Millennium Integrated Primary School (MIPS) has achieved the Inclusive School Award with Centre of Excellence status.
Pupils are at the Heart of Everything
Upon arrival at the school, our Assessor was instantly struck upon the manners and greeting received at the front entrance from both a Primary 7 pupil and the office team. The pleasant nature and natural demeanour of the pupil really stood out. The school secretary was helpful and mindful of safeguarding protocols. As it turned out, they were both the perfect representation of all the pupils and staff encountered across the review.
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’.
Remove Any Challenges
There are regular SLT and safeguarding meetings in the school and the school inclusion is always on the agenda at BOG meetings. Inclusive practices and systems of identification, support and review are well embedded. Pupil progress meetings are held on a termly basis and together with a range of SEND assessment tools and screeners, help to identify pupils for support. The school endeavours to actively remove any challenges to learning that a pupil may have and continuously seeks to provide the most appropriate interventions for those pupils who need more individualised support. Interventions are purposeful and research driven, with their impact being carefully monitored. They are delivered by highly trained and motivated staff.
A consistent approach to classroom organisation and expectations is evident throughout the school. Classroom environments are beautiful, bright and stimulating, with stunning and inviting reading areas. Interactive curriculum working walls exemplify skills being studied and encourage class interaction. Visual timetables aid pupils in understanding what is happening throughout the day.
MIPS offers a fun, pioneering, challenging, ambitious, exciting, broad and balanced curriculum. It is topic-based and driven by its pupils. Planning for these topics is shaped by pupil voice and the pupils’ questions for learning. These topics means its curriculum is bespoke for its pupils and engaging and inclusive for all. Other schools would do well to take note.
Opportunities and Confidence
The MIPS approach to teaching and learning promotes a growth mindset for all stakeholders and encourages learners to be reflective, critical thinkers who have opportunities to master understanding and develop their individual strategies for learning. All staff have the opportunities and confidence to research, develop and share best practice so that classrooms are alive with a love of learning! There is a ‘ready to learn ethos’ at the school.
The whole school curriculum and approaches to teaching and learning have been reviewed. The school carried out a lot of research; visited other schools and looked at the work of John Hattie, with his evidence informed guide to help quality assure the curriculum and improve learning outcomes. Neither John nor the school do waffle. They adopt a proven scientific model to best suit the school and what it is they need to do today and tomorrow to future proof the school.
Enriching extra-curricular activities, together with a range of clubs, trips and visits further enhance the curriculum. One pupil was keen to share how much he enjoys additional time in the school via the clubs: ‘When I go in, I’m really happy. Simple – I love being here.’ Parents receive frequent periodic information about learner progress and big school events. The school offers a breakfast and after school club.
Behaviour Was Exemplary
Behaviour for learning observed during the assessment was exemplary. Central to the learning in MIPS is the expectation that all pupils are ‘ready to learn’ at the start of each lesson. The excellent nurture programme helps pupils who are showing signs of dysregulation, through tailored support, patience, understanding, modelling and communication with a trained adult.
The wider aim is to nurture every pupil’s self-esteem where they feel valued and respected so that they can accept others whose ideas and beliefs are different from their own. The SLT/LSC have reviewed the impact of the new approach through the number of behaviourist incidents, which have reduced. The school strives continuously for improvement by having high expectations and through active, co-operative and independent learning, as well as through high-quality teaching enhanced by effective staff development. Leadership promotes a supportive, respectful partnership between school, home, the local and wider community. It is a winning approach.
The BOG is committed to, and involved in, the life of the school. Governors regularly visit the school and engage in governor training to help them fulfil their roles most effectively. They have a wide range of skills and interest levels that prove to be invaluable to the school. Recent work supporting the design mapping of the new school was ably assisted and directed by knowledgeable governors.
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.