Pinner Park Primary School in Harrow achieves Flagship School status for the second time.
Inclusion at Its Heart
Pinner Park Primary School is the result of an amalgamation of the Pinner Park Infant and Nursery School and Pinner Park Junior School. The Headteacher and his team has consciously worked with all stakeholders on new systems that reflect the needs of all children. The new vision, ‘Learning, Character, Community’ is the result of a collaboration with pupils, staff, parents, Governors and the wider community and inclusion is at its heart. This builds upon good practice such as the ‘Rights Respecting’ ethos and also the desire for pupils to develop a sense of community and responsibility. The new school is seen as a wonderful opportunity to give children an amazing education. As the Inclusion Leader said,
“We are so proud of what we do for the children.”
Ready, Respectful, Safe and Kind
The new Behaviour Policy has been introduced and has been strengthened throughout the year. The strapline is ‘Ready, Respectful, Safe and Kind.’ During the school tour there were opportunities to see the pupils on the playground and in the classroom. At all times the pupils were following the behaviour rules. Pupils were observed sharing equipment on the playground, for example, working collaboratively to make a see-saw. In the classroom the pupils were concentrating and working hard. Older pupils were carrying out NFER assessments to feed into the ‘Insight’ system. Pupils in the Early Years were keen to share their writing which was in a cursive script. The displays around the school include pupil voice, for example,
‘We show respect to everyone regardless of their beliefs and religion’ and
‘I helped my friend when she fell’ and
‘I held the door for my teacher.’
There were also displays about the whole school anti-bullying mantra and pictorial notices to ensure everyone is fully involved and can understand the signs.
Offering Other Pupils Encouragement and Kindness
Pupils’ views can be seen all around the school. One display was created during the amalgamation process and shows some of the pupils hopes for the whole school. These include the wish for a ‘happy and caring school’ and ‘where older children help younger children.’ In Year Six, the Black Lives Matter display references key figures such as Mohamed Ali and Martin Luther King. One Year Six display shows how pupils use ‘peer support’ to offer other pupils encouragement and kindness.
Becoming a More Culturally Diverse Curriculum
The Assistant Headteacher for Curriculum has identified the need for all pupils to access a rich vocabulary. One of the new systems to support this is the ‘Knowledge Organiser.’ This has been created to support units of work and is a ‘hook into learning.’ These have been devised by the school and as the Curriculum Leader said, “they work well for us.” The curriculum is becoming more culturally diverse, for example, history topics now include a wider range of famous people and key topics are purposefully included because of their relevance to the community. Books from the Harrow Education Service help the school to access a wide range of high-quality books which supplement the curriculum resources. Educational visits are planned to ensure all pupils can take part in visits to galleries and museums that support the curriculum.
Pupils Enjoy Playtime More
The OPAL (Outdoor Play and Learning) Project is a long term one with great potential to develop important skills through play. In the future all pupils will be involved and all outdoor space can be used as play/exploration areas with pupils playing with others in different age groups. The result will be that all pupils can mix, collaborate, learn and persist. The project is supported by a mentor who works with the school to further roll out the initiative so that it is most effective and enhances the school’s vision. Currently upper KS2 access equipment such as pallets, tyres and planks of wood, all collected by staff and the community. The pupils report that they enjoy playtimes more now and recognise that they feel stronger and fitter. They say that it also helps their balance and creativity. In addition, there is space for everyone and the whole class can play together. Pupils are also aware of the routines for sanitising equipment and to stay safe and understand why this is necessary at this time.
Supporting All Pupils
The ‘insight’ data system has been implemented this year. The pupils in Year 2 to 6 were carrying out NFER assessments as part of this and the outcomes will be used to determine ‘catch up’ programmes and additional support, as well as a focus for more able pupils. The Inclusion Leader is also working with SEN teachers, learning support assistants, year group leaders and colleagues in the LA to consider any additional key assessment data which will add to the analysis for vulnerable groups.
Additional Tailored Support
The school environment has many interesting areas for pupils to enjoy learning and to have additional support tailored to their own needs. The big red double decker bus on the playground is used for pupils to both have breakfast before school and for pupils to enjoy reading. The new PSHE curriculum has enriched the curriculum and ensured that everyone feels included. The topic is currently ‘Celebrating Differences’ and the Assistant Headteacher who is leading this area reports that the pupils are thinking more deeply and that all learning is rooted in the needs of the pupils.
Good Relationships with Parents
Pinner Park Primary School has good relationships with parents and has been very pleased by the growing response to recent online surveys. The pupils currently attend school with a ‘staggered’ start and finish to keep everyone safe as there are 870 pupils on roll. The ‘Parent Point’ desk is wheeled outside every morning and afternoon for parents to pass on messages and communicate with school staff and this is working well. Parents have become more used to communicating with the school over time and staff report that they are enjoying getting to know all families even better.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: firstname.lastname@example.org for further details.
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