Oakthorpe Primary School has achieved the Inclusive School Award with Flagship status.
Happy School
Whilst touring Oakthorpe Primary School it was obvious that this is a happy school. Staff were going about their business with a smile on their face. They warmly welcomed our Assessor into their classrooms and were very happy to speak about what it was like to work in this school. The children were equally welcoming and when asked what the best things about the school were, one Year 6 boy said, “The teachers are very kind and we feel safe here”.
The day started by meeting with the Headteacher, the Deputy Headteacher and SENCo (Assistant Headteacher) and they spoke about the context of the school. On first impression, the school looked like it was situated in a leafy suburb – probably because it is next to a park and is reached by walking along a lane. Some pupils who do attend the school live in deprived wards. However, the children are not aware of any shortages or difficulties to do with funding whilst they are at school.
The Headteacher and her staff team ensure that children’s needs are met and that they have high-quality teaching and a great many memorable experiences at school.
Very Reflective
Currently, the school has 463 pupils on roll, aged between four to 11-year- old. The last Ofsted inspection (2019) rated Oakthorpe a ‘Good’ school. The school is very reflective and always seeking to improve its offer to pupils and parents. Teachers constantly want to improve their practice. They participate every year in a supported self-review by external professionals and peers (in local schools) who quality assure the school’s provision and this helps to ensure the good practice and that the inclusive ethos continues to develop.
The SLT has a very good eye for detail and always wants to stay one step ahead and always keep an eye on the horizon. The Headteacher has been in post for six years and the Deputy Headteacher for 20 years, whilst the SENCo has been part of the school for 33 years. It was good to hear the Headteacher talk about the Headship Team which includes four senior leaders plus an extended Senior Leadership Team of four class-based Phase Leaders. They make up the extended team. There are also subject leaders who take responsibility for different curriculum areas across the school.
The Pupil Premium (PP) figures have risen despite the school population reducing. The figure is currently 30% which is above national figures, but the school recognises there are probably twice the number who are on the edges of the PP cut-off point.
Due to falling pupil numbers nationally and in the local area, the school has a reduced number of pupils in Reception and Key Stage 1. There are currently two classes in these year groups and three in Key Stage 2 groups.
Oakthorpe Primary School is a Training School which is different from a Teaching School. As such they can offer School-Centred Initial Teacher Training (SCITT) and Postgraduate Teaching Apprenticeship (PGTA) and the assessment-only route to qualified teacher status.
The Training School designation is a positive help with recruitment. Most staff have come through that route and feel great loyalty to the school which certainly helps retention. This year they have 19 trainees and no Early Careers Teachers (ECTs) as they have not lost any teachers. The school has been reaccredited as a Training School very recently.
School Population
The Headteacher explained that the school population has changed in many ways in the last six years. Currently, the biggest group are Albanians, Bulgarians and other white Eastern Europeans. This has meant the school has had to recalibrate their approach to the curriculum and in fact to most aspects of their offer to children and families. This recalibration is welcomed by the school which is naturally reflective and can see the big picture. They understand that a school cannot stay still for very long because it will sink if it stands still for too long!
The school priority is to get to know the new families and children, so they know what their needs are and can address them. The school population is now 50% English as an Additional Language (EAL) although most of the parents speak English fluently, but the children do not. Why and how this has happened was discussed but did not reach a conclusion. In any event, EAL training for staff is in focus although there is already a lot of expertise amongst teaching staff.
Committed to Inclusion
The SENCo said that the Headteacher is totally committed to inclusion. The SEND team has now expanded to include the SENCo, a Social and Emotional Lead and Mental Health First Aider, a specific learning specialist (TA) and a Speech and Language Lead (SLD) TA. The Early Years Lead is also a Communications Specialist and is Elklan-trained. There are three other colleagues who are leading teaching and supporting in the ARP. There are two ELSAs who support children with anxiety. Currently, there are 17 children with Education, Health and Care Plans (EHCPs) but they are the tip of the iceberg and the needs are very high.
The SENCo is also one of the DSLs and the Senior Mental Health Lead. She attends half-termly Safeguarding Network meetings run by Enfield Council. The Safeguarding Team also has regular supervision sessions.
The Headteacher explained that the School Improvement Priorities in terms of Quality of Education are: Good progress in computing; Good progress in writing; Developing pupils’ long-term memory; To establish and develop the school ARP; To develop and adapt the Early Years curriculum; To provide a language rich environment in Early Years.
Furthermore, there is a focus on improving attendance across the school but particularly in Early Years Foundation Stage (EYFS) and Key Stage 1.
Literacy Developments
Post Covid the school recognises that writing is not where it was before. Literacy developments are also a priority in terms of developing a clearer cycle of medium and long-term plans. The sequencing was revised.
The school decided to purchase a commercial Information Technology (IT) curriculum. This is a different approach from the school which takes great pride in the fact that they have written and developed most of the school curriculum which they feel great ownership of. Subject leaders have played a great part in developing the different parts of the curriculum.
There is a new Relationships and Sex Education (RSE) Scheme. However, the school is developing this to suit their pupils. Our Assessor was told the RSE scheme reflects the school community. However, the school shared the resources and scheme of learning with parents before it was taught.
Oakthorpe Primary School works alongside two School Improvement Partners – one from Enfield and one from HEP. These partnerships provide an external eye on school performance and developments and engage positively with leaders so that good outcomes are maintained. In addition, Governors have been very supportive. Governors are very visible around the school and the Wellbeing Governor is very experienced and has already made a good impact. There is a Safeguarding and SEND Governor in place who is able to hold the school to account for these very important issues. The Headteacher says that Governors support her in making ‘measured’ decisions.
Safeguarding
The review afforded the opportunity to review the safeguarding procedures. There is a safeguarding team of seven and the Deputy Head is the DSL and she feeds back to the Headteacher. The Parent Support Advisor/Attendance Officer and Learning Mentor are part of the team as is the SENCo. The safeguarding team meets every single week and uses Safeguard to record concerns and discussions and actions taken. The Training School Manager and Key Stage 1 (KS1) teacher are also part of the team. The school is looking to recruit a KS2 teacher to the team as they want to expand the team. They have thought very carefully about the make-up of the team and about the safeguarding policy and procedures. It is good to hear that the team has formal supervision in place for the team.
The school previously used a paper system but the move to Safeguard software means that the team receives immediate alerts when a concern comes in. The Safeguarding Team is called the Child Welfare Team as it covers all aspects of children’s welfare including attendance and behaviour, SEND and Mental Health needs. The school uses SCHOLAR PACK to record attendance, registers, tracking of pupil progress and behaviour and exclusions.
There is an Annual Audit for Safeguarding and SEN and there are regular Health Checks. Last year the school used their Safeguarding Governor (a professional in the field) to trawl through the systems and check all was in order. In addition, Enfield LA and HEP provide audits for Safeguarding and Looked After Children.
There is an Enfield DSL Network that has regular meetings and has updates and information slots from SWERRL (Behaviour Team) and PREVENT. The meetings are virtual meetings so there is very good attendance. The school is also part of HEP Team which offers similar services. Furthermore, the school subscribes to the Andrew Hall Safeguarding Service and gets regular training through this organisation.
Power of Reading
The next meeting was with the Literacy Lead who is also a Class Teacher (Year 2). She is also a mentor for trainee teachers and has been working at the school for ten years. Our Assessor was told that teachers are given autonomy on what and how they teach although they can clear guidance is provided for them, they can adapt and interpret it to meet class needs.
If a teacher likes a particular book, they can suggest it. There are suggested writing sequences for teachers to use. There is a Literacy Team that works on developing literacy across the school. The policy is to ensure that everybody is included in texts chosen in terms of diversity and there are texts from many Black British Authors. The school uses the ‘Power of Reading’, staff training is provided, new texts are introduced and they have done lots of different books.
Oakthorpe Primary School has adopted ReadWriteInc as a phonics scheme. There is Daily Supportive Reading, and the Literacy Lead does the training, and the Deputy Head does the phonics training. Writing is the focus this year and they created a writing sequence, so they start with the ‘wow’ factors to hook the pupils in – particularly in terms of engaging boys. They try to go with children’s interests where they can. Furthermore, there is flexibility to change texts if they are not working and do not interest the children. There is a big focus on speaking and listening and talk is encouraged throughout.
There is an open-door policy across the school and Learning Walks are used to monitor what is happening across the school.
Speak Freely
Our Assessor asked pupils how they get their voices heard and ask for any changes they feel need to be made. They spoke about the School Council and House Captains who are important pupil leadership roles. All the pupils said they can speak freely to their class teacher, to the SLT and to the Headteacher who will always make time to listen to them.
Our Assessor asked the children about what books they were reading, and both the Year 2 pupils and the Year 6 pupils were able to speak about what they were reading. They obviously enjoy reading. They said the teacher reads to them and then they all read to their pupil partner. The teacher puts tricky words on the board, and they talk about them, so everyone understands. Once they are finished reading, they do the writing, and they focus on the words they have learned.
The children feel very safe and secure at school and have written their own rules in every classroom. Behaviour is very good and children said they are rarely disturbed by poor behaviour.
Career Progression
The next meeting was with two members of staff who oversee Developmental Language Disorder (DLD) and dyslexia development. Both colleagues have been employed in the school for a long time – 10 and 17 years respectively. Both started out as TAs, Learning Support Assistants (LSAs) and a Play Leader.
Both colleagues said that Oakthorpe Primary School has really supported their professional development over the years, and they are pleased to have been able to have career progression. A course on DLD was spotted online and when one of the colleagues went on the course, she was able to feedback to the SENCo and SLT and was given the go-ahead to introduce it into the school. She was trained to screen and on articulations. Now the whole school is now involved and there is a real awareness of DLD.
Our Assessor was told teachers now come to her with concerns and they tick the DLD checklist and discuss it with the Speech and Language Therapist. Four out of five pupils who have been referred to her have been put forward for formal diagnosis. This diagnosis really helps these children to get access to specialist therapy available in a local centre two days a week. The centre gives the school feedback and gives them targets and specific follow-up to implement with those pupils. The school now has a very good relationship with the Language Centre and the children certainly benefit from that. This colleague also does Language for Thinking which is about memory and involves picture, talk and text with information and they read text and pictures, and they are asked questions at different levels. At the highest level, they write down the answers.
The other colleague who originally started off as a support TA with EAL children was asked to carry out an assessment for dyslexia and she then asked for more training and the school is now part of a Dyslexia Association and they joined a session with DSL Assessors and have been trained to use special software that they can now use to assess children. If teachers are concerned about individual pupils, they make a referral to the specialist Dyslexia TA. They do not have to go through the SENCo, but referrals and interventions are all recorded on the Provision Map. Following assessment, a portfolio comes back and outlines strategies and help works out what each child needs specifically during interventions.
The colleagues said that the SEND Team meets regularly but the meetings are informal. They talk to each other daily and check things out to ensure children’s needs are met. The Provision Map gives a detailed overview and keeps records of who they are working with.
Our Assessor asked how do they know their work has been effective? They gave examples of ways they assess pupils and work out if the intervention is working.
Wellbeing
The wellbeing of pupils and staff was discussed. The Headteacher and leadership team really care about their staff. There is an appraisal system in place for support staff and it is a very useful process. They enjoy the opportunity to talk to the SENCo who line manages them. They said she listens, she supports, she suggests professional learning opportunities and she watches out for their mental health and wellbeing. It is fair to say, the SENCo is well respected and is highly valued by her team.
The SENCo and our Assessor then had the opportunity to discuss the Nurture School Programme. Oakthorpe Primary School is using the Boxall profiles with the Education Psychologist to assess children. The Nurture Programme is a new NHS Initiative and is working in conjunction with TENDRE UK and is linked to Domestic Violence and Abuse. They run very helpful and supportive workshops for staff and children. The school bid to join the Inclusive Nurturing School Programme in April 2023 and was selected to participate. This is a new initiative and is a three-year programme. It is a rolling programme (from January to January) and schools are coming on board at different times. Some schools are already involved, and they can all learn from each other.
The SENCo said that the school used the Sandwell Focus Groups and surveys on Wellbeing and Mental Health in 2018/19 and then came back the second year after the Covid pandemic and reinterviewed everybody. Staff were clearly worried about supporting children following Covid. Anxiety was rife amongst children and adults. They ran training with My Me (Enfield LA) and ran workshops on anxiety.
These were useful in helping teachers and support staff to run sessions for children and to support them to work through their anxieties. They were able to identify what they were already doing at Oakthorpe and to see where the gaps were. They bought a package of training which is bespoke to individuals and different groups of staff. Staff can dip in and out of training according to their own needs. There is also an offer to train senior leaders and other members of staff who are really interested. Staff can attend the Boxall Training.
Boxall is now available electronically and this means they can use it more effectively with more children. There is a whole manual of actions that a child’s class teacher can use to support. This is going to be the basis of staff training this year and will get theory and the practice behind it. The school has signed up to a series of training sessions and the school is supportive of staff deepening their knowledge and understanding. The school must buy the training materials that go with the system and staff can have supervision if we want it – through a sort of solution circles.
Comforting and Reassuring
Following this meeting, our Assessor spoke to a parent who is new to the school and has two children at the school. She wanted to explain how the school had welcomed her and her children and how they supported them. Before they started in September the school staff had read all the reports and information about the children. This was “very comforting and reassuring” for the parents. Teachers and support staff keep them fully informed about their day-to-day experience as well as about the progress they are making.
Our Assessor was told that both children enjoy coming to school and are happy to go to school in the morning and are happy at the end of the day. The parents expressed appreciation for all that the school had done so far and were reassured that the support would continue. She can communicate easily with the school.
The new ARP called Little Oaks, is the biggest development and is the new IQM Flagship project. Our Assessor met the teacher who is currently running the ARP with two members of support staff. He has previously been a Year 5 teacher and another Year 5 teacher has been supporting him in setting up the ARP. One of the TAs is very experienced in Early Years which is very useful as the pupils in the ARP are younger and the curriculum is essentially an Early Years curriculum.
Our Assessor asked about what training and professional learning had been provided and was told the ARP teacher has been to visit other schools with ARPs and he has spent some time in Early Years. Furthermore, he has had two days behaviour management training and PRICE Training which is around trauma-informed practice and how to approach the children. It is about de-escalations. The whole team has had some training which has been very useful.
Next, our Assessor met with the two members of support staff who support in Little Oaks (ARP). They are both enjoying their new roles. They said their roles were advertised and they had to apply and be appointed to the new positions.
They said the best thing about working in the ARP (Little Oaks) is seeing the children make progress and they agreed that that progress looks different than it might do in mainstream, but it is certainly progress. Our Assessor asked what sort of measures they use to assess progress and they told me the way that children’s communication improves. It is about the way their motor skills improve, and they can cut things out. They keep Running Records and Reading Records, and they can see evidence that they are making progress. They run themed curriculum weeks built on what the children are interested in. Currently, Super Potato is popular!
Communication with parents is done mostly through Home Books which the school uses to inform home what the child has been doing at school and parents/carers also write in it if there is anything to report from home. Staff are also available every day after school to meet parents.
Lives and Breathes Inclusion
In conclusion, Oakthorpe Primary School is a school that lives and breathes inclusion. This is obvious in their day-to-day practice, in the ethos and culture and the general approach. All staff are on board and take their responsibility for meeting the needs of all children in their classroom very seriously. They are constantly learning and pushing ahead to find the next thing that will improve the life chances of the children in their care.
The school is led by a very determined and committed Headteacher who is well supported by an experienced and expert Headship Team. They work collaboratively and share the load. Egos are in short supply, and they are always happy to learn from others. They do not have all the answers, but they are good at asking questions and finding others who do have answers. This makes them a great example of a Flagship School. They are always willing to share their practice and welcome others to the school. They told our Assessor they appreciate an external pair of eyes who may see things they do not and always they appreciate feedback in all its forms.
Find out more about the IQM Inclusive School Award
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