This week we’d like to welcome a magnificent seven schools in to the IQM Family. Can we give a big shout out to Garston Manor School, John Scurr Primary School, St Michael’s Church of England Primary School, Tor Bank School, Coteford Infant School, Bury Grammar School, and Millennium Integrated Primary School.
Happy Feet
First up this week we made our way to Middlesex where Coteford Infant School achieved our prestigious Flagship status.
Our Assessor explained, “There is consistency across the school with the use of Zones of Regulation and Happy Feet. Zones of Regulation are used from Nursery through to Year 2, with Nursery pupils just understanding a basic range of feelings whilst once they are in Year 2, they have additional words to describe their feelings, so the language is adapted for each class. Parents know about Zones of Regulation and are given resources to use at home when appropriate. The real strength is that the pupils know that it is ok to be in the Red Zone and that they are supported in thinking about what steps they can take to help them to feel better.
“Happy Feet is a restorative justice intervention. In each classroom and outside in the playground, 2 pairs of feet, facing each other, are painted on the floor. When the pupils feel unhappy with something another pupil has done, they are encouraged to stand on the feet and talk things out. The pupils find this helpful. Staff said that other pupils, seeing a bit of a disagreement or upset, would encourage children to go and stand on the feet and talk. Yes, there is times when adult support is needed but pupils can resolve things themselves.”
On the school tour, our Assessor saw a range of activities available for the pupils in the Nursery, both inside and out. All activities were linked to The Very Hungry Caterpillar. There was a small group sitting with the teacher learning about the life cycle of a butterfly whilst outside for example, a group was making caterpillars. The children had soft toys and were happy to talk about the hungry caterpillar. The teacher spoke about the needs of the pupils who attended Nursery full-time. She said that as they needed further stimulation, she had created Challenge Baskets for them that had puzzles, pictures and CVC word making cards.
• Read more – Coteford Infant School Achieves Flagship
Broadest Possible Education
Next it was over to Dundonald in Northern Ireland where Tor Bank School also secured Flagship status.
Our Assessor explained, “At Tor Bank, the curriculum aims to give the pupils the broadest possible education that consists of basic skills in each subject and exposure to experiences that will allow the pupils to develop their character to best succeed in lives. The curriculum is personalised with activities matching the individual developmental stages. The academic curriculum is complimented by both a robust preventative curriculum (NI Safer Schools App launched) and a bespoke and well-matched therapeutic, social and emotional curriculum. Project Evolve is an important safeguarding team-led initiative. The team wanted to “evolve” the online safety messages that children and young people were being taught something more appropriate; more meaningful; that encouraged reflection and that generated positive outcomes.
“Such a broad curriculum requires multidisciplinary teamwork, which the school fosters to ensure a holistic teaching and learning approach is in place and that it encourages independence, greater access to knowledge and learning, and the development of children’s physical, mental and social wellbeing. The school offers opportunities for learning beyond the classroom where the pupils can experience the curriculum in a concrete way that considerably enhances their chances to retain the learning. Upon arrival at the school, a group of learners were making their way towards their bus and to go and complete the latest module of The Duke of Edinburgh’s Award. The pupils’ work displays and the conversation with the parents confirm access to a varied and appropriately challenging curriculum.”
• Read more – Tor Bank School Achieves Flagship Status
Happy, Nurturing and Diverse Environment
Over in Bolton St Michael’s Church of England PS was the final school to secure Flagship status this week.
Following their visit our Assessor explained, “It’s not everyday you are blown away by a unique Christian school serving its majority Muslim faith families and pupils. St Michael’s CE Primary School is a large primary school with 502 pupils on roll aged 2 to 11-years-old and it is simply thriving! Our Assessor witnessed first-hand a warm, welcoming ethos. 92% of its children speak EAL with 31 languages being spoken across the school. The main language that is spoken is Urdu with the majority of the families originating from Pakistan. Since this was our Assessor’s country of origin, they could personally relate to the learning journeys and barriers for learning of the pupils and families at this school. This made the visit even more inspiring.
“The Chair of Governors of 8 years in her own words declared, “I love the atmosphere in school and it’s the children and dedicated staff what makes our school so very special!” Having had the pleasure to visit the school, it is clear that St Michael’s provides a very happy, nurturing, and diverse environment for its children and all of the school’s stakeholders to continue their learning journey and to flourish and grow. St Michael’s is simply one big, happy, inclusive family.
“The newly appointed Headteacher is no stranger to the school. As the previous longstanding Deputy Headteacher of 10 years, the respect and trust built on during this period has paid dividends, as he was successful in taking the helm in November 2022. Since then, with the support of the Governing Body, he has recently been appointed from within and extended his Leadership Team, including a Deputy Headteacher, who started her journey at the school as a Newly Qualified Teacher 18 years ago, an Assistant Headteacher who had been there for 23 years and 2 newly appointed SENDCos, again who had been at the school for in excess of 8 years. As well as this, 2 staff have secured Teaching and Learning Responsibilities (TLR) to further promote the school’s vision for further engagement and developing aspirations amongst the children and families.”
• Read more –St Michael’s C of E Achieves Flagship Status
Pupils are at the Heart of Everything
Back in Northern Ireland we next travelled to Saintfield where Millennium Integrated PS (MIPS) secured our Centre of Excellence status.
Following their visit our Assessor explained, “Diversity is a strength of MIPS and the pupils are at the heart of everything it does. Their voice will always be heard and their unique qualities celebrated. No pupil gets lost on their journey, no matter their need and everyone does their very best for each and every pupil. The focus is on meeting the needs of every individual pupil, whatever they may be. Mental health and wellbeing of the pupils and staff is given a very high priority.
“The school has high expectations for the pupils’ learning and is aspirational for its pupils. A lovely school video prospectus on the website promotes the fact that the pupils are central to all that the school does, with a unique selling point being that the pupils drive the curriculum. All pupils progress and achieve well throughout their time at the school.
“However, the school makes it clear that it also wants its pupils to have fun whilst they are learning and Millenium IPS is a very happy, vibrant place to be. Excellent relationships are evident between pupils and staff, with pupils reporting that ‘everyone is gentle and kind’. A pupil noticed our Assessor gazing up at patchwork quilt near the school entrance and remarked: ‘Our school community is like a jigsaw puzzle. Each person is a piece and we need everyone to be complete’.”
• Read more – Millennium Integrated Achieves Centre of Excellence
Students Were Fun and Engaging
Next it was over to Watford where Garston Manor School also achieved Centre of Excellence status.
Our Assessor explained, “Speaking to the students was a real highlight of the day. They were eager to share their thoughts about the school and they were fun and engaging. They explained how they felt safe in the school and how the teachers were helpful, friendly and did challenge them with their learning. They liked how topics were changed and enjoyed the trips that were fun. They outlined how they have careers lessons in Years 9-11 and how Year 11 goes to college on Friday. That is important to them as it means there will not be any surprises when they transition.
“They were able to explain how everyone is different and how inclusive the school is and that they are given travel training and support to go out shopping if needed. Teachers help them if they are struggling to socialise and that they know there is always help there for them when they need it. They spoke about the different trips they had been on and how they had lots of friends. They enjoy coming to school and it is fun.
“Parents could not be more supportive of the school and know that their children are safe and well cared for. Our Assessor heard the concerns they had after their children had transferred from mainstream and how they and their children were supported. They spoke about how invested staff are in the students and how everything is done with a smile on their face. The family feel to the school is appreciated. Communication between the staff and parents is excellent.
“Teachers explain everything to them and this gives the parents confidence. The number of school trips was commended, as was the support given to parents when this could be the first time their child had been away from home. Parents are aware of the excellent relationships between staff and students and the school’s great attention to detail that means no child is ever lost. “
• Read more – Garston Manor Achieves Centre of Excellence
Encourages Stafff to Take Risks
Our final school to achieve Centre of Excellence status this week was John Scurr Primary School.
Following their visit our Assessor explained, “The new curriculum encourages staff to take risks and try new ways of working. The children are calm and well behaved and many could be described as passive learners. In the classes children use Comment, Explain, Example, Attempt, Apply and Challenge to help them think deeply about the subject. The teachers are supported by a strong and experienced team of Teaching Assistants (TAs). They contribute ideas and they feel listened to, part of the team and appreciated.
“They have been on many courses and some have been here for over 20 years. They help with assemblies, trips, playground duties and extracurricular activities. They believe that their main priority is to assist the children in becoming independent learners.
“A Speech and Language Therapist (SALT) comes in 2 days a week. The school has a fully funded Fischer Family Trust teacher who works with 50% of the Year 1 children on their phonics and a tutor from Third Space helps with maths tuition. There is a Play and Art therapist and a School Counsellor who share a room. A lecturer with 3 students from the Guildhall School of Music has come in to help inspire the children and the school employs a specialist music teacher. Students from Goldsmiths College come in to work with children in the Packham class.
“The Family Support Worker informs staff if there are family issues and safeguarding concerns are immediately placed on Child Protection Online Management System (CPOMs). Handovers and transitions are thorough and discussed collaboratively. Pupils can come into the library during lunchtimes where a librarian will assist them in choosing an appropriate book. This is a school where the needs of the children have been carefully thought about and appropriate support has been sought to address those needs and inspire the children to achieve.”
• Read more – John Scurr PS Achieves Centre of Excellence
Sparky and Engaged Pupils
Our final school this week is Bury Grammar which has achieved the Inclusive School Award.
Our Assessor explained, “On the school’s website, the Principal encapsulates what makes Bury Grammar School a unique place through the welcome statement, “It is the people of Bury Grammar School – our sparky and engaged pupils, our talented and committed staff, our supportive and friendly parents – who make BGS the outstanding place it is. Not only academically outstanding, which is a given as a high-performing grammar school, but also second to none in our forward-thinking and modern approach to pastoral care and life”.
“Inclusive values are central to the school’s ethos, with all stakeholders firmly at the core of all decisions. It is the human element of the way in which the school is led, by its outstanding Principal, which ensures that each child and young person’s experience is completely personalised to them, and that both the staff and pupils are looked after well. The school nurtures individual talents and celebrates everyone’s successes. High academic standards are coupled with excellent pastoral care to support each pupil to become successful, confident adults who are prepared to make positive contributions to society.
“I began the assessment process by asking the Principal to describe the inclusive ethos at Bury Grammar School in just one word. “Diverse” was the chosen word, with the Principal going on to explain that “there are children from diverse socio-economic backgrounds, ethnicities, genders and religions etc with over 100 speakers of other languages within the pupil demographic. Tolerance is inherent in our DNA”. There is “not one type of Bury Grammar pupil”. Leaders are passionate about the Equality, Diversity and Inclusion (EDI) agenda. Diversity is celebrated, not just tolerated. Throughout the 2-day assessment, it was evident that this celebration of individuality makes Bury Grammar School a truly special place. “
• Read more – Bury Grammar Achieves Inclusive School Award
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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