Julian’s Primary School in Streatham has achieved the Inclusive School Award with Flagship Status.
Atmosphere Which Ensures Pupils Thrive
Julian’s Primary School continues to be a great example of an inclusive school where the needs of all pupils are carefully considered and met. One Learning Mentor described Julian’s as “encompassing everything, and this is why I love working in education.”
As soon as you meet the Head of School and IQM Leads, it is evident they have created an atmosphere which ensures pupils thrive both academically and emotionally.
Pupils are nurtured and well cared for through a consistent inclusive approach, combined with high expectations. This ethos is at the forefront of their school aim of ‘opening doors to make a difference,’ which reflects their high aspirations and ambitions for all pupils, and their drive and determination to ensure all pupils and adults in the school reach their full potential. This collaborative and inclusive approach encourages everyone to be confident enough to make independent, positive choices.
Julian’s Primary School has 1000 pupils on roll, with 23% of pupils eligible for free school meals and over 32% of pupils with additional needs (SEND). There are 29 pupils with Education, Health and Care Plans (EHCPs) across both schools, this is a 4% increase within the last academic year. The number of pupils in the school with English as an Additional Language (EAL) is rapidly increasing and above twice the national average, with 45 different languages being spoken across the school. The school’s supportive environment and targeted focus on emotional regulation and growth mindset ensures that all pupils, no matter their need or background, feel safe and secure so they are able to focus on their learning.
Live Its Inclusive Values
The school continues to live its inclusive values and principles, pupils come first. Their needs are the priority and great lengths are gone to as a school to ensure they receive high quality teaching and can learn in a safe and secure environment. Staff at all levels are committed to this goal and will go above and beyond to ensure all pupils make progress. Pupils appreciate all that is done for them, with one pupil telling our Assessor “It is a good place to learn. There will never be a time when teachers don’t support you.”
On the day of the IQM visit, two children conducted a tour of the school. They were polite and welcoming as they spoke about their school day. They know who to go to if they do not feel safe and they enjoy playtime. The school curriculum is engaging and creative.
During the tour, displays reflected high quality teaching, with pupils able to talk about what they had been learning and how this built on their prior knowledge. Providing enrichment experiences to enhance the curriculum is part of the School Development Plan.
The pupils discussed enthusiastically the hands-on experiences they had engaged with to enrich their learning, such as making chocolate truffles when learning about Fair Trade. Our Assessor was shown the school allotment where vegetables such as onions are grown, and the pupils all enjoy eating home-grown rocket at the end of each lesson.
All year groups have the opportunity to develop their gardening skills throughout the year. The school has its own school council and over the last year the council has advocated and raised money for basketball hoops for the playgrounds on both school sites.
Mindful of Wellbeing
Whilst clearly focussed on delivering an outstanding curriculum, the Executive Head is also mindful of the wellbeing of both pupils and staff. Two Learning Mentors deliver a full timetable of support for Social, Emotional and Mental Health, supporting pupils individually and in groups. The Zones of Regulation has had significant positive impact across the school, giving pupils the tools to begin to self-regulate.
Pupils are proud of who they are and are confident to select and use strategies to manage their own emotions. Growth Mindset has become a shared language across the school with pupils believing ‘they can’ and not giving up. A wide range of extra-curricular clubs are run across both school sites, and the pupils speak passionately about these.
Staff share that they work in a nurturing, inclusive school, with a Year 5 Teacher saying, “staff and pupil wellbeing has gone from strength to strength”. Staff feel listened to by Senior Leaders, with their suggestions for change considered and acted upon, for example changing the timing for teacher Planning, Preparation and Assessment (PPA) time.
Teachers Take Ownership
The teachers all speak highly of The Zones of Regulation and how this has been embedded across the school. They said the strategy has given both staff and pupils a shared language to use to support emotional dysregulation and that the visual approach helps all pupils, even those who are non-verbal or who have English as an additional language, to express how they are feeling.
The teacher from the Autism Advisory Service confirmed that the whole school approach Julian’s has embedded is inclusive for all pupils: teachers take ownership of each and every child, regardless of need. This is something she would like to see in other schools she works in as the impact is considerable.
The pupils proudly shared their views of the school. A Year 6 child explained how at Julian’s “No-one feels left out because of their race or religion. We all matter.” The pupils spoke positively about how behaviour is now being supported in school.
The new behaviour system is easy for all to follow and focuses on relationships, regulation, and reflection. It is based on restorative justice and gives the pupils the opportunity to reflect on the behaviour choice they have made and how they can move on from this in a positive way.
Pupils confirmed that they were eager to use their own strategies from their toolkits to regulate their behaviour. The Zones of Regulation is now embedded in the school’s behaviour policy. All behaviour observed during the review day was excellent. The pupils were all engaged in their learning and were enthusiastic to share what they were doing.
Children Made Excellent Progress
The parents our Assessor spoke to had no doubt about the long-term impact of the school on their children’s achievements. All agreed that their children had made excellent progress, with one parent saying she is seeing her child “do things I never thought he would be able to do.” The parents strongly felt that teachers in the school go above and beyond for all pupils and shared that their children love coming to school.
A consistent offer for homework is set on an online learning platform which all parents are able to access, and children are eager to complete. Staff are always available to speak to and any concerns or questions are addressed straight away. As one parent put it, “I couldn’t have chosen a better school. My only wish would be for them to open a secondary school so my children can stay here!”
Julian’s Primary School demonstrates what is possible when a whole school puts emotional regulation and wellbeing at the heart of what they do. The clear vision from the Head and Senior leaders has inspired the whole staff team to pull together to ensure the best opportunities for each child.
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.