Kedington Primary School Achieves the IQM Inclusive School Award

September 3, 2026

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Kedington Primary School has successfully achieved the IQM Inclusive School Award in recognition of its continued commitment to inclusion, belonging and ensuring that every pupil can succeed. The review highlighted a school where inclusive practice is embedded throughout the curriculum, pastoral provision and wider school community, ensuring that all learners feel safe, valued and supported. 

Inclusion at the Heart of School Life 

A recently refurbished library, sensory room and the Rainbow Room demonstrate the school’s commitment to inclusion. The Rainbow Room was highlighted as “a calm, purposeful environment where pupils are supported to regulate their emotions before returning to learning.” 

The review also noted a wide range of inclusive provision, including Emotional Literacy Support Assistant interventions, a structured wellbeing curriculum, restorative practices, designated regulation areas and access to a sensory room, all of which contribute to pupils feeling “safe, valued and ready to engage in learning.” 

The school’s Wellness Curriculum and Framework was identified as a notable strength, providing “a structured approach to developing pupils’ emotional literacy, resilience and self-awareness” and demonstrating a clear commitment to meeting the social and emotional needs of vulnerable learners. 

A Curriculum Designed for Every Learner 

A key theme throughout the review was the impact of the CUSP curriculum and the consistency it provides for pupils. 

CUSP is built around the principle that all pupils, regardless of background or ability, should develop a deep body of knowledge that they can remember and apply over time. The review found that lessons are well structured and follow a consistent model, incorporating retrieval practice, explicit vocabulary instruction, guided practice and independent application. 

Inclusive classroom practice was further enhanced through visual timetables, Widget symbols and the effective use of the Showbie platform, enabling teachers to personalise learning while preserving pupils’ dignity and self-esteem. Adaptations to learning are implemented seamlessly, allowing pupils to access appropriately challenging work without unnecessary distinction from their peers. 

Removing Barriers and Raising Aspirations 

Staff demonstrated “a strong understanding of the barriers that disadvantage can present” and are implementing strategies that promote “equity, participation and success.” Provision for disadvantaged pupils was described as thoughtful, well-embedded and highly inclusive, with support extending beyond academics to address emotional wellbeing, engagement, regulation and belonging. 

The Children’s University platform was recognised as a particular strength, broadening opportunities for pupils to engage in enrichment beyond the classroom. The programme “encourages aspiration, builds confidence and promotes equality of opportunity for disadvantaged pupils.” 

The school also offers a range of opportunities that enrich pupils’ lives and support personal development. Forest School, Sports Leaders, work experience opportunities and lunchtime activities all contribute to a culture where every child is encouraged to explore their interests and develop confidence. 

A Community That Listens 

The voices of pupils, parents and staff provided powerful evidence of the school’s impact. 

Children spoke positively about the support available to them. One pupil explained, “I really struggle to sit still so I have a wobbly cushion and a furry wall to help me,” while another reflected on their journey through school, saying, “When I came in reception, I would cry everyday as I missed home, I love it now, I don’t cry at all anymore.” 

Parents were equally positive and expressed gratitude for the school’s “commitment to accessibility to their own detriment.” One parent described how their child was “learning to be himself… confident in being himself.”  

Staff also spoke positively about the coaching they receive and the quality of training available to them. They described feeling empowered by professional development and by the embedding of a robust curriculum. 

Sharing Excellence Beyond the School 

The review highlighted the school’s contribution beyond its own setting through its work within the Unity Schools Partnership. 

A director of the Trust described Kedington Primary School as having “a huge impact” on its sister school, with staff sharing good practice and supporting positive outcomes across the wider community.  

Reflecting on the school’s ongoing journey, the assessor concluded that “leaders have strengthened capacity, provision has become increasingly consistent and ambitious, inclusive support continues to expand thoughtfully, and stakeholders speak with confidence about the school’s impact.” 

Find Out More About IQM 

If your school is interested in achieving IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com. 

To find out more about IQM and request a free information pack, visit www.iqmaward.com.