Peartree Spring retain Flagship Status

June 12, 2026

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Inclusive practice is a core part of daily operation at Peartree Spring, and pupils are placed at the centre of everything the school does – for example, the school’s recent Garden Room was originally designed as a space for group provision but following consultation with pupils and observation of pupil priorities, the SENDCo led its change into a sensory space for individuals. There is a consistent yet flexible framework across the school and expectations for everyone are always clear. All children are actively engaged in learning and there is obvious commitment to IQM principles.

Peartree Spring offers an impressive three-layer SEND support. All pupils can receive support for their communication, social, emotional and mental health to ensure they can access the curriculum equitably. Target driven plans that do not take into account the realities of current need are avoided. Pupils have a “How To Communicate With Me” document, a one-page document allowing for teachers to easily read about and recognise the strategies in place for each student and adjust. This ensures that even pupils who tend to internalise can have their needs met. This might involve sensory accommodations or adjustments to things which might cause distress to promote regulation. Pupils are aware of these plans, know why these plans are in place and help in their creation, encouraging self-advocacy and confidence. The school understands each child, especially in early years, might communicate differently, and takes time to understand every learner as an individual.

All physical spaces are used impressively to support learning with tactile and attractive displays and celebrations of past pupils. There is a wonderful culture of compassionate care and collective memory, which contributes to the formation of a true and genuine community spirit.

Staff development

Staff have been completing Continued Professional Development courses in supporting pupils with Specific Learning Disabilities (SpLD) and ADHD. Staff have been working to better understand concepts of cognitive load and adapting strategies and environments to promote and allow for increased pupil engagement and independence. As a result, pupils at Peartree Spring with SpLD and/or ADHD can now access further personalised adaptations and have improved access to learning opportunities. The school has also developed a Lead TA role, a teaching assistant who supports both pupils and staff and enables other staff to deliver interventions effectively and leads weekly TA meetings to share up-to-date information and understanding.

Innovation

Peartree Spring makes innovative use of new technologies to allow all pupils to take part in school life, including those with complex medical needs. Pupils can take part in a student-led school radio station. Pupils have accessed learning through AV1 robots which allowed them to participate in key moments and socialise with other learners remotely, including attending social events. Pupils have carried the robot during playtimes. This shows the school’s commitment to involving everyone, reducing isolation and promoting connection and social responsibility.

 

Peartree Spring has been an IQM Flagship school for three years and was an IQM Centre of Excellence before this. We are now proud to renew their Flagship Status award.