Montem Academy has achieved the Inclusive School Award with Centre of Excellence status.
‘No Excuses’ School
Montem Academy is a 4-form entry primary school in the Chalvey area of Slough and it is a member of the Park Federation Academy Trust. It serves a richly diverse cultural, social and economic area. Currently there are 902 pupils on roll and the highest ethnic groups are Pakistani and Roma. Special Educational Needs and Disability (SEND) is at around 12% with 19 Education, Health and Care Plans (EHCPs) in place and a further 8 in the assessment process. Pupil Premium (PP) is at 22%.
When our Assessor met with the Principal, she explained that Montem is a ‘no excuses’ school, how they are ready to meet and accept challenges and how staff are prepared to go above and beyond to meet the needs of the pupils. She spoke of a family of 2 boys who had no previous schooling other than home learning and had no English. The Teaching Assistant (TA) worked hard at supporting the boys at settling into school. Another example is a student who is taking GCSE maths. Recognising his need, a specialist tutor comes in to help him. During the 2 day visit our Assessor saw and heard how the staff fully supported this vision of ‘no excuses’.
Well-equipped Outdoor Space
The academy is on a large site and can create the feeling of a smaller school as it has 2 larger buildings and 2 smaller ones. Key Stage 1 (KS1) is in 1 building and has its own assembly area whilst Key Stage 2 (KS2) is in the larger building, with Year 3 in interconnecting rooms alongside this. Nursery and Reception have their own building, which is set in a very green, country feel.
Displays in corridors are outstanding. In the eco corridor, pupils have helped to create visually stunning displays using plastic bottle tops and other recyclable materials. One for example, is of waves, another a tree. The curriculum displays in the corridors are mostly 3D and are equally stunning. When our Assessor was there, an Egyptian board was being created. An Egyptian head was on there and it was explained that it was the caretaker who helped to create the displays; a real example of team work. Classroom displays are practical, working walls linked to the topic and are updated regularly.
Nursery and Reception share a well-equipped outdoor space. AstroTurf means that it is easier to use equipment in less clement weather. The building is near to a stream and there is a purpose-built decking area so that the pupils can access water for their learning. Inside the building is bright and engaging and our Assessor saw the pupils happily involved in a range of activities. The 9 chicks that had hatched and are a source of excitement and interest for the pupils.
KS1 has its own outside space where the pupils can play without the worry of larger older children. The KS2 outside areas are extensive. There is an eco-area with bug hotels, a World War 2 (WW2) example of a shelter, some chickens, an outside stage and theatre seating, reading areas, a playground, a Muga, garden area, cricket nets and outdoor gym equipment. Each class had also planted a tree for the Queen’s Jubilee and they are placed around the playground.
‘Everyone to Excel Through Pride and Ambition’
The school’s vison that, ‘Everyone to excel through pride and ambition’ underpins its work. Pupils use draft books to begin their writing and then write up in their exercise books. Good presentation and good handwriting are celebrated as is good content in the work. The pupils walk around the school with their hands behind their backs meaning that they hold themselves well and are unable to run in the corridors.
In assembly, the Principal asked KS2 to show her ‘outstanding’ and they pulled themselves up to sit up straight and our Assessor could see how proud they were feeling when she congratulated them. The behaviour in the assembly was exemplary. First there was a technical issue which meant that the choir could not sing straightaway and then Year 4 were showcasing the poetry they had written but unfortunately the microphone was broken so it was hard to hear them. The pupils displayed real patience and understanding when the Year 4 pupils read their poems. They did not start to fidget or whisper to each other but just showed their support by sitting quietly. They were rewarded with being able to join in singing after the choir had finished. It was a pleasure seeing how much they enjoyed the performances and being able to sing as a large group.
The curriculum is designed to cover National Curriculum expectations and to extend the pupils’ experiences and expectations and it is built around their 4 golden pillars: personal development, skills, knowledge and GRADES (Gender, Relationships (family), Age, Disabilities, Ethnicity, and Sexuality). All the school’s work is done through the lens of GRADES to ensure that the pupils can see themselves and see role models that resemble themselves which highlights the importance of inclusion to the school. For example, there has been a focus on reading material. New books have been bought and those that are no longer relevant have been removed.
All staff our Assessor spoke to share the inclusion vision of the school. They appreciate the regular safeguarding updates they are given and acknowledge that their own wellbeing is looked after. One Leader of Pupil Progress (LPP) spoke about a hug in a mug. Her contribution was acknowledged by a member of the Senior Leadership Team (SLT) coming to her and giving her a mug of goodies and then being told to go off to use the mug and take a break while the (SLT) member covered for her.
They Want to Help Others
Teachers spoke of how they would be given time if workload was heavy and also how once a week, they were able to complete their Planning, Preparation and Assessment (PPA) time at home. Staff feel valued and supported. SLT have an open-door policy and are ready to speak and offer support. Staff support each other as and when needed and said, “you did not have to ask, someone would notice and help.” LPP were pleased that their role was given new status that reflected the work they were doing. They feel empowered and recognise that they have been given responsibility rather than just being staff who support in lessons. Staff spoke about how happy the pupils were in school and said they are aware of differences, but it does not worry them. They want to help others.
The 4 strong inclusion team are valued by staff and parents. Between them they have a range of skills that complement each other. The SEND teacher, for example, is dyslexia trained. Individual and group support is offered by the LLPs trained in Speech and Language, ELKLAN and Drawing and Talking to name a few. Outside support is given by the Occupational Therapist and Physiotherapist. The SENDCo said that they work well as a team and can respond quickly to need. Relationships with the parents are strong and they work hard to maintain this. Parents explained that staff had good relationships with them.
The KS1 and KS2 pupils spoken to explained how friendly and helpful their teachers were, how they felt safe in school, knew the safeguarding procedures in place and that learning was fun and enjoyable. They said that if they need help, there is always someone to talk to. They appreciated the number of trips and opportunities for learning outside of the classroom. The Art Ambassadors spoke about how they had led workshops for parents and staff. Opportunities for personal development and leadership are wide ranging covering, for example, School Council, Eco Ambassadors and Sports Leaders, to name a few and the pupils enjoy taking on the various roles. The pupils enjoy coming to school and are happy.
Grateful for Support
The parents could not be more grateful for the support they are given and all were full of praise for the school. Our Assessor was touched by the honesty of the parents and how they were prepared to share their individual stories. They explained how the school makes everyone equal, how the pupils are given high expectations and appropriate support. The staff are friendly, helpful, approachable and ready to give help. One parent spoke about the Triple P parenting course she had just finished and proudly showed a photo of herself with her certificate.
Another parent spoke about her experience of arriving in the country and having no family support here, other than her husband. Her neighbour had advised her not to send her children to Montem but she did and she said it was the best decision she made. She feels fully supported and that is not only by the staff. The parent coffee mornings have helped her to make friends and given her more support. It was clear from speaking with the parents that staff do go above and beyond to offer information and support.
All staff were warm, friendly and prepared to give me time. The atmosphere of the school is both purposeful, supportive and welcoming. It was evident that staff know their pupils and want them to achieve their best. The use of GRADES encompasses the inclusivity of the 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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