Rosa Street Primary School has achieved the Inclusive School Award with Centre of Excellence status.
Promotes Inclusion
Rosa Street Primary School recognises the uniqueness of each and every child and promotes inclusion at every opportunity. The leaders involve staff, pupils and parents to understand the school’s vision and are rightly proud of their Right’s Respecting School Gold award. Leaders share that they aim to unite, they are clear that their purpose is to serve their community. They echo this mission in all they do. Documentation refers to their priority of all children belonging and achieving their full potential. The staff see that adapting teaching to support children to learn effectively in all areas, is their job and they actively seek the support of outside agencies, their sister school and the Trust to make sure they can support each and every child as best they can. The children know about protected characteristics; one child said, “we are all different but often are quite the same.”
Staff across school are passionate about supporting all children and those children with additional needs are placed at the heart of the inclusion agenda. Staff work as a close team. They are innovative in their approach to supporting the needs of children. Staff feel trusted and are empowered to make decisions and lead in school. The clear systems and processes evidenced in their daily day-to-day practice makeschool a calm place to learn and work.Behaviour is Excellent
Behaviour of pupils is excellent and personal development is rightly considered at every opportunity. The leaders and all staff create a culture of kindness. Strong relationships and positive attitudes permeate through school. The children talk about their personal development targets in their learning and life skills.
The school makes certain children understand how important it is to share any worries and concerns and engage with anti-bullying activities, National Society for the Prevention of Cruelty to Children (NSPCC) and other groups to support in giving children a deep understanding of keeping safe and happy. The children explained that they feel very safe at school and said that if they spotted anyone looking sad or worried, they know how to help. They also know about keeping safe when using the internet.
Good attendance is celebrated and systems are in place to make sure families understand that good attendance is needed in making sure children have the best opportunity to achieve well. The school has attendance rates above national average and children say they enjoy school. One child said, “attendance is really important; it improves your mental health as well as knowledge.”
Whole Child is Nurtured
The school has made space in the curriculum for children with additional needs to access a bespoke provision that allows Personal, Social, Health and Economic (PHSE) skills to be developed alongside their academic progress. Leaders recognise that a child’s wellbeing must come first in order for them to be ready to learn. The school is keen to ensure the whole child is nurtured and has a strong personal development offer, the local history and context of the school are celebrated and children have a strong sense of belonging.
The children said that they love their school, they have a strong voice and know that they are known, cared for and listened to. Parents are supportive and appreciate the work of the school. Communication with parents is strong, the Headteacher has an open door policy and recognises that working in partnership with parents is key to ensuring successful outcomes for children. The staff know the pupils well. Curriculum plans, pupil profiles, SEND support plans and the warm relationships observed all evidence the good work in making sure each child is valued and cared for. Children said the best thing about school is that everyone is kind and the adults always listen. One child said that they like that everyone knows their name.
Well Supported
The school welcomes all children and children with additional needs are well supported. Leaders make it clear that the school’s core purpose is to work to support all pupils and their families and carers. They work hard to make sure pupils receive the support they need so they can achieve their full potential. They recognise that sometimes support needs to be gained from outside of school and work effectively to find the additional expertise and support.
The school is keen to continue to further encourage parents to play a part in school life. They give a warm welcome to families with open mornings for parents to visit with their child/children before starting in Reception. New to school mid-year children are welcomed to visit and meet staff and classmates and this makes for smooth transitions. The school website is a comprehensive window into the daily life and working of the school and communicates the important messages of welcome and belonging.
The leadership team recognises that every member of staff has an important role to play in supporting parents’ carers and guardians and appreciates the work of everyone in supporting families. There is very much a team around the child at Rosa Street.
It is important to leaders and staff that they develop a sense of belonging and one child said that Rosa Street Primary was like, “being part of a big family.” A parent said, “staff of Rosa Street Primary go, above and beyond to support both children and families.”
Strong governance is recognised as a key driver for continuous improvement. The Governors play an active part in the life of the school and the skills set of the Governors are such that they have a good understanding of school life and learning. The governors have been carefully linked to areas of school to support in monitoring and providing challenge.
Cultural capital experiences are well planned. All staff feel that it is important to provide opportunities for children to take part and experience events in the local community and beyond. Links to curriculum subjects ensure visits complement and enhance learning, provide memorable experiences and help children to place their learning in context. The children explained, “learning doesn’t just happen in the classroom at their school.”
The leaders see no job as too big or too small and the emphasis on positive relationships ensures for a harmonious school where people feel valued and appreciated.
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.
Want more information on the IQM Award? Click here to request your free IQM information pack.