Creswell Junior School, Derbyshire, has achieved the Inclusive School Award again.
Good Use of Space
On this visit to Creswell Junior School it was pleasing to see the developments since the previous visit when the school achieved the IQM Inclusive School Award. On the last visit, building work had been planned and, on this visit, this had been completed, making a vast impact on the space available for teaching and learning. The Year 3 block was well designed, and the use of space had been well considered to enable group and class teaching. The main entrance had been well considered too. This was effectively signposted and parent information was made available in the waiting area.
Everyone Feels Comfortable
Pupils, parents and visitors alike were welcomed in a cheery manner enabling everyone to feel comfortable in the school.
Individual Learning Plans
On the school website it states: “At Creswell Junior School, we seek to create a happy, positive and caring working environment where pupils are valued, both academically and socially.” This was evident on the visit and staff were clearly showing that they addressed the needs of the pupils in their care. Experience of interventions, which supported the more vulnerable pupils, visibly evidence the benefits of the approach taken to support the specific needs of these pupils. The SENDCO highlighted how the individual learning plans and pupil profiles helped in clearly and successfully matching the provisions needed for each child and what their next steps would be. It was noted that the school’s deprivation indicator was in the highest quartile and 53% of pupils qualified for free school meals.
Broad, Balanced and Creative Curriculum
The school team’s overall aim is to ensure that every child in their care reaches their full potential and experiences a broad, balanced and creative curriculum. Again, there was evidence on the school tour that the SLT expected appropriate challenges of students in class. An example I saw was of who had to produce a written text in the form of a page for a newspaper based on disasters that had occurred e.g. the volcanic eruption in New Zealand. This provided real motivation for learners and they were fully engaged in the session. This impacted positively on behaviour, pupils focussed on the task, and were engaged.
Positive Behaviour is Rewarded
Positive behaviour is currently promoted by using the Behaviour Ladder. This is used by all staff, and pupils are aware of its usage. It is used to focus on some key values and behaviours, namely: Respect, Honesty and Trust, Care for others, Hard work, Pupil Voice, Resilience and having a Positive Attitude. Pupils are rewarded as they work up the ladder, gaining ‘golden time’.
Open and Transparent
It was pleasing that the school seeks to welcome visits by parents and visitors who wish to see the school team working in action. This indicates a willingness to be open and transparent about the work of the school. This is further endorsed by the Chair of Governors, who promotes the school and recognises the importance of the parental engagement.
Importance Placed on Inclusion
In terms of staffing, Mr Burton was working as Acting Deputy and was keen to ensure a smooth transition of the school to the new Headteacher, who had been appointed in readiness for the spring term 2020. He willingly gave of his time during the day to ensure open discussion and support, as did the well-informed Inclusion Leader. It is pleasing that the school values and places importance on Inclusion in its broadest sense, recognising the need to ensure parents, Governors, staff, pupils and other stakeholders, needs and views are considered and appropriate provisions are made. The Inclusion Manager can ensure that the school community is conversant with the importance of inclusion and the IQM Inclusive School Award, therefore the school has progressed in several ways since the last assessment.
Ethos of Inclusivity
A SENDCO is also in place who understands and promotes key policies and procedures to ensure the needs of the pupils are met in provision mapping. The SENDCO takes on responsibility for SEND and is leading this area of work. She can articulate the stages of development of pupils requiring support and strategies used to enable their progress. Creswell ensures all pupils can access the curriculum regardless of need. This can be exemplified in some excellent descriptions of pupils integrating into school life, including those with autistic tendencies. This is a credit to the school’s ethos of inclusivity.
Creswell Junior School Continues to Thrive
Creswell Junior School continues to thrive and reflect on their own practice. The school has much to offer in terms of good practice. The team genuinely seeks to remove any barriers to learning and participation. They are determined to focus on quality first teaching to achieve their aim.
Find out more about the IQM Inclusive School Award
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or email: email@example.com for further details.
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