Coppetts Wood Primary, Barnet achieves the national award for the third time.
Inclusive Practice is Prevalent
Coppetts Wood Primary is an excellent example of a school where inclusive practice is prevalent in all areas of school life. The school is rightly proud of its great success in supporting all types of learners to make good progress. The Head teacher, Inclusion Leader and the Leadership Team as a whole have very effectively communicated the inclusive vision, which underpins the school’s work with the children.
The school has approximately 293 children on roll and has a higher number of FSM children than the national average, at 40.1%. The percentage of children from ethnic groups is also significantly above average at 75%. Likewise, numbers of EAL children are almost triple the national figures. Reflecting the number of children in the Resource Base for Speech and Language provision, the school is significantly above national percentages for children with an EHCP. Stability in the school is within the 20th and 40th percentile and within the 60th and 80th in relation to the deprivation indicator. The children entering EYFS, are often below average in their baseline assessment, but make very good progress by the end of EYFS and in Key Stage 1. By the end of Key Stage 2, results are above national expectations.
Outstanding Grade from Ofsted
In 2011 the school received a very well deserved ‘Outstanding’ grade in their Ofsted inspection. The Lead Inspector commented, “Coppetts Wood Primary is an outstanding school. All groups of pupils have full access to the high-quality provision resulting in good progress in their learning and outstanding progress in their personal skills. The school has a very good understanding of the diverse community it serves because of the careful monitoring and the first-rate relationships established. An appreciation of different cultures and faiths is promoted extremely well through the school’s curriculum and this contributes to pupils’ knowledge and understanding of the wider world”.
Breaking Down Barriers
The staff have an in-depth knowledge of the needs of the children, owing to their intricate systems of analysis. They are determined to break down barriers to learning and any child who is at risk of under-achievement receives a tailored programme to help them catch up, then keep up.
Teaching Assistants are an Asset
The Teaching Assistants are an asset to the school. They are well trained and effective in providing support for individuals and groups and providing assistance within class bases.
School Held in High Regard
Parents and carers hold the school in extremely high regard and have great respect for the staff. One parent interviewed on the day, summed up the general opinion by explaining, “The staff are patient, nurturing, show kindness and are very caring, my child has made excellent progress”.
Parents are Equal Partners
There is ample evidence of the staff going that ‘extra mile’ in order to offer support and communication, in order that parents can be equal partners in their child’s education.
Highly Engaged with the IQM Process
In summary, the school fully meets the criteria to be re-accredited for the Inclusion Quality Mark. Staff were exceptionally well prepared for the visit and displayed high levels of engagement with the IQM process.
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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