Heath Primary School in Derbyshire has achieved the Inclusive School Award.
Key Values at the Heart of the School
Key values are at the heart of Heath Primary School namely: Achievement, Community, Inclusion, Individuality, Teamwork, Resilience and Respect. These underpin the vision for the school which focuses on enabling children to be the best they can be. The school team aims to provide an environment which fosters children’s learning and development, to inspire and nurture children in order to prepare them for life. From my discussion with children, parents, staff and governors it was evident that this approach was influencing the work of the team and enabling children’s learning and development.
Positive and Enthusiastic Children
The children who attend Heath Primary School are positive and enthusiastic. Ambassadors are a credit to the school. They are proud of the school’s achievement, are able to share positive aspects about the life of the school, achievements and plans for the future including visits to support their learning. They share in the responsibility for the care of the school and its endeavours, modelling expectations to other children in the school. They are able to articulate what is happening in areas of the school, the purpose of projects and share their involvement in the life of the school.
Children are Valued and Supported
Children are clearly valued and supported, the Head and Deputy Headteacher, who is the Inclusion Lead, promotes an inclusive approach. There is a genuine and positive approach about enabling continual improvement, striving for the best outcomes for children.
High Quality of Education
The school’s Ofsted report in 2015 stated “The leadership team has maintained the good quality of education in the school since the last inspection and the school is continuing to improve. The arrival of a new Headteacher in September 2015 has been well received by governors, staff and parents. Together with the Deputy Headteacher, they have acted as a catalyst for the school to build upon the good work done by the predecessor. The school’s strengths have been identified quickly and accurately, highlighting ways in which the school can improve still further and reviewing actions regularly to ensure that they are having an impact.
Enthusiasm, Open Minds and Determination
Teachers and teaching assistants are embracing change with enthusiasm, open minds and a determination to improve outcomes for pupils. Governors are asking ever more searching questions and providing effective challenge to ensure that the pace of improvement is maintained.”
High Expectations for the Children
It is expected that teaching staff have high expectations for the children in their care and that children with Special Educational Needs have equal access to the curriculum and support. Accordingly, a clear focus on assessment and how it should inform teaching and learning is evident.
Confidence and Resilience
Staff work hard to ensure children gain confidence and develop resilience to enable them to tackle new challenges, moderate behaviours and develop positive attitudes. They have excellent relationships with the children and the school is a forward-thinking place where sharing of ideas and practice is fostered. This is also evident in the nursery classes where children and staff are working industriously and are focused in their play and learning.
Classrooms Support and Facilitate Learning
The School Team has worked hard to create classrooms which support and facilitate learning. ‘Working walls’ are now in evidence in each room to enable children to retrieve information, source prompts for learning, enabling them to become more independent when tackling work. All are looking forward to the planned building development at the school which will enhance facilities and create new spaces in which to work. This is in the final stages of agreement.
Support Staff Make a Valuable Contribution
Throughout the visit I was positively received by personnel and children in all parts of the school. The office staff provide a warm welcome but also pay due attention to Health and Safety and safeguarding. I noted that there was a high emphasis placed on ensuring support staff are able to make a valuable contribution to teaching and learning. It is clear that the expectation is that support staff should be actively involved in learning and teaching and provide interventions for individuals and groups where necessary.
Parents Can Approach Staff at any Time
Parents feel that they can approach the school staff at any time. They value the fact that staff make themselves available at the start and end of the day. They have noted the presence of the Headteacher and Deputy and how this enables informal discussion, which can help to solve simple queries and issues. They value the approachability of the Leadership Team.
SEND Children are Very Well Supported
Children who have SEND are very well supported by the school; one parent shared the issues surrounding her child’s needs and highly praised the school’s practice in enabling Forest schooling which enabled her child to gain confidence and participate more fully in aspects of school life.
Strategy for School Improvement
A clear strategy for school improvement is in place and senior staff and governors are clear about the way forward which they have developed with staff, reflecting a shared responsibility for ensuring improvement in standards and progression. Senior Leaders are working to develop the skills of middle leaders in order to further enable them to ensure sustained improvement in standards.
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.
Want more information on the IQM Award? Click here to request your free IQM information pack.