Christopher Whitehead Language College and Sixth Form Retains IQM Flagship School Status

September 10, 2026

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Christopher Whitehead Language College (CWLC) has retained its IQM Flagship School Status, demonstrating sustained excellence in inclusive practice. The school continues to move from strength to strength in terms of its superb inclusive practice, with inclusion at the heart of everything they do.

Embedding Inclusive Practice

Christopher Whitehead Language College is now one year into a two-year IQM Flagship project focused around integrating the school intervention programme to ensure all students in all groups make outstanding progress. There is recognition that the progress their learners make is both academic but also inclusive of social and emotional progress.

There has been an impressive amount of work completed in this first year, and the school leaders are right in their acknowledgement that the next phase of the project has to be about embedding the changes that have been implemented, so that improvements can be sustained over a longer period.

The school has focused on assessments and the triangulation of data, to support in identifying pupils requiring intervention and, more importantly, the appropriate type of intervention.

A Whole-School Approach to Reading

A large focus for CWLC has been based around reading. The school had been ‘reading’ regularly – but not effectively. Having bought in to the DEAR Model (Drop Everything and Read), they recognised that it was not having a significant impact on either improving their readers or improving a love of reading. There was an acknowledgement that an alternative approach was needed.

All pupils participate in a half hour weekly reading session, in forms. Unlike DEAR, the new programme is purposeful and meaningful. There is always a text to read, as a class, followed by comprehension questions.

There is an expectation that every teacher is a teacher of reading, and this new approach has meant an improved consistency across the school and greater engagement from students. Leaders recognise that by developing strong readers, they will open far more doors to their students, and this is therefore an inclusion priority for them.

Supporting Social and Emotional Needs

Supporting students’ emotional needs has been another priority area for CWLC this year. Having recently been awarded ‘Gold’ standard for being a Trauma Informed Attachment Aware School, they have demonstrated a real commitment to a relational approach and an understanding of the reasons behind the behaviours.

Nearly 60 students have been able to access ELSA intervention (Emotional Literacy Support Assistant), and many others have utilised external support systems such as WAM (Worcestershire Autism Mentoring) and the Newbridge Mentoring Programme.

The school has established a base on site to introduce provision to support the re-engagement of pupils requiring additional social emotional support. Pupils accessing it talked of how the centre helped them re-engage with learning in a smaller, quieter, more relaxed setting, with booths and a greater focus on relational approaches.

Bespoke Pathways for Learners

CWLC has introduced a new pathway for students at Key Stage 4, to support students who need an alternative and more bespoke curriculum, to facilitate their acquisition of English and Maths qualifications.

Introducing ASDAN qualifications means that identified students are able to complete a more project-based approach to English and Maths, incorporating life skills and a more hands-on practical curriculum. Pupils have engaged well and parents have been supportive of the introduction of an alternative qualification that better suits the needs of their children.

The Beacon, an Enhanced Mainstream Autism Base (EMAB), provides high-quality provision for up to 12 students, ensuring specialist support within a mainstream environment. This base is evidence of the inclusive culture within the school – as one teacher stated, “it’s the school that likes to say ‘Yes’!”

A School That Says ‘Yes’

The school’s motto, ‘Richer’, reflects its values of Respectful, Inclusive, Creative, Honest, Empathetic and Resilient. There were numerous examples of these values, evidenced through the environment, the conversations with staff and pupils and in the provision that is offered.

Parents talked about the “broad” offer that was in place and the “nurturing” and “calm” educational environment that is tangible. They believe the staff go above and beyond and they are confident in knowing their child is safe, supported and challenged appropriately to ensure they meet their potential.

These sentiments were echoed in the conversations with staff, who spoke about feeling “grateful for the opportunity” to work at such an inclusive school. One member of staff said simply CWLC is like “family” to her.

The learners clearly felt happy, safe and supported at the Academy. One young man talked of how the school was “loyal” and how the staff took time to get to know him: “when they get to know you it’s like having a new best friend!”

It was very clear how much the pupils and the school means to so many – it’s not just a job, but a vocation in which they are proud to serve.

Find Out More About IQM

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

To find out more about the Inclusion Quality Mark, visit the www.iqmaward.com.