Hayes Park School, Hayes in Middlesex, has achieved Flagship School status for the second time.
Hayes Park Primary is a three-form entry school with nearly 700 children on roll. The school is in the London Borough of Hillingdon. It received ‘Good’ in the OfSTED of 2017 and was recognised as a school for Success by the Mayor of London. It has a nursery with a nurture class, which received the Quality Mark award and a Special Resource Provision (The Acorns) for 14 children all of whom have an EHCP. There are two children for one adult, and they spend a minimum 25% of their time in their mainstream class.
Part of the Community
The school sits in a richly diverse area and there are children from many backgrounds and cultures. The Senior Leadership Team ensure that all staff are here to serve the local community. It is not a hierarchy but a ‘family’ who are trusted by the parents. The SLT are flexible in their approach and try hard to adapt to every child’s individual needs. They are analytical of the data that is gathered ensuring that those needs are fully addressed. As they teach the children to be reflective learners, they too are reflective of their own practice. The staff try to break any perceived barriers; they are on the playground before and after school to chat to parents and answer any concerns. They have worked hard to build good relationships with the parents, to understand and empathise and find solutions to problems. They will not give up.
The Learning Mentor and the assistant Educational Psychologist work closely together in ‘The Den.’ Here children and staff can come to be in a clam, safe space. They know they will be listened to and not judged. There is a wild-life garden with an eco-dome and a sensory garden where the children have the opportunity to go outside and find a peaceful space. The Acorns is also used by staff and children for this purpose. There is a worry box in every classroom and teachers will regularly address the children’s concerns. There is a new library which has a wide range of books, and each class has its own class library. There is a computing suite and there are many iPads across the school. Hayes Park has its own radio station. The SEND team is large and well supported. An assistant Educational Psychologist works full time, co-ordinating and executing the recommendations from the Educational Psychologist who comes in for twenty days a year. There is a Learning Mentor who is supported by a Speech and Language Specialist.
Extensive Extracurricular Activities
The pupils love everything about this school. They have a wide range of clubs to attend (when Covid restrictions are lifted) including yoga, art, science in action, karate, gardening, team games, dodgeball, athletics, dance, cricket football, basketball, and movie clubs. They like the reward system including the merit band, Reader of the Week, Mathematician of the Week, the attendance bear, and the Behaviour Watch winner. They have a Pupil Parliament, who help the Headteacher make decisions which directly affect them e.g., the choice of colour for the benches in the playground. The Junior Road Safety team have worked with the governors, and they enjoy contributing to their radio station. They know who they would go to if they needed to speak to someone in confidence. They understand the marking system and know how to improve their work. They are looking forward to inviting guests back into school as they enjoyed a theatre group and the NSPCC visitors. These are intelligent children, who respect their staff, and have a sense of ownership of Hayes Park.
Head Builds Strong and Knowledgeable Team
The staff have a deep commitment to ensure that inclusion is at the centre of their thinking. They constantly adapt their practices, so all children’s needs are being met. They are an inclusive group of people and when the Headteacher selects new staff she ensures they meet a high bar but most importantly they must believe that inclusivity is paramount. They are highly trained and good quality CPD is ongoing (even through the pandemic). They have sophisticated robust systems in place which are constantly reviewed. They follow the advice provided by the Educational Psychologist and the Assistant EP. This is a collaborative group of people with no ego. There is always a member of staff to ask for assistance, advice, or help.
Children are Individuals
To ensure each child’s needs are met, staff listen to their pupils. They know their likes and dislikes, their strengths, and areas they need to develop. Information is logged onto Behaviour Watch, which is constantly monitored. The safeguarding of children has the highest priority. Good behaviour is reported to parents; poor behaviour is logged, and pupils’ achievements and progress is shared with the SLT who look for patterns and act swiftly once solutions are sought.
Although there are a high number of children with SEN here, the academic standards for progress and achievement are above national averages. The implementation of Read Write Inc has had a great impact. The school has invested in high quality CPD from Jake Mansell’s Narrowing the Gap to ensure the emphasis is on Quality First teaching. Staff have also been inspired by Jonathon Lear’s Monkey Proof Box which helps bring the curriculum to life using exciting real-life experiences. Staff encourage the children to use their initiative and explore. Planning is only looked at if there are concerns. Teaching is monitored by listening to the children and book scrutinies.
Parents Included as Part of the Team
The parents think that this is a good school because the staff are approachable. They were very pleased with the communications made throughout the lockdowns. Their children are safe here and included in all activities and they are encouraged and supported. One parent had moved her child here as another school could not provide for her child’s needs. She enjoys the home contact book and the Seesaw app which has kept her informed. Another parent said that
‘Hayes Park were helpful for transitioning her son into school gradually. Parents feel that that the staff have the welfare of their children at heart.’
The Governing Body is fully committed to the inclusive ethos of Hayes Park. They know that there are costs for having more SEN children here, but they would not have it any other way. They are there to ensure that the challenges the school faces are met and to ensure that the vision is enacted upon. One governor said,
‘the child and family are at the centre of what we provide… if they need us, we will make it happen.’
They ask the leadership to justify themselves if they want to go in a certain direction. If a child has certain requirements, then the Governing Body knows that the school will do the best it can to provide for his or her needs. They miss their regular visits, but they know the strengths and areas that need developing. They feel valued by the staff and they certainly value and appreciate them. There are good relationships between the two because the governors are often in school, and they have a good understanding of what is going on. They are well trained and enjoy meetings of the Quest group of schools in Hillingdon. The Governing Body is well supported by its clerk who offers experience and advice. The members of the board have a healthy balance of skills and experience. They regard themselves as critical friends. One of their training sessions taught them what questions to ask, what to look for and what information might not be being presented. The staff and the Governing Body are both passionate about ensuring the needs of all pupils are met. They feel it is a privilege serving this community.
Hayes Park is very pleased to be part of the IQM cluster group. It has widened their view of education and they bring back ideas which help improve practices here. The Leadership Team is looking forward to sharing ideas with local schools again after the pandemic.
Hard Work Recognised
Having met the staff, parents, and pupils virtually, and having had the opportunity to discuss the SER with the Senior Leaders, I believe that Hayes Park fully meets the criteria to continue to receive the IQM award and its Flagship status. It is an inclusive school, caring deeply about the needs of all of its pupils and it should be reassessed in a years’ time.
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)