Knebworth Primary School has achieved the Inclusive School Award.
Home-From-Home
Knebworth Primary School is a two-form primary school in Knebworth, Hertfordshire. There are currently 430 pupils on roll from Nursery to Year 6. The need of pupils and their families is growing across the school with 12% of the pupil demographic currently being registered in receipt of Pupil Premium (PP). 9% of pupils are registered on the Special Educational Needs and Disability (SEND) register. Those with an Education Health Care Plan (EHCP) are below national averages. English is the main language spoken at home, however the number of pupils with English as an Additional Language (EAL) is rising with 5% of pupils monitored on the EAL register.
The school was inspected by Ofsted in May 2023 and recognised the school as ‘Good’ overall.
The report highlights that: Knebworth Primary and Nursery School is a home-from-home. Everyone is included at this school; Pupils know and follow the school values of respect, responsibility, and resilience; Pupils recognise that resilience is the key to success and know that everyone has to work hard to achieve; Staff make sure that pupils with SEND learn the same curriculum alongside their classmates; Effective support helps those who find behaviour tricky to control their actions and emotions; Extra-curricular activities are carefully chosen to meet pupils’ needs and interests; Positive relationships in the classroom mean that learning is rarely disrupted and that pupils are confident to take risks in their learning and share ideas with each other.
Strong Inclusive Ethos
There is a strong inclusive ethos at Knebworth Primary School. The values of ‘Respect, Responsibility and Resilience’ are known by all and are proudly displayed around the school. They shape the conversations that adults have with pupils and also the way in which the curriculum is delivered.
From the moment you arrive within the school building there is a friendly smile and calm environment that makes you feel welcomed into the school community. Whoever you talk to or meet along the way wants to connect with you and it is clear that a strong inclusive ethos is embedded.
The staff and pupils are kind and friendly. They are happy to chat and interact with visitors and it is clear that they feel like they belong to the community they are learning in. They are also happy to share with you what they are doing and why they are doing it. The classrooms have an energy about them but are essentially purposeful and calm. It is clear a range of needs are catered for but there is no exception to the high engagement seen in all pupils.
The leadership at Knebworth Primary is strong, focused and distributive. The Headteacher and recently appointed Acting Headteacher are strong and have a clear and ambitious vision for the school which others share and recognise. The Headteacher has driven the inclusion ethos and the Senior Leadership Team (SLT) have embraced it, establishing a clear strategic direction. This has been underpinned by the school values but also the school vision of ‘Deep Roots and High Aspirations.’ Leaders speak passionately about the vision, giving examples of how it is embedded in everyday decision making and strategic future focus. School leaders and Governors are focused on investing in staff so that they feel supported by the knowledge and skills that they have gained.
Independency is encouraged; staff suggest ideas, lead and champion change and have agency over their Continuous Professional Development (CPD) journey. Staff talk of ‘being trusted’ and being ‘given ownership’ of their development. This in turn builds capacity that the school is keen to encourage. A stable staffing team has enabled the leadership to grow, support maternity leave and more flexible working patterns when needed.
Passionate About Meeting the Needs
The Inclusion Managers, alongside the Inclusion Team are passionate about meeting the needs of pupils regardless of the barriers presented. This drive to overcome challenges ensures that personalised support is given in an appropriate way. In order to achieve this, they have been pivotal in developing a strong team with investment from leaders and Governors. They appreciate the ‘freedom to be strategic.’
The team work creatively to find solutions to issues that are developing for pupils such as the purchase of pods to give quiet calm spaces or supporting the transport of a child to school to support a family during challenging times. The Inclusion Managers have a strong knowledge of the Knebworth Bespoke Curriculum and had input into its implementation. This enables them to support SEND pupils in a way in which they feel included. The percentage of pupils with complex needs is growing considerably and the Inclusion Team is able to support teachers manage the need appropriately whilst enabling them to feel in control of their classes. The Inclusion Team, led by the Inclusion Managers, are highly regarded by all members of staff.
Staff describe themselves as “working as a team and others have my back.” There is a sense of community when working with pupils with considerable need. Staff work collaboratively to support the pupils and their families and each of them understand the importance of their role. When you speak to staff, they are happy and positive about their work and keen to share how they support each other and how they are supported by leaders. They talk of their commitment to the community being greater than the walls of the school. They want pupils to “be the best they can be for when they go” and are passionate about meeting the holistic needs of pupils and their families. All adults working within the school are kind and nurturing and all contribute to the strong inclusive ethos.
Senior Leaders ensure that all staff have the training they require to support pupils and their needs. Staff feel well supported with the training opportunities that they can access and are offered.
Teaching staff have accessed National Qualifications and support staff have been completing Level 3 qualifications. They like the access to National College materials that support them in a personalised way too. Leader’s schedule ‘Open Forum’ discussions as well as ‘Staff Spotlight’ sessions which give updates and refresh information.
Senior Leaders showcase their work at Knebworth Primary by sharing good practice across schools. The Inclusion Managers support schools with Tier 2 behaviour support through their Delivering Special Provision Locally (DSPL) team and Knebworth is also a Maths Mastery School. They have a sound knowledge of inclusion and through the use of ‘Pupil Profiles,’ have a good understanding of the needs within their class. However, inclusion is seen as a holistic approach and not as differentiated provision. There is a strong and unrelenting belief in Quality First Teaching (QFT) as being the vehicle for meeting need.
Above and Beyond
Knebworth Primary goes above and beyond what is expected when supporting families. The Inclusion Team within the school is impactful and families talk positively about the relationship they have with them. The Inclusion Managers set a clear strategic direction and they support parents and carers to access support from the Local Authority (LA) to provide support.
When meeting with parents they talk of honest and supportive, solution-focused support that enables their child and family to work positively with the school. One parent stated that the support given when considering an application for an EHCP (Education Health Care Plan) happened in an honest way which was challenging to hear but “helped me to think, it’s the right thing to do.” Another parent stated that she “appreciated the honest and realistic approach.”
The need for Social, Emotional and Mental Health (SEMH) pupils is met well across the school as part of QFT and a Trauma-Informed approach which helps pupils feel well supported. The Inclusion Manager talked of meeting the needs of “the first 20% always”. A higher SEND need in Years 3 and 4 is evident. Fidelity is shown to high quality early reading schemes such as Essential Letters and Sounds (ELS), and the investment of the further journey of reading such as Reading Revival and Accelerated Reader has ensured adaptations are made to support all pupils.
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.