Pallister Park Primary School prides itself on its inclusivity. The school is a beacon of hope and support and strives to meet the needs of every pupil who enters through its doors.
The Headteacher is the school’s and the community’s constant. They provide a calm to the school which gives all who enter a sense of belonging and safety. The support they receive from the school Trustees and staff reflects the strength and support they show their staff, pupils and families.
The Headteacher champions staff to be themselves and values them as people with lives outside the school gates. The introduction of compressed working hours has meant that all staff can work flexibly. The IQM Assessor talked with staff from a variety of roles about the flexible working option. This approach has meant that staff feel understood. They feel they are appreciated and valued. This drives them to work as a team. Staff talk about the open-door approach and how leaders give them a voice in school. Strategies are communicated to staff to ensure everyone is on the same page.
During the Assessor’s visit, the focus on recognising feelings and emotions was seen to give pupils a chance to thrive throughout the day. From the early years up, pupils are encouraged to talk about how they feel. “It is okay to not be okay” and pupils and staff know this. Staff at Pallister Park Primary School are raising emotionally attuned pupils who will one day become well-rounded adults who can express how they are feeling.
The pupils are the stars of the show at Pallister Park. Spending time with the pupils demonstrated the work that has gone into making this school a success. Pupils from diverse backgrounds and abilities exuded love for each other and the staff around them.
Staff describe the school as a school for all. They do not like the labels of mainstream or specialist. They truly believe that they can be a school for all pupils through the adaptive teaching strategies and the love and nurture they offer. A school that does not say “no”.
The school has developed adaptive spaces for pupils to regulate and thrive. During the Assessor’s visit, the Assessor was invited to spend time with pupils in their ‘Soft Start’ provision, which is simple in its design, but gives so much to the pupils who access it.
The school is truly inclusive and serves its community to the utmost of its ability. Pupils are given a raft of support to succeed, as the Headteacher and their team go the extra mile to meet the range of needs presented.
Leadership is a clear strength. Trustees describe the staff at Pallister Park as ‘superheroes’. Trustees are regular visitors to the school and provide a wealth of experience and support. Trustees praised the school for its ability to support pupils and their families at the different stages of their schooling allowing them to transition successfully and continue to flourish beyond Pallister Park.
Leaders are confident and demonstrate mastery of their areas and those of other colleagues. There is a true sense of togetherness. Everyone is working together to achieve the best for the pupils and their families. Every staff member is valued and plays a role within the ‘Pally Park Family.’ Staff said they, “love working at this school and would not work anywhere else”.
Pupils thrive at Pallister Park. Their personal development is valued through a range of opportunities open to all pupils. No additional activity or experience in school is denied as all are free to experience regardless of a child’s socio-economic background. ‘Love’ is a key value that shines through every corner of the school. The Assessor was fortunate enough to spend time with a child who had transferred to the school. The child talked about the experience they had had whilst they had been here. Looking at the pupil’s school work it was clear to see the impact that staff have had on them. When talking to another group of pupils the Assessor was told how this school is the best. Pupils genuinely love their school. One pupil commented, “it is because of the teachers. The Headteacher only chooses the best people to work here.”
Staff genuinely care for pupils and make it a priority to get to know them. Through the offer of attachment and trauma-informed training, all staff have developed themselves to understand the needs of children. Staff work closely with outside agencies and providers to ensure the best for their pupils and families. The Assessor met with staff who provide counselling sessions for children. The Headteacher understands the need for pupils to access these services and therefore does not put a timeline on these sessions. The Headteacher also ensures that counselling is accessible to all pupils.
The Headteacher and senior leaders know their school, the community and their priorities moving forward. The investment in staff development to ensure they are well-rounded educators provides quality teaching experiences. The Headteacher’s investment in staff is driven by the need for inclusion.
Staff, pupils and their families and stakeholders are fully invested in the school. Pupils want to support one another to ensure that no one feels alone. Staff commented that they are proud to work at Pallister Park because of the pupils. Staff turnover is low, and as a result of positive leadership which ensures consistency in staffing, this means that pupils can build strong, positive relationships with adults in school.
I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark‘s Inclusive School Award. There are only minor areas requiring development and the school is aware of these. I recommend that the school be awarded the Mark and be reassessed in three years.
I also recommend that the school should consider applying for Centre of Excellence status subject to the inclusion within its plans of the appropriate areas for development and the completion of the Centre of Excellence documentation. If the school chooses to pursue this status and it were to be awarded the school would be subject to annual review from this point forwards.
