance the inclusive practices.
“All interactions observed throughout the assessment days were positive. Bury Grammar School is a calm, happy place to be. Consistency of approaches, with a clear commitment to inclusion from all mean that the school has excellent practices in place.”
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.
Want more information on the IQM Award? Click here to request your free IQM information pack.