Meadowside Community PS & Nursey has achieved the Inclusive School Award with Flagship status.
Meadowside Community Primary and Nursery School is a one form entry school, with two Special Educational Needs and Disabilities (SEND) bases and a large nursery, having a total of 270 children on roll. There are approximately 58% of the school population accessing Pupil Premium (PP) grant with a growing population of pupils with English as an Additional Language (EAL), currently at approximately 20%.
Inclusive Ethos Is At The Centre Of Every Decision
The academic year 2022-2023 has been a year of change and challenge for Meadowside Community Primary School and Nursery. The school is undergoing significant building work, including a new roof and the installation of an environmentally friendly heating system, causing significant disruption to the school site. In addition, a new Headteacher was appointed in April 2023, swiftly followed by a visit from OFSTED, who judged the school as ‘Good’. These numerous challenges have been navigated with huge professionalism and dedication by the whole staff team.
Within this challenging time of upheaval, Meadowside continues to be an incredibly warm and welcoming school whose inclusive ethos is at the centre of every decision, process and system. Meadowside is truly an inclusive school and furthermore an incredible example of an IQM Flagship school.
The Headteacher fully embraces her role, understanding that as the leader of a community school her priority must be to win the respect and loyalty of not only the children and staff but also the parents. Her determination, warmth and genuine care for the school has ensured that in a short amount of time, she is fully respected as the school leader, not only by the children and staff but also the parents. Staff spoke warmly about the change of direction the school was taking in terms of behaviour management under her leadership. They described how she had achieved this through working with staff and taking them with her as opposed to simply imposing her philosophy on the staff. “She leads by example”.
Everything Is Tailored To Suit Your Child
The IQM Lead and Senior Leaders have an overwhelming drive to improve standards within the school and they fully recognise that children’s emotional needs must be met alongside their academic needs. This has led to the journey of change, to shift the culture of the school towards the children understanding their behaviour and a change of mind-set towards management of behaviour within the school.
The Headteacher described behaviour as, “communication” and has been committed to ensuring that all staff fully understand her inclusive and restorative approach to behaviour management. Along with Senior Leaders, this has been done through the development of a new behaviour policy and through leading by example in her commitment to giving children who struggle to make the right behaviour choices, a voice and a place to go. The Rainbow Room is a space to be used at break and lunch times for those who have made the wrong choices in the playground. It is not a punitive space, it is a place for reflection and discussion, a space for the children to start to understand their behaviour choices and to build strategies for change.
Senior Leaders are visible at the beginning and end of the day, welcoming children and parents and addressing any concerns immediately at their point of origin. In April 2023 when OFSTED visited the school received only 30 responses to the OFSTED questionnaire; however, when a questionnaire was sent out by school in the following term, they received 70 responses showing improvement in parental engagement.
The close relationship between school and parents is started early with the school hosting a parent and tots group called ‘Mini Meadowsiders’. This weekly group is a place for parents to meet and chat and for staff to give support where necessary. The relationship is continued when the children start nursery and reception, with the staff conducting home visits for every child attending the school. The staff described the visits as vital to building the positive relationship with school but also to support families who may benefit from early help or the early identification of additional needs.
In discussions with parents and Governors, the IQM Assessor was told how much their child, “loves this school…. they have had good teachers, good friends and everything is tailored to suit your child”. Parents described the use of Class Dojo and how much they appreciate receiving messages about their child, particularly when moving towards a transition, either to a new year group or to a new school. Parents of children from the resource base described how the school had ensured that their child had access to all after school clubs as well as putting adaptations in place to ensure they could enjoy the wrap around care provided. A parent commented, “there are no barriers in this school, they are all included with the whole class”.
Totally Child Centred Havens
This commitment to parents and the community is continued with the links made with business organisations. Using the school premises to provide training courses local businesses work with the school to support people into employment. Parents and other members of the community can enrol, and this has led to a number of parents qualifying for work within school and elsewhere, thus having an incredibly positive impact on the children and families.
The two SEND bases for children with significant additional needs are calm and well-structured spaces, enabling children to access their own individualised curriculum at their own levels. Staff have a clear understanding of the needs of each child and adapt their timetables to suit the children’s needs with children integrating into mainstream where appropriate. These plans are under constant review allowing for the altering needs of children to be considered.
These are totally child centred havens, working to develop the skills of the children within them. The IQM Assessor was amazed to see a large group of young children sat eating snacks together, developing their social skills with the highly skilled staff supporting them. This demonstrates the progress these children have made in this incredibly supportive and nurturing environment.
The IQM lead speaks with great pride about the progress of children in the SEND bases and the inclusive practice which ensures that the children are all part of the school, attending assemblies, being part of class productions. As a parent commented, “the children are all part of the school community”.
Alongside the Headteacher, IQM Lead and other Senior Leaders, the Welfare Co-ordinator at Meadowside drives the culture of inclusion, working to ensure that all children can overcome their barriers. A ‘Soft Landing’ breakfast club has been introduced for those children who have not had a smooth start to the day, enabling them to ease into school, rather than their behaviour escalating. The IQM Assessor met with one of the children from the ‘Soft Landing’ breakfast who was able to explain the school rules of being Respectful, Responsible and Ready and what they mean. The warmth of the relationship between him and the Welfare Co-ordinator was evident. During a tour of the school the IQM Assessor saw this child in his class accessing the curriculum.
Great Commitment To The Wellbeing Of Staff
The nurturing culture of this school does not stop with the children and parents, there is a great drive for staff wellbeing which was evidenced through a tour of the school and conversations with both teaching and support staff.
Two members of the support staff team have trained to become Mental Health Leads and when considering the mental health of staff asked staff about their needs. The result was the Zensation Room. This space, formally a cupboard, has been transformed with subdued lighting, aromatic scents, affirmations and comfortable seating. It is a space which can be used by all staff for some peace and quiet, a time for reflection, away from the hustle and noise of primary school for a few moments of re-booting. This shows a great commitment to the wellbeing of staff.
The IQM Lead also described other ways in which the wellbeing of staff is supported such as treats being left for staff with positive affirmations, ‘Pass the Mug’ a mug of treats left anonymously for members of staff and then they pass it on, and an anonymous ‘Shout Out’ board a way to thank each other for those kind deeds.
Support staff, while talking to the IQM Assessor, describe a ‘tag team’ culture where staff step in to support each other during times of crisis, they feel appreciated and valued particularly when they are given the opportunity to gain additional skills through training. Teaching Assistants explained how they work very much alongside teaching staff and feel their opinion is valued and part of the decision-making process. Teachers describe the school as one where, “all are welcome, and we celebrate the unique about our children and families”. They agreed that no staff, “shy away from the difficult conversations” if they are necessary. The Early Career Teacher described the ongoing support she receives from her Mentor and from the Headteacher, who was described as, “solution based”. Staff feel that they can go to Senior Leaders and that they will be listened to. They describe how the Headteacher will cover classes to give teachers time to come out of class when necessary and that the Welfare Co-ordinator is always there to support and help.
“Within this challenging time of upheaval, Meadowside continues to be an incredibly warm and welcoming school whose inclusive ethos is at the centre of every decision, process and system. Meadowside is truly an inclusive school and furthermore an incredible example of an IQM Flagship school.“
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.
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