Jessop Primary School in Lambeth has achieved the IQM Inclusive School Award.
A Very Inclusive Establishment
Jessop Primary School is a very inclusive establishment which it clearly demonstrates in its vision statement:
Jessop Stockwell Federation is a centre of excellence where every child:-
• can flourish regardless of their starting point,
• will thrive in a safe and creative environment,
• will value and enjoy their education and recognise its importance for future success,
• will become a confident, articulate, and positive member of the community.
Jessop Primary School is in the Inner London borough of Lambeth which is situated in South London, between Wandsworth and Southwark. Jessop is based between several distinctive neighbourhoods including Brixton, Herne Hill and Loughborough Junction. All these areas have distinctive demographics. Approximately 12% of the population leave each year and are replaced by around 12% new arrivals. In other words, around 88% of the population each year remains the same.
There are 415 pupils ranging from Nursery to Year 6. There are slightly more girls than boys at Jessop with 53% and 47% respectively. The largest ethnicity groups at Jessop Primary School are Caribbean 20%, any other mixed background 15%, Black African 17% and White British 15%. Seventeen percent of all children are eligible for Free School meals and Pupil Premium funding. 31% of children at Jessop Primary School have English as an additional language (EAL), of these children 69% are competent or fluent in English.
Jessop Primary School and Stockwell Primary School are part of the Jessop Stockwell Federation. Jessop and Stockwell Primary Schools became a formal federation in September 2014 however, they have been working collaboratively for many years; both schools continue to maintain their distinctive identity. Jessop Primary School works within the Brixton Learning Collaborative. The Brixton Learning Collaborative (BLC) is a group of 13 schools and Children’s Centres in Brixton, south London, working together to support pupils, staff, families and the local community through partnership working.
Sharing Best Practice
Jessop Primary School works collaboratively with The Michael Tippett School, a secondary school for children with Special Educational needs. This partnership brings awareness of children with different needs in their community and gives both institutions the opportunity to share resources, share best practice and support learning through the strategic tapping into each other’s areas of expertise. Jessop is a very effective school and makes extremely good provision for its ethnically diverse community. Pupils achieve very high standards because teaching is very good or outstanding and the work they do is demanding yet perfectly pitched to ensure challenge is appropriate.
Some Excellent Inclusive Practice
Throughout the assessment there was clear evidence of some excellent inclusive practice, driven by the Executive Headteacher, Head of School, Inclusion Manager/fellow Assistant Headteachers’ and all staff within the school. The inclusion agenda and the Equalities Act Framework of 2010 are wholeheartedly supported through an ethos of well embedded values and there are good structures and systems in place to ensure an open dialogue with all stakeholders to continue to improve the experiences for all pupils. At Jessop the SLT do not work in isolation. The involvement and commitment of the whole staff are significant reasons for the school’s success.
Welcoming and Friendly Approach
There was a welcoming and friendly approach from all staff, pupils, parents, and all members of the school community throughout my very enjoyable two-day visit. My observations and involvement with pupils throughout the assessment clearly demonstrated that they are ambassadors for the school. Their exemplary manners, behaviour and comments reflected their pride in belonging to Jessop. Throughout the assessment everyone spoke with conviction and unity of purpose as to the inclusive nature of the school, thereby substantiating the school’s impressive SER and supporting documentation, which was considered as part of the assessment.
Jessop Primary School is a lively and friendly community where pupils achieve very high standards in reading, writing and mathematics. Very high proportions of pupils are keen to learn. There are no significant problems of behaviour or absenteeism. The teaching is consistently very good, with much that is outstanding; virtually all the pupils progress very well. The staff constantly look for ways to improve the quality of their teaching, are imaginative and make challenging demands of pupils. There are very good arrangements in place to support all pupils and care for them, and the school has a strong partnership with parents and carers. The school is well governed and self-critical. It knows what it does well, where its challenges lie and how best to tackle them. It has sustained its own high standards since its last OFSTED inspection in 2012. “The outstanding quality of teaching and imaginative teaching methods foster determination to succeed. (OFSTED)”.
Positive Behaviour System
Pupils’ behaviour in and around the school was excellent. This is because there is a comprehensive and consistently applied positive behaviour system in place which rewards tolerance, kindness, friendliness and a willingness to ‘have a try’. Pupils know that bullying and behaviours such as the use of hurtful language are wrong and have been shown the impact it can have on others’ feelings and achievement. ‘Show me 5’ and ‘Restorative Practice’ are well known and understood by all stakeholders and are cornerstones of the school’s ethos. Key to the school’s success in promoting positive behaviour and in preventing bullying, harassment and intimidation in school is the resonating message of ‘excellence together with our community.’
An Inclusive Atmosphere
The wellbeing of all stakeholders is of great importance in Jessop. Senior leaders have created a school with an open-minded, accepting and inclusive atmosphere. Everyone is well cared for and well supported in their respective roles, both professionally and at a personal level. In fact, most people with whom I spoke commented on the positive ethos within the school and numerous comments were made about the warm and friendly atmosphere, happy people and the fun experience in all aspects of school life.
Thriving and Achieving
Another key to this success is the staffs’ detailed knowledge of the needs of its community and their ever-changing social demographics. Staff consult parents and carers fully and they take steps to ensure the pupils are able to thrive and achieve as well as they can. This involves a high level of tolerance, empathy and support. Communication with families is strong, frequent and effective. The school ensures that all its communications convey respect and value to all types of family. All stakeholders have a sense of belonging to the school and inclusion is well embraced so that each pupil is valued for their individuality and can develop their enquiring minds and spirit of curiosity through participating in a range of challenging, fulfilling and happy educational experiences to reach their full potential.
A Highly Inclusive Culture
The assessment, which was effectively organised by the Inclusion Manager included a series of formal and informal meetings with the staff, governors, parents and pupils. There was also an opportunity for a tour of the school, involvement in a number of school experiences and an examination of a number of key school documents. The culture at Jessop is very strong. A productive, strong and highly inclusive culture that focuses on ensuring effective and enriched teaching for learning for all pupils. Their child-centred ways of working are unyielding and unrelenting and there was total commitment and enthusiasm for the priceless work that they do.
Peer and Self-Assessment
Joy and celebration are important for all pupils and the voice of every pupil in this school is loud, vibrant and significant. Self and peer assessment at Jessop is about revision and improvement. It enables students to independently assess their own and other students’ progress with confidence rather than always relying on teacher judgment. I had the privilege of witnessing articulate pupils from Years 2,5 & 6 discuss the benefits of using Peer and Self-Assessment as powerful tools on their personalised learning journeys’. When students self and peer assess, they are actively involved in the learning process and their independence and motivation is improved. This is a school that clearly evidences focus, energy and enthusiasm in its commitment to the growing reality of inclusion for all.
Governing Body Expertise
There is a wide range of expertise on the Governing Body. They are well led and their commitment to the inclusive ethos is evident in discussions. They attend the school regularly and have a consistent monitoring timetable related to the school improvement plan. The infectious child-centred and ‘can-do’ enthusiasm of the academy councillors rubbed off on me and it was a joy to meet with such great people.
Energy and Aspiration
In summary, Jessop Primary School is an excellent example of inclusive practice, energy and aspiration for all members of the school community. The SENCO leads inclusion with an integrity of purpose as she strives for continuous improvement for the learning community within Jessop Primary School.
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.
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