Knotty Ash Primary School has achieved the Inclusive School Award with Flagship status.
Never Fails to Impress
A day spent in Knotty Ash Primary School never fails to impress. Words do not do justice to how inclusive the school is. Recognition as a Flagship for inclusive practice is genuinely deserved here. Knotty Ash has its own societal microcosm, unlike anywhere else. There are many lessons to be learned from the pupils and staff at Knotty Ash on how to live together in harmony, accepting others and embracing differences.
The Headteacher’s inclusive leadership has recently been recognised through the High Sheriff Award for services to the community. In the speech delivered at the award ceremony, inclusion was recognised as a strength of the school, commenting, “Entering Knotty Ash School is a joy! The ethos of being a small, friendly, fully inclusive school supporting children of all abilities, learning needs, backgrounds and beliefs beams out. They nurture each child as a unique and valued individual”.
Inclusive Atmosphere
In a Y3 reading lesson on the review day, the pupils exhibited excellent engagement and focus, remaining on-task throughout. The chosen class text, ‘Same, Same but Different’ by Jenny Sue Kostecki-Shaw, served as a highly effective stimulus for a multifaceted learning experience. Notably, the lesson effectively implemented the five strands of the new reading strategy, as evidenced by the pupils’ reading journals. Beyond merely comprehending the text, the lesson fostered impactful reflections on diversity. It provided a safe and supportive environment for pupils to explore their ideas and perspectives.
This approach not only enhanced their understanding of the text but also encouraged critical thinking and empathy. The Teacher’s proactive involvement further enriched the learning experience, circulating among the pupils to ensure understanding and provide additional support to individuals who needed it. Furthermore, the presence of Teaching Assistants working with pupils with additional needs ensured that all pupils could access tailored assistance and guidance, as required. An inclusive atmosphere prevailed, with all pupils actively contributing to discussions. Their willingness to come to the front and share their insights demonstrated a sense of ownership and engagement with the learning process.
Overall, the lesson demonstrated effective pedagogy whilst skilfully blending reading comprehension with broader themes of diversity, promoting both academic growth and social-emotional development among the pupils.
Thriving
In a Y6 English lesson observed, the deployment of support staff to assist children with high-level SEND within the classroom proved notably effective. Learning was adeptly tailored to accommodate the diverse needs of these pupils, with adaptations including the utilisation of visuals and alternative methods of demonstrating comprehension, such as role-playing. The integration of technology, notably iPads, facilitates both documentation of learning progress and additional support through the incorporation of images and other multimedia resources. Pupils’ curriculums are wholly personalised to allow pupils to follow their interests and work at a level and pace appropriate to them. Within the classroom environment, alongside their peers, the children with complex needs are thriving.
The decision to change the Lead School Council role titles from ‘Head Boy’ and ‘Head Girl’ to ‘Head Pupils’ has proven to be a welcomed move in promoting inclusivity within the school community. During the review day meeting with the Head Pupils, it became evident that their motivations for seeking the leadership positions aligned with the school’s vision of creating a positive and supportive environment for all. They expressed their desire to serve as role models for the younger pupils, ensuring their happiness and wellbeing within the school. Moreover, they highlighted the importance of representing the school and supporting the integration of the hearing and deaf pupils.
Improving the Lives of Young People
The School Council’s engagement with initiatives like the Liverpool Schools’ Parliament further highlights their commitment to improving the lives of young people not only within the school but also in the broader community, exemplifying the significant impact a dedicated school council can have on fostering empowerment among pupils. The most recent Town Hall meeting, which focused on racism and inclusivity, provided a platform for collaboration with pupils from other schools, facilitating idea exchanges and discussions about improving local environments. The pupils commented that the meetings at the Town Hall are “really good because we got to meet other children from other schools” and they appreciate the opportunity to hear other children’s viewpoints and ideas.
When talking with the Assessor, pupils enthusiastically shared their perspectives on the inclusive environment of their school. Reflecting on the school’s curriculum, they highlighted the engaging and immersive learning experiences, such as delving into Roman history in the Deaf Resource Base through storytelling and vividly recounting tales of Julius Caesar’s betrayal by ‘sly’ senators. They cherished moments like an outdoor art lesson, where they could express creativity while surrounded by nature.
Storytelling plays a significant role in the curriculum, enabling pupils to explore themes like racism through the lens of historical figures like Rosa Parks. The support provided by Teachers in enhancing reading skills, including innovative techniques like using keywords and digital resources, is particularly valued. When asked about the best thing about their school, the pupils unanimously celebrated the inclusivity, highlighting the efforts made by all to ensure that everyone, regardless of background or identity, feels included and valued in all aspects of school life. They appreciate the school’s commitment to inclusivity, where diversity is celebrated, and every individual is given the opportunity to thrive.
Sense of Belonging
The school office admininstration team has a real sense of belonging and purpose alongside the wider staff. They are integral members of the school’s community. From the moment they step through the doors, children, parents/carers and families are greeted with warmth and acceptance, feeling immediately at ease in the supportive and kind environment that permeates through the Office Team.
The ethos of inclusion extends beyond catering to the needs of families of children with SEND; it encompasses every individual who walks through the doors, whether they are parents/carers struggling with literacy, language barriers, or any other challenges. They adapt their communication styles, empathising with families and offering a listening ear for confidential conversations. The administration staff understands the importance of setting the right tone and vibe as people enter the building, ensuring that everyone feels welcomed and valued. Working together as one big team, they recognise the importance of getting to know each other and reading each other’s cues to provide the necessary support. In this inclusive school, every person matters, and the administration staff plays a crucial role in promoting an environment where everyone feels included.
In discussions with the Executive Director of School Improvement at Lydiate Learning Trust, it became evident that the Trust places a strong emphasis on a flexible and child-centred approach which suits each school’s individual demographic. Currently comprising two secondaries, two primaries, and a School-centred Initial Teacher Training (SCITT) programme, the Executive Director expressed the Trust’s commitment to inclusion across all its institutions, evident in the incorporation of the aim for all Trust schools to achieve IQM Inclusive School Status as part of its future development strategy.
The benefits of joining the Trust were discussed, highlighting the increased capacity to innovate, access wider funding, facilitate staff development, and impact a wider range of schools positively. The proposed creation of a DRB at the secondary school level exemplifies the Trust’s recognition of how effective and valuable the primary model at Knotty Ash is. Furthermore, the assurance that any changes or developments will serve to enhance, not change existing practice, in alignment with the Headteacher’s agreement, demonstrates a commitment to sustaining strong educational practices.
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.