Pinkwell Primary School in Hillingdon has achieved IQM Centre of Excellence status.
Pinkwell is a larger than average primary school with a Nursery and Children’s Centre. It is located in Hayes, West London. The school population is ethnically diverse with pupils coming from predominantly Indian, Black African, Pakistani, Eastern European and White British families, as well as from a range of other minority ethnic backgrounds.
Approximately three quarters of the children are learning to speak English as an additional language and, of these, the large majority join with little or no English. The proportions of pupils identified with special educational needs and/or disabilities, including those with a statement of special educational needs, are above average and represent a range of needs. The school EAL Coordinator is part of the Inclusion Team and works closely with subject leaders for English and the Inclusion Leader. The proportion of pupils known to be eligible for free school meals/pupil premium is well above average. A higher proportion of pupils than usual joins or leaves the school part-way through their education. Mobility rates within the school are high. This reflects mobility levels more generally within the local migrant community. This is also evident from the significant numbers of children in the school who speak English as an Additional Language.
A Very Inclusive School
This is a very inclusive establishment which clearly demonstrates the values they hold dearly:
Our school values are at the core of everything we do. They underpin our teaching and learning and provide an environment which prepares our pupils as confident, happy citizens.
Diversity of Needs
The Headteacher and her SLT make the most of the spacious building and its grounds to accept the diversity of needs of pupils and create an exciting and stimulating environment for all its learners in order to ensure that all children are welcomed to Pinkwell. Staff work hard to know the children and as one person was proud to say that they care for all the children as in the “Pinkwell family.” They have designed a great curriculum and are working hard to make the community the heartbeat of the school but also the school the heartbeat of the local community.
Some Excellent Inclusive Practice
Throughout the assessment there was clear evidence of some excellent inclusive practice, driven by the Principal, the Inclusion Manager and all staff within the school. The Inclusion agenda and the Equalities Act framework of 2010 are wholeheartedly supported through an ethos of well embedded values and there are good structures and systems in place to ensure an open dialogue with all stakeholders to continue to improve the experiences for all pupils.
Welcoming and Friendly
There was a welcoming and friendly approach from all staff, pupils, parents, and all members of the school community throughout my very enjoyable two-day visit. My observations and involvement with pupils throughout the assessment clearly demonstrated that they are ambassadors for the school. Their exemplary manners, behaviour and comments reflected their pride in belonging to Pinkwell Primary School. Throughout the assessment everyone spoke with conviction and unity of purpose as to the inclusive nature of the school, thereby substantiating the school’s impressive SER and supporting documentation, which was considered as part of the assessment. The teamwork and spirit shown by the Inclusion team really captured the assessors’ imagination from the get-go. So many staff with a conviction of purpose, ready to deliver and improve the learning opportunities available to the children at Pinkwell.
Pupil Behaviour is Very Good
Pupils’ behaviour in and around the school was very good. This is because there is a comprehensive and consistently applied positive behaviour system in place which rewards tolerance, kindness, friendliness and a willingness to ‘have a try’. The systematic Behaviour Thermometer in operation throughout the school has transformed levels of behaviour throughout the school. Pupils know that bullying and behaviours such as the use of hurtful language are wrong and have been shown the impact it can have on others’ feelings and achievement. One of the successful motivational strategies in place is based on the omnipresence of the school’s values to: Inspire, Motivate and Succeed. This ensures that Inclusion at Pinkwell isn’t just something that the school does, it is something that they breathe.
Wellbeing of Stakeholders is Important
The wellbeing of all stakeholders is of great importance in Pinkwell. Senior leaders have created a school with an open-minded, accepting and inclusive atmosphere. Everyone is well cared for and well supported in their respective roles, both professionally and at a personal level. In fact, most people with whom I spoke commented on the positive ethos within the school and numerous comments were made about the growing warmth and friendly atmosphere, happy people and the fun experience in all aspects of school life.
Pupils Thrive and Achieve
Another key to this success is the staff’s detailed knowledge of the needs of its community and their ever-changing social demographics. Staff consult parents and carers fully and they take steps to ensure the pupils are able to thrive and achieve as well as they can. This involves a high level of tolerance, empathy and support. Communication with families is strong, frequent and effective. The school ensures that all its communications convey respect and value to all types of family. All stakeholders have a sense of belonging to the school and Inclusion is well embraced so that each pupil is valued for their individuality and can develop their enquiring minds and spirit of curiosity through participating in a range of challenging, fulfilling and happy educational experiences in order to reach their full potential.
Sources of Evidence
The assessment, which was effectively organised by the Principal/Inclusion Manager included a series of formal and informal meetings with the Principal, Vice principals, teachers, teaching assistants, EAL team, lunchtime supervisors, EPs and Inclusion team, Governors, parents and pupils. There was also an opportunity for a tour of the school, involvement in a number of school experiences and an examination of a number of key school documents.
A Clear Vision
Key to the school’s success in promoting positive behaviour and in preventing bullying, harassment and intimidation in school is the clear vision of the Principal and SLT. However, they do not work in isolation. The involvement and commitment of the whole staff are further reasons for the school’s success. All staff, including lunchtime organisers and teaching assistants, have received information and bespoke training as part of a CPD prioritisation set out by the Principal. The training, combined with clear commitment from all adults, ensures a consistency of approach and means that whichever adults are in school on a given day, the message of openness and tolerance is the same.
Energy and Aspiration
In summary, Pinkwell Primary School is an excellent example of inclusive practice, energy and aspiration for all members of the school community. The Principal leads Inclusion with the courageous and forward-thinking belief that complacency or lack of funding can never influence the integrity of purpose in striving for continuous improvement for the learning community within Pinkwell Primary School. She arrived in post with a proven track record behind her. Pinkwell’s successes during the last 12 months can be put down to this new stability and the strategic forward planning that is so evident in their ambitious action plans.
Pupil Voice is Vibrant
Joy and celebration are important for all pupils and the voice of every pupil in this school is vibrant and significant. Children from all cultures, backgrounds and faiths are represented in displays. Examples include “All about me”, “World map” and “RE Week”. This is a school that clearly evidences focus, energy and enthusiasm in its commitment to the growing reality of Inclusion for all.
A Wide Range of Expertise
There is a wide range of expertise on the Governing Body. They are well led and their commitment to the inclusive ethos is evident in discussions. They attend the school regularly and have a consistent monitoring timetable related to the school improvement plan. The infectious child-centred and ‘can-do’ enthusiasm of one governor in particular rubbed off on me and it was a joy to meet with such great people.
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