Keldmarsh Primary School in East Riding of Yorkshire has achieved the Inclusive School Award for the fourth time.
Positive Attitudes Towards Learning
Keldmarsh Primary School has worked hard to foster a sense of community and encourage children at the school to have positive attitudes towards learning and be enthusiastic. This has been achieved by linking the children’s work to interesting themes and projects, which engage the children in a range of activities that are purposeful and relevant. The team working at the school is welcoming and keen to develop and learn. All those interviewed have a positive attitude and want to provide the best for the children in their care.
Subject Leaders work industriously to ensure that the children are provided with appropriate resources to meet their needs, they consult with all members of staff to enable them to make informed decisions about curriculum planning. They seek to raise attainment of the children and attend courses from which they feedback their learning to the rest of the team. The school website provides information for parents explaining the school values and ethos, there is evidence to explain approaches to aspects of the curriculum. The strengthening of the Middle Leadership Team and enthusiasm of the Senior Leadership Team has led to the planning of an exciting curriculum. The whole staff team has worked tremendously hard in what has been a difficult year for everyone.
A Shared Approach to Learning
Parents clearly value involvement with the school, indeed the school fosters trusting relationships with parents and very effective links with other agencies, to support a shared approach to children’s learning and to ensure children receive consistent support. Two parents with whom I spoke on the day of the assessment spoke positively about the provision enabled for their children. Some children at the school require additional support and Keldmarsh Primary School has supported this extremely well.
Governors show a keen interest in the school and are very supportive, they are willing to attend celebrations and assemblies, taking their part in a range of activities and events. The Governing Body constructively question leaders about the school’s performance and very ably support its development. They have a clear understanding of inclusion.
Supporting Individuals’ Needs
The school addresses the needs of individuals and identifies how best to support them, information and evidence was gathered by observation within the school but also through conversations with the Inclusion Coordinator, Headteacher, teaching and support staff. Representative pupils, parents and Governors also gave their opinions.
A Happy, Safe and Inclusive Environment
During the visit I had as much access as could be achieved. The team encourage care and respect for all through providing a happy, safe and inclusive environment where children love learning and thrive. The school produced a detailed IQM Self-Evaluation Review document, which is endorsed. Documents were available to support the Inclusion Quality Mark’s Inclusive School Award assessment via the school website.
Find out more about the IQM Inclusive School Award
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