Fairfield Infant School and Colneis Junior School have each achieved the Inclusive School Award.
Schools Work Well Together
Although separate schools, Fairfield Infant School and Colneis Junior School are a Federation of schools under one Headteacher and one Senior Leadership Team (SLT) with common policies and expectations. The schools work well together with a sharing of expertise and support which has been highlighted under the Headteacher of both schools over the past four years.
Children are valued as individuals within a caring atmosphere and there is a celebration of both schools’ pupils in order that they feel understood. Teachers and Teaching Assistants (TAs) know their pupils well and have an excellent rapport with their children. Support staff are totally involved in the learning process and there is a highly supportive relationship between staff and pupils. Staff feel very well supported and respected by school leaders.
Distributive Leadership
There has been a big emphasis on distributive leadership over the past four years and staff have welcomed this empowerment. They know that their wellbeing is a priority and senior staff are fully aware that, in order for staff to be emotionally available to the children, they need to feel supported and recognised themselves. All teachers are expected to be teachers of Special Educational Needs and Disabilities (SEND) and all leaders, leaders of SEND.
The eight values of respect, compassion, courage, kindness, honesty, trust, forgiveness and acceptance are known and understood by even the youngest children. Older children can articulate them and put them in context. The schools’ behaviour policy has evolved to include a number of attributes that celebrate diversity and inclusion. These are displayed in all classrooms and referred to as part of recognition walls. The children can talk about these values and show a good understanding of their importance to everyday life.
Ofsted confirmed this in December 2022, when inspecting Colneis Junior School: ‘Pupils love attending this friendly school. They appreciate the many opportunities staff give them. Pupils are keen to learn. They share what they know with each other and with adults. They particularly enjoy and get excited about outdoor learning. Pupils know and understand the school’s values. They benefit from a supportive, caring environment which encourages the school’s mantra of ‘Together we’re better’. Pupils talk about how ‘acceptance’ helps them understand how some people are different from them.’
The behaviour policy is under review and is being fine-tuned to cater for national expectations over the past years. The ‘Together We’re better’ mantra is also displayed around both schools and is similarly well understood by adults, children and parents. The schools have a stable staff and are well led by the Headteacher who has moved the schools forward in all its aspects over the last four years. The strong leadership of the Headteacher, his accessibility and his commitment to inclusion and improving the opportunities for all children and the leadership of the IQM Lead in ensuring that the IQM process is articulated by everyone are strengths of the schools. Everyone spoke about the change in attitudes and direction since the Headteacher has been at the school.
Ofsted stated in their inspection report of Fairfield Infant School in April 2023: ‘Pupils at Fairfield Infant School love their school. They make lots of friends and feel safe. Pupils say there is no bullying. If anyone is unkind, adults rapidly sort this out. Pupils are confident to talk to adults if anything is worrying them. Behaviour in lessons, on the playground and around the school is exemplary. All adults have very high expectations for pupils’ learning and behaviour. Pupils like their teachers and listen attentively in lessons. Pupils enjoy learning and work hard. Pupils make strong progress in most subjects.’ Our Assessor can confirm that this was how he saw the school.
Cared for and Valued
Good work is carried out with families, pupils and the community generally to ensure that children are cared for and valued. There are good communication systems which give parents and carers confidence in the schools and in their support for their child’s needs. Email, texting, newsletters and parent consultations, as well as one-to-one conversations, keep parents regularly informed about their child’s education and needs. Family Thrive courses and the support and advice of a Thrive Worker and Pastoral Care member of staff provide parents and carers with the reassurance they need to assure them that the school can provide a good education for their children.
The office staff in both schools play a big part in understanding the needs of parents and pupils. Two members of the office staff are being trained for the Diploma in School Business Management and the staff from both schools go ‘above and beyond’ to ensure parents’ and carers’ needs are met. One member of staff told our Assessor that parents sometimes say things to them that they won’t say to anyone else. The office staff log absences, make phone calls when there is poor attendance and monitor attendance closely whilst having an understanding of children’s and family needs.
Everything that the schools do strives to empower all the children and staff. The schools strive to be present and available for children, colleagues and parents and carers and to have considerate, professional and respectful behaviours with all members of the school community. The SLT has also worked hard to ensure safe school environments by maintaining positive relationships.
The schools provide a challenging, stimulating and creative curriculum delivered in a calm, supportive learning environment where all pupils are encouraged and enabled to achieve their best and to become independent learners. There is a focus on Quality First Teaching (QFT) and interventions are carefully targeted to ensure pupils are included together in lessons, with support being provided by TAs and an intervention teacher when required. In the Fairfield Infant School, there is a balance between set routines and expectations for reading, writing, phonics and maths and free flow which provides younger children with ample opportunities to develop a formal and creative curriculum. Tapestry is widely used by the schools as a means of communication by parents needing to find out more about their child’s progress at school and there is a star learner of the week and a range of incentives for children to gain for good work and behaviour.
Opportunities for Children
The outdoor learning environment includes opportunities for children to develop aspects of sport and learning through play. The well set out Nursery, Early Years Foundation Stage (EYFS), and Year 1 and Year 2 outdoor environments encourage free flow and teacher-directed and child-initiated activities, whilst in Colneis Junior School the playground, field, Multi-Use Games Areas (MUGA), and astro turf provide a range of opportunities to encourage children to play creatively. There are well marked out surfaces and excellent climbing apparatus available in Fairfield Infant School.
In Colneis Junior School the playground and field are spacious and there are shaded areas provided by trees for the summer and ample space for children to use their creative instincts. A gate into a wooded area is used to access the outdoor classroom which has been developed over the past months by a retired member of the school staff who is employed for two days each week. This facility has already had an impact on curriculum expectations in Key Stage (KS2). More children across the Junior School have been given access to this outdoor area and the teacher responsible for its development has a keen sense of how she would like the area to develop.
Observations during lunch time demonstrated that the children used the spaces effectively and enjoyed the time they had to use the apparatus that was provided for them. The welcoming outdoor environments give parents and visitors a good first impression of the school.
There is a wide range of enrichment activities, including school trips, enrichment days, lunch time activities and after school clubs. The schools pride themselves on strong communication with parents where concerns are shared and addressed together and success jointly celebrated. Displays have consistency and high quality around the schools reflecting the care and attention shown by all the staff.
Inclusive Ethos
The provision for sport in the schools reflects their very inclusive ethos. The boy/girl inclusive attitude and the opportunities for every child to attend an event in a wide range of activities ensures children can see the benefits of an active life. The way in which the Site Manager is included in activities and the way in which he responds with humour and a caring attitude to staff and pupils in both schools is another way in which the schools show their inclusivity.
The Federation of Fairfield Infant School and Colneis Junior School is an example of a partnership of schools committed to meeting the needs of its children in its implementation of inclusive practice. Both schools provide a happy, caring environment for pupils where high expectations have a huge impact on attainment, progress and wellbeing.
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: [email protected] for further details.
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