Cuddington Community Primary School achieves the Inclusive School Award for the third time.
Commitment to Inclusion
I believe that Cuddington Community Primary School has met the criteria for Flagship status in a very difficult year and continues to demonstrate both inclusive practice and a commitment to expanding and developing their practice in different directions in the future. This is evident in the priorities identified in their School Improvement Plan and the inclusive ethos that is articulated by all the staff. The Howard Trust also clearly demonstrates their commitment to inclusion; they are about to merge with another Trust comprising two special schools and there are plans to open a new special school in the coming year. I am hugely disappointed that, due to the current COVID-19 circumstances, I have not been able to visit Cuddington Community Primary School and I hope to take up their kind offer to look round when we all ‘get back to normal’. Using the website as my initial window into the school, I can see that the clear emphasis on Learning Behaviours continues and the caring ethos of the school is paramount.
Developing Inclusive Practice
From the many conversations I had, the stories I heard about pupils’ responses, the way in which the school presents itself on the website and the visual views I got from classroom displays and classroom activity, I am assured that Cuddington Community continues to develop its excellent inclusive practice and has done more than enough to maintain its Flagship Status during what has been an extraordinary year.
A Drive for Excellence
From conversations with different members of staff it is clear that there is a common understanding of the work they have ahead, as well as all the positive work that has been achieved. All staff are truly committed to implementing the school’s focus on mental health and wellbeing and they have a very good understanding of the needs of the children within their community. A smooth transition in leadership has been achieved, with no apparent drop in impetus or drive for excellence which, given the extraordinary circumstances of the period between the last review and now, is quite remarkable and should be commended.
Enhancing Provision for All Children
The relationship that exists between the Jubilee Centre and the main school is reciprocal and beneficial and works to improve the opportunities for all children in the school. The Centre continues to deliver excellent provision for its children, which is widely valued and justifiably praised by everyone involved. The children with places in the Centre have far greater access to therapists than would be possible outside of the Howard Trust and this in turn provides training and good models of practice for staff in the main school, thereby enhancing the provision for all children. Through the integration that takes place into mainstream classrooms, the Centre demonstrates the inclusive practice that is part of the ethos of this school.
An Inclusive Community
Cuddington is an inclusive community that is also part of the larger, supportive community of the Trust and this has never been more valuable and effective in supporting the children in their care than in this difficult year that continues to impact on our school provision.
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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