Little Common School Achieve the IQM Inclusive School Award

August 14, 2026

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Congratulations to everyone at Little Common School on achieving the Inclusive School Award. This well-deserved recognition celebrates the school’s commitment to inclusion, excellence and ensuring every child is valued, supported and empowered to thrive. A fantastic achievement for the whole school community.

Inclusion Through Relationships

At Little Common, inclusion is not something that is delivered, implemented or measured in isolation; it is enacted daily through relationships, decisions and shared responsibility, so that every child is known, understood and supported as an individual within a coherent community.

From the start of the school day, relationships were visibly prioritised. Staff presence on the gates was calm and purposeful, with adults greeting children and parents by name and drawing on shared knowledge of families and circumstances. On more than one occasion, staff responded swiftly to subtle changes in children’s presentation, offering attuned support before difficulties escalated. Parents described this relational visibility as entirely typical rather than exceptional.

“This isn’t for show. They really do know our children.” – Parent

Children’s voices reflected this same sense of security and belonging. During the school council meeting, children of all ages spoke confidently about feeling supported, included and cared for, and about how adults help them to develop independence and emotional regulation within a calm and respectful culture.

Belonging by Design

A strong sense of belonging was further reinforced through meaningful opportunities for agency and responsibility. Leadership roles were observed in action during lunchtimes and transitions, contributing to a purposeful atmosphere and a shared sense of ownership across the school. Children spoke matter-of-factly about making choices that support their regulation and engagement, including access to quieter spaces when needed, reflecting a culture in which self-awareness and self-regulation are actively taught and respected. This emphasis on relational continuity was also evident in the school’s approach to transition, including a commitment to mentoring in Year 6, ensuring that every child has a trusted adult relationship to support them through this significant stage.

Structure That Supports

Across the school, practice was characterised by a strong sense of coherence and consistency. Routines, expectations and shared language were predictable and well understood, enabling children and staff to navigate the school confidently. This consistency did not result in rigidity; instead, it provided a secure framework within which staff could adapt practice responsively. Adjustments to support children, whether sensory supports, alternative spaces or graduated participation were enacted quietly and without stigma and were accepted as part of everyday life. This balance between structure and flexibility emerged as a defining strength of the school’s inclusive practice.

Find Out More About IQM

The Inclusion Quality Mark provides schools with a nationally recognised framework for developing and celebrating inclusive practice.

If your school is interested in achieving the 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.