Lyminster Primary School in West Sussex has achieved the Inclusive School Award.
Lyminster co-educational primary school sits on the outskirts of the coastal town of Littlehampton. It has served the community since it opened over 100 years ago. The school is single form entry, and currently there are 210 pupils on the roll. Most of the children attend from the neighbouring housing developments. 15.7% of the pupils are eligible for the Pupil Premium. The school was an Infant school until it changed to a Primary school in 2013. The enrolment has risen over the last number of years and it now operates at full capacity and is over subscribed.
There have been a number of changes to the school over the last few years, including a new Headteacher and Deputy. The Headteacher has and continues to make the most of the building and grounds to create an exciting and stimulating learning environment for all learners e.g. the library and the outside play space.
The school is an inclusive establishment which clearly lives up to its vision:
“Breathing Love into Learning”
In the recent OFSTED inspection report the school was graded as requiring improvement, though Leadership and Management and Pupil Behaviour, Development and Welfare are rated as good.
The OFSTED (2017) report states: “There is an inclusive, aspirational culture in the school, which teachers, pupils, support staff, parents and carers have embraced.” This was evident on the day.
It is a school which has clearly demonstrated that it lives up to its vision.
• To create a nurturing, community-focused school, with sky-high ambition and a global outlook
• Imbue Confidence in every child.
• Instill Community Spirit.
• Foster a life-long Love of Learning.
• Become a Centre of Excellence for the high-quality implementation of a stimulating, modern and relevant curriculum.
• Fully include, nurture and love each child, showing them that they are valued and can achieve anything they want to.
• Promote the love of reading, discovery and exploration that will equip our learners for life.
• Give our children the confidence to aim high, grasp opportunities, and love life.
• Be at the very heart of our community – locally, nationally and globally – with a strong collective sense of responsibility and respect.
• Remain open and welcoming to the contributions of the whole community so that we all work together for the best interests of our children.
• Equip our learners with the knowledge, skills and self-belief they need to communicate effectively and be the best ‘them’ they can be.
• Actively promote the professional development of all our staff and foster the partnerships and team-working dynamic that will benefit everyone in the community.
Inclusive Ethos and Culture
All of the above are firmly rooted in all that the school does. The school prides itself on its inclusive ethos and culture.
Supportive Inclusive Practice
Throughout the assessment there was clear evidence from both observation and paperwork of the supportive inclusive practice of the SLT and staff team. The inclusion agenda of the school is supported by structures that have been put in place to ensure that there is an open dialogue with all stakeholders.
Proud to Belong
The children who attend the school are proud to belong to their school. They are valued for being who they are and are supported in any area in which they may be challenged so that they can overcome barriers to learning. There is a determination to ensure that all children can succeed. There is an inclusion ethos, based on the need for continual improvement and striving for the best outcomes for children. Many aspects of school life are focused on overcoming barriers to learning, be they academic or social and emotional.
Warm, Welcoming and Friendly
There was a warm, welcoming and friendly approach from all staff, pupils, parents and members of the wider school community throughout the visit. My observations and involvement with the pupils throughout the assessment process, clearly demonstrated that they are ambassadors for the school. Their very good manners, behaviour and comments reflect their pride in their school. This will be a key to the school’s improvement. Time was made available to visit classes, attend the talent show and to tour the school.
Vibrant Inclusive Displays
The classes are well organised with vibrant inclusive displays which both celebrate the work of the children and help to prompt independence in learning. Pupil progress is tracked by the Headteacher and SLT and monitored by the Board of Governors. The introduction of CPOMS has been of great benefit to the school.
Very Good Relationships
The staff have very good relationships with the children and this was evident on the day of the assessment. The school is a warm and happy place and it was evident that children enjoyed being at school. They know their needs will be met and barriers to learning challenged through confidence building, a mentoring programme and engaging teaching and learning.
Extremely Valuable Contribution
The support staff make an extremely valuable contribution to learning through both support in class, the mentoring programme and interventions e.g. Maths and Literacy. Working groups of Governors monitor data and performance via both school learning walks and staff discussions.
Parents are Partners
Parents are partners in their child’s learning, with needs identified and programmes put in place to remediate difficulties, which are reviewed termly. They commented on how they felt valued as co-educators in their children’s learning.
The Importance of Wellbeing
The wellbeing of all stakeholders is of great importance. Everyone is well cared for and well supported in their respective roles, both professionally and personally. All stakeholders have a sense of belonging to the school and inclusion is embraced by everyone. Indeed, a theme that ran through the entire day was:-“we are all one big family”.
Sources of Evidence
The assessment was effectively organised by the SENCO and the entire staff team. There was the opportunity for touring the school, viewing associated documentation and speaking to a variety of stakeholders. The completed Self Evaluation Document was made available before the assessment process and on the day.
Inclusion, Energy and Aspiration
Lyminster Primary School is a good example of inclusive practice, energy and aspiration.
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: firstname.lastname@example.org for further details.
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