Cannon Lane Primary School Retains IQM Flagship Status

September 9, 2026

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Cannon Lane Primary School has retained IQM Inclusive School award with Flagship Status. The review highlighted a school where mental health and wellbeing continue to be at the centre of its work, influencing decision-making, curriculum development, pastoral support and the wider school environment. The school continues to move from strength to strength in terms of its superb inclusive practice, underpinned by a commitment to ensuring that pupils receive the support they need to thrive both academically and socially. 

Mental Health at the Heart of School Life 

The focus of the Flagship Project has been better mental health for pupils, with significant work undertaken to develop a whole-school, trauma-informed Behaviour Policy. It is commendable that this work included whole staff training with teachers, TAs, office staff, SMSAs and site staff involved. The training was led by the Educational Psychology Service and led to staff reviewing or being informed about emotional self-regulation, PDA approaches and mental health issues. Solution Circles have been introduced and staff are referring pupils to these in order to teach them. It is positive that adults are now all learning and sharing a language script which ensures consistency for pupils.  

Listening to Pupil Voice 

Pupil voice has played an important role in shaping developments across the school. 

Pupils highlighted that not everyone wanted to play football and that there was not much else to do in the playground. In response, the school invested in alternative activities including large Jenga, noughts and crosses, Lego, chess, mini golf, Connect 4, basketball hoops and bowling. As a result, pupils are more engaged in the playground and there has been a reduction in incidents. Pupils also spoke positively about Solution Circles, explaining that they give advice about what to do in situations and allow pupils to take responsibility for their behaviour rather than it being managed by adults. 

Spaces to Regulate, Reflect and Thrive 

The impact of Forest School continues to be valued and sessions have been expanded to offer two sessions per week, allowing more pupils to benefit. The environment is being developed through additional planting and work to improve the area for local wildlife. In addition, there is an outdoor classroom, The Snug, which offers a space for learning and also shelter and a quiet reading room during playtime. 

The Garden Room has also continued to develop and more pupils are now using the space. Year 3 pupils have started growing flowers and vegetables for their science lessons and were involved in deciding what to grow. It is a good example of inclusion, where mainstream and supported pupils are making good use of the space. 

The work of ELSAs continues to be embedded across the school, with three trained practitioners now in place. An ELSA hub, The Hive, has been established as a space where ELSA sessions can take place as well as being an area for interventions. 

Fidget boxes, movement breaks and sensory circuits are also being used more regularly as regulation strategies. 

Working in Partnership with Families 

Relationships are clearly important and working together to solve issues is the norm. 

Communication with parents is excellent and time is taken to follow up if a pupil comes in and is not settled. Staff will call the parent to reassure them once the child is settled. This is highly valued by parents. Parents are secure in knowing that their children’s needs are being well managed and that there are a range of strategies on offer. 

The partnership work between the school and the Harrow Mental Health Support Team is exemplary. Parents can access support for challenging behaviour and anxiety and there has been really positive feedback from families. 

A Culture of Care 

Staff are well supported within the school and spoke positively about the culture that has been created. A student teacher explained how support had been in place from the first day and how opportunities to observe other staff had strengthened professional development. Governors described the importance of respect and ensuring wellbeing. They spoke about the excellent staff training and the ethos of understanding trauma and recognising that children need support and not sanctions. The assessor was particularly struck by the emphasis that is being placed on mental health and how this permeates the whole life of the school, from the curriculum, work with external agencies and support that is offered to pupils. 

Looking Ahead 

The school’s desire to have mental health at the centre of its work is evident and that applies to adults as well as the pupils. Future developments include the creation of The Burrow, a low stimulation safe space for pupils who find their classroom environment overwhelming, the continued development of the Garden Room and sensory provision, further support for parents through workshops and coffee mornings, and the introduction of Mental Health Ambassadors.  

Find Out More About IQM 

The Inclusion Quality Mark provides schools with a nationally recognised framework for developing and celebrating inclusive practice.

If your school is interested in achieving the IQM Inclusive School Award, contact the IQM team on 028 7127 7857or email admin@iqmaward.com. 

To find out more about IQM and request a free information pack, visit www.iqmaward.com.