Northfield St. Nicholas Flagship Award

June 16, 2026

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Northfield St. Nicholas Primary School exemplifies a highly inclusive, nurturing and forward-thinking ethos which places the needs of children at the centre of everything they do and all their decision making. The school has a visible and palpable commitment to inclusion which is evident across classrooms, corridors, and outdoor spaces, with every child being known, valued and well understood by leaders and staff who work tirelessly to see them flourish.

Leaders and staff work to regularly evaluate strength and areas that could benefit from development. The school benefits from a robust CUSP curriculum which is ambitious, inclusive and suitably challenging. Staff then provide adaptations to meet the needs of pupils. Where tailoring is required on a wider scale, for example in Year 1, staff and leaders work closely together to ensure that the school’s expectations are upheld and met and that the curriculum meets the needs of every learner. Leaders maintain a clear line of sight on classroom practice through regular learning walks, book looks, data analysis, academy reviews and supportive drop ins, with timely feedback focused on improving outcomes. They use this information to diagnose with precision where practice is strong and where further support is needed.

Skilled staff identify early signs of dysregulation and intervene swiftly in class, ensuring that children remain in lessons and that visits to the Link Room are the exception. A rich menu of interventions is in place across the whole school, including sensory circuits, Thrive, Hamish and Milo, colourful semantics, breakfast and lunch clubs, Lego therapy, coaching and soft starts.  Pupils are now developing stronger self-regulation skills. Pupils speak confidently and positively about their school. They are proud of the rich opportunities available to them, including VR experiences, clubs, trips and visits, and speak fondly of their ‘11 before 11’ entitlement. Where pupils face barriers to accessing activities, the school goes above and beyond to ensure participation. For example, through collaboration with the Free Wheels charity, pupils without a bike can take part in ‘Bikeability’.

Supporting all pupils to succeed

Recent developments in the school’s approach to supporting pupils with English as an Additional Language, alongside wider inclusion strategies, demonstrate a strong and consistent focus on improving both assessment and provision.

Training on the Bell Foundation EAL Framework has established a whole‑school, consistent method for assessing language development. Staff now identify accurate starting points and use clear progression steps, enabling more precise targeting of support.

The school’s investment in Widgit software is well embedded across Nursery to Year 6. The consistent use of symbols is reducing communication barriers for pupils new to English and for those with SEND. Personalised lanyards and visual supports are used purposefully to enable pupils to follow routines, communicate needs and become more independent. Leaders monitor vulnerable groups, including EAL learners, regularly and rigorously, and work to build relationships with families and ensure that interventions are used effectively.

Transitions are strengthened through additional targeted actions, including extra high school transition days, EYFS stay and play sessions, visits from high school staff, Listening Ear support focused on transition, and Northfield St Nicholas staff visiting pupils during their first week of high school. The early help team holds detailed knowledge of individual children and the support in place for them, reflecting strong communication and well embedded systems.

Connection with families

Home and school visits are recognised as especially important, particularly as only 14 percent of children arrive at school ready. Early contact with families therefore plays a vital role in securing the information needed for a successful start. Family engagement is further enhanced through initiatives such as Hamish and Milo sessions and Thrive parent sessions, which strengthen relationships, improves communication and helps reduce anxiety around transition.

The introduction of the ‘Need to Reach’ register has enabled staff to identify specific barriers and disadvantages early, and to prioritise pupils who require targeted intervention, and sustain a ‘keep up, not catch up’ ethos across the school. Pick up and go intervention packs were seen in use across provision areas, demonstrating that targeted strategies are operational and accessible. The impact of these approaches is monitored closely through the ‘Need to Reach’ tracker, assessment trackers, pupil progress meetings, staff voice, the CPD plan and ongoing leadership monitoring.

We are proud to award Northfield St. Nicholas Primary School IQM Flagship status.