Essex Primary School retains IQM Flagship status

August 18, 2026

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The retention of IQM Flagship status highlights Essex Primary School’s enduring commitment to inclusion. Having held the IQM Inclusive School Award consecutively since 2008, the school continues to lead through innovation and the development of outstanding inclusive practice.

A School Where Everyone Belongs

Essex Primary School is a warm, welcoming, and highly inclusive setting where relationships between adults and pupils are clearly at the heart of its success. From the moment you enter the school, there is a strong sense of community, care, and belonging. The connection between adults and children is particularly striking, with interactions that are consistently calm, respectful, and purposeful.

Inclusive Environments and Communication

The physical environment of the school is used exceptionally well. Classrooms are purposefully designed, and no space is wasted. Areas that might otherwise be unused have been transformed into quiet spaces for pupils who require a different environment in order to thrive. Within these spaces, the assessor observed Communication Passports, which are an excellent tool in ensuring that all adults working with a child can communicate effectively and consistently. This is a highly effective strategy that supports both inclusion and continuity of care.

Visual supports are embedded across the school, reflecting a commitment to accessible communication. Staff shared that “we give all our children access to resources” reinforcing the principle that inclusive strategies benefit all pupils, not just those with identified needs. This aligns closely with the Headteacher’s statement that “inclusion is for everyone, not just those with SEND,” a view the assessor strongly agrees with. The school’s approach to inclusion is not about differentiation for a few, but about creating an environment where all pupils can succeed.

Supporting Children and Families Together

In the Early Years, the assessor observed a nursery library space where parents and children are encouraged to read together in the mornings. This is a simple yet highly effective way of fostering early literacy, strengthening relationships, and supporting parents to engage in their child’s learning.

The school’s sensory provision is particularly noteworthy. A sensory room equipped with a range of resources, including lights and tactile materials, all tailored to meet the needs of the pupils using the space was observed. The assessor also had the opportunity to observe a sensory story session, which was engaging, energetic, and highly effective. The connection between the teacher and pupils was exceptional, enabling children who may struggle in more traditional classroom settings to access learning in a meaningful way.

The school’s support for families is equally strong. Parents have access to guidance and support in areas such as eating, toileting, and social and emotional development. This holistic approach ensures that barriers to learning are addressed both in school and at home. Staff shared that “we have had lots of success with that” and that parents are increasingly “able to understand the why to different strategies.” This partnership between home and school is clearly valued and actively developed, with the school creating numerous opportunities for parents to meet, share experiences, and engage with staff.

Importantly, the school ensures that “every child has opportunities here.” This is not limited to academic achievement but extends across a broad and balanced curriculum. The assessor observed a Forest School session involving an intervention group, where pupils were exploring learning linked to the Great Fire of London. The session was engaging and purposeful, with pupils actively involved in hands-on experiences such as building fires and making connections to their classroom learning. One pupil reflected, “I see nature and nature reminds me of peace,” while another shared, “I like making things with the fire.” These comments highlight the impact of such experiences on pupils’ wellbeing and engagement.

Pupil Voice Driving Change

Pupil voice continues to be a central feature of the school. Pupils are actively involved in decision making through roles such as school council and rights respecting representatives. Staff explained that “we ask them what they want to see” and there are numerous examples of this in action. Pupils have contributed to the design of the playground, presenting their ideas to governors, and have influenced decisions about the library, including the selection of books. The school council is described as one that “effects change,” meeting with governors and confidently expressing their views. It was noted that pupils “are not shy about what they want more of” which is a testament to the confidence and empowerment the school fosters.

The school also plays an active role within the wider community, working with local schools on adaptive teaching and sharing best practice. This openness to collaboration is commendable and reflects the school’s commitment to continuous improvement.

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.