Hoyland Springwood Primary, Hoyland in South Yorkshire, part of the Every Child Matters Education Trust, has achieved the Inclusive School Award with Centre of Excellence status.
Introducing Hoyland Springwood
Hoyland Springwood Primary School is a smaller than average primary school with 147 pupils currently on roll. The School is part of Every Child Matters (ECM) Academy Trust. Every Child Matters Academy Trust “provides a tailored solution to the educational needs of primary schools.” The Trust’s vision is “to build a collaboration of schools where openness, honesty, fairness and empathy, together with the development of best practice, ensure all children within our schools receive a first-class education.” With individual children at the heart of all they do, the Trust aims “to provide EVERY CHILD with early help and support to remove barriers to learning and an education that raises aspiration resulting in excellence and enjoyment. This will enable all children to fulfil their potential and maximise their life chances.”
Dedicated Provision
The school has two Resource Provisions which are attended by pupils from across the Local Authority. There is a 15-place school-led Resource Provision for pupils with complex communication and interaction difficulties, including Autism Spectrum Disorder. The IQM Coordinator explained how “children within this provision have varying access to the mainstream classrooms and curriculum, dependent on need.” The second Resource Provision is a 12-place school-led provision for pupils with severe communication and interaction difficulties, including Autism Spectrum Disorder. This provision, named The Hub, was newly opened in September 2020 and “delivers a bespoke curriculum designed for pupils’ own individual needs, with a focus on sensory regulation, Life Skills, and social, emotional, and mental health (SEMH). These children do not access the mainstream curriculum; however, they are included in whole school events and activities.”
Exceptional Support
Support for pupils with additional learning needs is exceptional. With a proportion of pupils who are identified as having special educational needs and disabilities (SEND) which is above national, the staff at Hoyland Springwood are accustomed to making reasonable adjustments, as part of the everyday practice. The percentage of pupils with SEND support currently stands at 16%, and the whole school percentage of pupils who are supported through Education, Health, and Care Plans (EHCPs) is 22%, significantly higher than national averages. A significant number of pupils start Reception with development which is assessed as below or well-below national age-related expectations.
Warm, Caring Environment
From the moment you arrive at Hoyland Springwood Primary School, you are welcomed warmly into the community. All staff, parents and carers, governors, and pupils all ‘buy in’ to their inclusive ethos. There is a consistently nurturing, caring approach; all interactions between pupils, staff and parents or carers at school are positive. Hoyland Springwood Primary School is a genuinely caring place. The special inclusive ethos is embedded across all aspects of school life. The Senior Leaders role model the inclusive approaches and treat all staff, pupils, parents, and carers individually, with respect. Children who access the provision in the Hub and Resource Provision are integrated into mainstream life and socialise well with the children from the mainstream setting. The children from the mainstream setting are fully accepting and tolerant of each other’s individual needs, embracing differences.
Individual and Unique
When asked to encapsulate the essence of the inclusive vision at Hoyland Springwood in just one word, the Senior Leaders chose “individual” and “unique.” They talked about the focus on “how children learn, how [the staff] adapt” and the “flexibility” to “look at everything a child may need.” Leaders encourage a busy, fun, and noisy learning environment. As one of the original ECM Trust Schools, the Leaders were involved with the decision about the Trust’s name. The name reflects the ethos of the Trust and all schools within it. The Trust provides standard policies and procedures with every school then adapting them to suit the children within each individual context. According to the Executive Headteacher, the Trust’s Chief Executive Officer (CEO) “has trust in Headteachers that they know their school and want the best for their own school” with an element of “adaptation and flexibility” encouraged. As a Multi-Academy Trust (MAT), the Executive Headteacher describes it as “one roof” over the different buildings. The staff are well connected across the MAT, with constant best practice sharing and support.
Collegiate Approach
All staff spoken to during the assessment visit are with fully aligned to the Leaders’ vision for inclusion. A real strength which emerged throughout the day are the excellent relationships. There are positive relationships across all stakeholders. There is a genuine community spirit and team effort to ensure that the adults do all they can to provide the children with a secure, caring environment. The children at Hoyland Springwood Primary School are happy and support each other well. They respond positively to the adults in school and speak with pride about their school, what the adults provide for them, and how they are supported. All staff speak with passion about the children, their professional roles, and the wider school community. They are clearly dedicated to the children and have their best interests at heart.
Above and Beyond
In all meetings it was evident that the staff at Hoyland Springwood Primary School will “go above and beyond” or “bend over backwards” to do all they can to meet the needs of the children on an individual basis. Care and support plans are individualised to suit the unique needs and personalities of the children. The school’s ethos is clearly articulated through the SHINE core values, which are celebrated each week at the celebration assembly whereby students receive awards which are linked to the SHINE values. These values underpin the celebration of achievements. The Teaching Assistants spoke about how all achievements are celebrated, even the little things that may seem insignificant but are important to the children. The staff celebrate and praise the children, sharing their achievements and success collectively.
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.
Want more information on the IQM Award? Click here to request your free IQM information pack
