Dorothy Barley Junior Academy retains IQM Flagship status

August 14, 2026

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The retention of IQM Flagship status highlights Dorothy Barley Junior Academy’s enduring commitment to inclusion. Having held the IQM Inclusive School Award consecutively since 2017, the school continues to lead through innovation and the development of outstanding inclusive practice.

Our Children Deserve the Best

Dorothy Barley Junior Academy demonstrates in inclusive, aspirational environment where every child is supported to thrive. During the assessors visit, it was clear that the school’s vision, “Our children deserve the best” is not simply stated but actively lived. This commitment was evident in the relationships, routines and learning experiences observed across the school community, reflecting a culture where pupils’ academic, social, and emotional development are equally prioritised.

Creating Classrooms Where Everyone Can Succeed

The curriculum at Dorothy Barley reflects this same intentionality. In Cherry provision, the curriculum is closely aligned to pupils’ developmental pathways, enabling children to move confidently between their dedicated outdoor space and classroom. The higher adult‑to‑child ratio supports pupils with additional needs to build secure relationships with familiar adults, and the assessor observed a calm, structured maths session where every child was engaged. The timetable mirrors the mainstream offer but includes well‑considered adaptations, such as flexible lunchtimes that allow pupils to join their mainstream peers when appropriate or remain in a lower‑arousal environment when needed.

Belonging, Confidence and Pupil Voice

Across the wider school, the assessor observed consistent, well‑embedded adaptations that ensure the curriculum is adapted to meet the needs of all learners. Pupils confidently use manipulatives; visual timetables are in place in every classroom and children are focused and clear about what they were expected to do. Working walls are used purposefully to support independence and partner talk is effectively embedded to rehearse thinking. Teachers modelled precise, subject‑rich vocabulary and in‑the‑moment marking is clearly understood and valued by pupils. One pupil told the Assessor, “teachers say stop halfway and then they tell you what you have done right.” At Dorothy Barley, every classroom felt warm and welcoming as pupils and staff greeted the SENDCo and Assessor and were keen to answer questions about their learning. The learning environment radiated pride, with displays celebrating pupils’ work, achievements, and shared values.

Pupils’ attitudes to learning are a strength. They spoke with genuine enthusiasm about their lessons and articulated their confidence that support is always available to them, one pupil explained, “I enjoy maths, our teachers help us when we don’t understand.” Pupils also described how they look out for one another. One child spoke proudly about the buddy system, explaining that, “buddies are there to play so new kids don’t feel lonely and help them settle in here.”

Working Together with Families and the Community

Dorothy Barley has made positive steps in strengthening parental engagement this year and is committed to making this a significant focus within next year’s Flagship Project. The governing body take an active role in this priority; the Chair of Governors told the Assessor that coffee mornings for parents are being introduced to encourage greater interaction between home and school. The Headteacher explained that while parents are willing to attend community events and show support for their children, learning‑focused workshops, and other attempts to engage families more directly in children’s progress have proved more challenging. In response, the school has adopted a ParentKind approach to improve partnership with families in a supportive and structured way.

The Designated Safeguarding Lead (DSL) explained to the Assessor how various initiatives have supported the local community at Dorothy Barley. The school provides a Community Fridge and food parcels for families, alongside uniform‑recycling sessions and participation in local shop initiatives offering free products to those who need them. A breakfast session inviting parents to share a meal in school with their child was a great success and led to the establishment of the ‘Big Barley Breakfast’ which will now be a termly celebration.

The school feels like a community where routines are lived, relationships are strong and inclusion is a day-to-day practice. All the staff share the vision, “Our children deserve the best” and speak with care and compassion about the pupils. The pupils are articulate and enthusiastic, and the school environment celebrates learning, community, and sustainability. The school’s progress is evident and its ambition clear.

Find Out More About IQM

The Inclusion Quality Mark provides schools with a nationally recognised framework for developing and celebrating inclusive practice.

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 IQM and request a free information pack, visit www.iqmaward.com.