Rainham Mark Grammar School has achieved the Inclusive School Award with Flagship status.
Solid Commitment to Inclusion
Rainham Mark Grammar School is by designation a selective school, albeit unusual in the area being a mixed-sex provision. Its practice, however, is anything but selective, our Assessor was incredibly impressed with its inclusive philosophy and delivery. What really sets this school apart, is that it completely embodies the ethos of inclusion, whether that be through curriculum, pastoral support, parental engagement, pupil wellbeing, or systems and structures. This has been achieved because in this school, although having strong Senior Leaders who are unified in their solid commitment to inclusion, everyone is equally viewed and respected as a ‘leader of inclusion’ with students being valued in the same way.
The recent appointment of a new Headteacher has not resulted in a pause in commitment to inclusion at all and already good practice has been further developed, not just strategically by her appointment but through modelling inclusion in action. She has jointly with students led on projects such as celebrating Black History Month whilst ensuring this focus becomes embedded and not an annual event by reviewing curriculum resources to reflect both the diverse school population and society in general. This approach has been applied to different aspects of equality.
This builds on work which has been developed over the years. The three-year commitment to FLAIR is one such example where the school wanted to address their belief that unconscious bias will be impacting on experiences and outcomes within the school. Through the last survey, the feedback was that there was a concern from pupils about the use of racist jokes. The Cabinet took on this issue and addressed the lack of consistency in responding to this issue by reviewing the ‘Ladder of Consequences’ and racial literacy. One Senior Leader commented: “these are bright, articulate, intelligent young individuals, we would be foolish not to utilise this.”
Belonging
Our Assessor started the day hearing from the Headteacher how ‘belonging’ is the core that runs through Rainham Mark Grammar and it is something that was spoken about throughout the day.
The student voice here is not just heard, it is listened to with sincerity, nurtured and supported through to action which is well thought out, valued and sustained. This is also a school whose staff are prepared to be challenged by its students and committed to respond to their observations and views regarding diversity and inclusion. In fact, they openly encourage debate around all aspects of equality and see it as their responsibility to do so. A current difficult and brave development is a well thought-out and sensitive response to pupils directly requesting to be more informed about the Israel and Palestine situation so that they can process the news they are facing each day.
Students are an amazing asset to this school with one describing their impact as being a “big force of change” whilst recognising that they had a special relationship with staff who are willing to share their expertise with them saying “there’s never a no, just a let’s tweak, we’re never shut down.”
They have a key role to play in the school with Prefects assigned to forms, leading on team building and supporting induction. One commented; “we love our school so just want to assist where we can.”
Sensitive and Thoughtful
House Captains are engaging and have reignited the notion of house points through house challenges which they lead on. They describe “networking between year groups.” They are sensitive and thoughtful. As an example, quizzes they organise are created to be fun, but a good deal of planning goes into them with one student saying they choose questions as “a means to highlight other students’ abilities who may not be experts in traditional areas.”
Student-led projects at Rainham Mark Grammar are having a significant and lasting impact. One initiative led by a Head Student who also leads the Eco Group is one such example. There was a focus of green sustainability and a desire to reuse school uniform leading to the notion of a preloved clothing store. This has been further developed with a sophisticated understanding of the feelings of individuals using this facility. The model has therefore been adapted to offer online ordering so as not to stigmatise students and their families with the “take what you need, give what you can” slogan being used.
Pupils recognise they are fortunate in this environment, and when asked, described how they realised things might be more difficult to influence beyond school. However, they were confident they would continue with their passions and gave examples of how the school had taught them to be; confident in their own beliefs, good at problem solving, how to work with partners, good organisers, project managers, good at time management and prioritising and adapting.
Fantastically Flexible
A parent discussed her trust in the SEND Team who she described as fantastically flexible and supportive enabling her child to achieve aspirations previously thought impossible due to her needs through to the belief, commitment and creativity to facilitate access and inclusion. She described how “they are always trying to improve.” She commented on a new reporting process in particular as key to addressing reluctance to report incidents of bullying or social exclusion. Communication was also highlighted as a strength.
The SEND provision continues to develop at Rainham Mark Grammar. At Transition Day, pupils meet their Prefect who will be allocated to their Year 7 form so that there will be a familiar face and they are present at parents’ meetings too. Parents are provided with an allocated mentor and given a bespoke email address to begin that communication prior to starting.
Class Charts have been introduced with seating plans, so all staff are aware of SEND support required with strategies to support along with reading age profiles to be able to pitch reading content appropriately. This oversight can be drilled down to inform teaching.
The focus on reading has further developed since our Assessor’s last visit with Lucid in place providing additional context to reading age such as processing issues and reading speed so teachers are able to adapt and make necessary adjustments.
The role of the Librarian has also enhanced reading development with changes in organisation encouraging the selection of challenging texts whilst the ethos of ‘belonging’ has informed resourcing in the library to reflect diversity.
The key development is moving beyond purely reading for pleasure to developing habitual readers. Reading Champions continue to be important and parents have been encouraged to support reading. Within school, a book vending machine is going to be linked to rewards. Reading is also part of the transition programme with the Shakespeare in Schools’ project and 6th formers going in to share how important reading has been to their success at Rainham Mark to motivate pupils further.
Vulnerable Groups
There is a rigorous focus on monitoring the progress of those from vulnerable groups. There is a lot of evidence-based research informing Continuous Professional Development to address these inequalities and there is a culture of additional voluntary peer sharing of research and articles from individuals who are proactive in their personal development. There has been a lot of research into improving those pupils in receipt of pupil premium which is being monitored closely.
Pupils have been involved in the review of the Behaviour Ladder and confidently discuss the notion of being an ‘active bystander’ and being ‘trained to call things out.’ Exclusions have reduced and there is a culture of staff wanting to “catch students being good.”
Concluding our Assessor added, “This was an extremely encouraging visit. Rainham Mark Grammar School continues to push the boundaries in terms of developing its commitment to inclusion. This necessitates having difficult discussions which they actively respond to and positively promote. I am heartened particularly by my interaction with the sixth formers who have so clearly been nurtured to become equality thinkers, deliverers and inspirers who will, I have no doubt, continue these traits well beyond their school years.”
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: [email protected] for further details.
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