The Priory Primary School, located in the highly deprived Friar Park estate in Wednesbury, Sandwell, faces significant socio-economic challenges. The Friar Park ward has the 5th highest child poverty rate in Sandwell. ACORN data indicates that most children come from hard-pressed families with high unemployment.
The area also suffers from high crime rates and significant drug and alcohol issues. The school has a high proportion of children eligible for Free School Meals (FSM) (51%), double the national average, highlighting the area’s deprivation. The pupil population is predominantly white British (68.4%), though the number of pupils with English as an Additional Language (EAL) is increasing annually. The proportion of pupils with Special Educational Needs (SEN) is above average, with a notable increase in those with significant needs.
I had the pleasure of conducting the IQM assessment at Priory Primary School. This is their second IQM assessment, so the school could be considered for Centre of Excellence status. The information from the IQM self-evaluation, the school’s website, policies, a tour of the school and onsite meetings were all triangulated to ensure that the standards of the Inclusion Quality Mark’s Inclusive School Award had been embedded into everyday practice. The self-assessment was completed thoroughly and to a high standard, and all members of staff spoke passionately about each aspect of inclusion.
Despite the challenges faced by the school, Priory Primary fosters a positive environment that supports the holistic development of all pupils. Emphasising language and vocabulary development and experiential learning, the school strives to ensure no child is disadvantaged due to their background. During the assessment day, pupils discussed how teachers make sure opportunities are available for all pupils, even if they join the school mid-year. An example given for this was leaders resourcing additional musical instruments so that latecomers to school could learn alongside their peers.
Recruiting capable teachers remains a priority and the school invests heavily in professional development and wellbeing to maintain standards and retain highly skilled professionals. The Headteacher is relentless when pursuing the best people to work with the pupils at his school. He expects all staff and all pupils to ‘be the best you.’ A parent described the Headteacher as more committed to inclusion and improvement than anyone they have ever known,’ and this has been validated through numerous quality marks and awards.
The leadership team, supported by teachers and support staff, is dedicated to mapping provision and providing targeted interventions for all pupils, but especially those with additional needs. Their pro-active approach, rigorous use of data, creativity and flexibility with the curriculum ensure that pupils are quickly identified for the right additional support in order to catch up with their peers.
The curriculum has been carefully designed to consider the context of the community and staff consider what experiences and resources the pupils will need to bring the curriculum to life. Pupils are encouraged to be curious and parents appreciate how staff challenge pupils’ thinking – a skill that they know will be invaluable as the pupils’ progress through their lives. Leaders and governors work together to ensure that all pupils have access to the resources that they need to access the curriculum at their level.
The school’s nurturing approach to behaviour filters through into all aspects of school life. All pupils and staff feel supported and they describe how they do not have to worry about new challenges as they know they will be well supported and that everything is done as a team. Parents echo this and describe how staff are personable and always go the extra mile to support their families.
It is evident through the documentation completed by the school for the process of IQM assessment that leaders know their school well and were able to provide evidence to demonstrate their effectiveness. Leaders are proactive and regularly monitor and evaluate their actions to ensure that the provision is constantly improving and that all pupils receive the right curriculum to achieve their potential.
It was a pleasure to witness the inspirational team at Priory Primary School and the passion of all staff to continue to strive to be better so that good practices can be shared. In all classrooms, it was evident that pupils were engaged and enjoying their learning. I have no hesitation in recommending that Priory Primary join the IQM family of schools. It meets the criteria and is well-deserved, and I know that their practice will inspire others. I recommend that the school be awarded the Inclusive School Award and be reassessed in 3 years’ time.
I also recommend that the school should consider applying for Centre of Excellence status subject to the inclusion within its plans of the appropriate areas for development and the completion of the Centre of Excellence documentation. If the school chooses to pursue this status and it were to be awarded the school would be subject to annual review from this point forwards.
