Chartham Primary School in Kent achieves the Inclusive School Award for the third time.
Valuing Pupils’ Individuality
Chartham Primary School is committed to valuing the individuality of the pupils and works hard to ensure that they support all children to achieve. Through the dedication of the Executive Headteacher, Head of School, SLT, staff and Governors, Chartham succeeds in providing an inclusive learning environment where everyone is helped to succeed. Visitors are warmly welcomed by all the staff and children and there is a happy and productive feel to the school. The children enjoy coming to school and value their teachers and teaching assistants. One of the children that I spoke with stated that his teachers were “strict, amazing and caring”. The pupils spoke enthusiastically about their school and really enjoyed discussing the ways they learn and how the school celebrates them as individuals. The school team know about the area they serve and believe that every child in the school should have opportunities to learn and feel included. The SLT, Inclusion Manager (who is part of the SLT), staff and Governors, share this aim and work together to ensure that the school is a place where all children achieve, make progress and feel a part of the school community.
Chartham Primary School is a growing two-form entry school with extensive grounds and large accommodation. The school was graded as ‘Good’ in its last OFSTED inspection (November 2019) and staff have worked hard to develop their systems and practices under the leadership of the Executive Headteacher and the Senior Leadership Team. Ofsted commented in their visit that “Staff effectively support disadvantaged pupils and those with special educational needs and/or disabilities (SEND). A high proportion of pupils are achieving the standards expected in each year group.” The school has 8% of children on the SEN register and support a number of children with Education Health and Care Plans. The Inclusion Manager is highly regarded by the staff and the Governor I spoke to for her inclusive leadership. The school also accommodates two satellite classes of children from the local special school. Although these children are not on Chartham’s roll they are fully integrated in the school’s everyday life and share playtimes and facilities with the mainstream school.
There is also a close link with St. Stephens Infant School in Canterbury as they share the same Executive Headteacher. The schools work closely together to support improvement. Chartham Primary School also accesses a variety of outside agencies and support for their children to continue on their journey of success.
A Well-Resource School
The school is very well-resourced, which includes outdoor space, ICT equipment and staff and these are used to their greatest effect. The grounds are used effectively for ‘Forest School’ and the Forest School Lead is developing an exciting outdoor learning environment that the children are eager to use. At Chartham Primary School, the leaders are effective at changing the environment and resources to suit the needs of the children. For example, they have created an outside play space for the Year 1 children and have installed an outside learning space for the Reception children where they can read or have stories. There is even a Radio Station that is used as an alternative method of recording and celebrating children’s work.
Chartham Primary School works hard to support its parents and uses a wide variety of ways to communicate with them so they are well informed of their children’s learning and specific needs. Parents are regularly informed of their child’s achievements through an online learning platform. The Parent Governor that I spoke to said that she was delighted with the level of support that her children had received and commented that “The school is inclusive, well and truly!” Governors support the school effectively and are knowledgeable about its strategic plan, they understand their role and use this to drive the progression of the pupils at all levels. The Governors are effective at holding the school to account and understand their role in the development of the school’s vision and values as well as the strategic development of the school.
Pupils are a Credit to the School
The pupils of Chartham Primary School are a real credit to the school, they speak confidently and warmly about their school, the staff and what they do to help them and celebrate their achievements and talents. They are proud of the school and what it offers them as pupils. As a result of how pupils are treated at school, they in return, support each other and value the differences they have. The children in the satellite provisions are welcomed into the school by the pupils and are integrated into the daily life of Chartham Primary School. Interventions and planned adult support are used to develop and enhance children’s learning, from their individual starting points and this allows for progress to be made. The school provides specialist support for those who need specific intervention for learning, which includes a Reading Recovery Teacher and staff providing individual learning where needed. The behaviour in classes and corridors was very good and demonstrated good behaviour for learning. Behaviour has been a real focus of the school and through research they have developed an effective behaviour policy using the philosophy that ‘everyone has the right to an education and no one should prevent the adult from teaching and the children from learning’. The school’s values of Respect, Fairness, Honesty, Perseverance and Kindness support this and the whole school community to create an atmosphere of trust and respect.
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: firstname.lastname@example.org for further details.
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