Rowland Hill Nursery School Retains Inclusive School Award

October 1, 2026

---

Rowland Hill Nursery School and Children’s Centre in Tottenham has retained the IQM Inclusive School Award, recognising its continued commitment to inclusive practice and its belief that “all children can make progress regardless of starting point or need”.

Inclusion at the heart of school life

It is obvious that language and culture are celebrated at Rowland Hill (RH). This is evidenced in the seasonal calendar with time built in for Diwali, Hanukkah, Christmas, Easter and Eid. There are Community and Heritage events in the school and the Children’s Centre, when all families are encouraged to come in traditional dress and bring food to share – this is planned with the Parent Forum. Windrush Day is celebrated and there is an excellent display in the entrance to the school celebrating Pride month.

There is also a wonderful display in the school entitled “One World, One Community,” showing pictures of the children and their families on a world map with all the different countries and languages represented in the school.

A curriculum built around every child

The school describes the curriculum as “ambitious” and has been meticulously planned to “ensure all children reach age related expectations”. The planning started with the child first, followed by “key relationships” and “an understanding of the child and their family”, only then are the ways through which children will learn described.

The Curriculum Intent diagram at RH shows entitlements of play based and inclusive learning, alongside established care routines and supporting children with their self-regulation and well-being.

Learning for a child at RH typically starts with “Learn to Learn”, which lasts between three and four weeks. Staff assess starting points with “I can….” statements, meaning they are able to assess all children and plan for their progress and development. The themes of relationships, inclusivity and play were returned to again and again when discussing the play-based curriculum.

A key activity for all children is “Talking Time”, it begins with a “Talking Tub” with several resources, the children will look at these, handle them, and ask questions facilitating vital discussions enabling oracy development. The children will focus on a key thing, and this will become their key learning prompt. Staff will then find other resources to deepen learning, and it is all recorded in floor books, showing what the children have learned.

Supporting wellbeing and development

The Anchor Approach embodies wellbeing, empowerment, safety, adventure, purpose and achievement and the school’s curriculum is based around these areas, with all staff being highly trained. Trauma Informed Practice is well embedded within the Anchor Approach, and a set of resources has been created to accompany lessons.

Sharing inclusive practice

RH have regularly run conferences open to colleagues from across the borough and these conferences have been reflective of the truly inclusive vision and values of RH, with themes such as creativity, racial equity and physical development. These conferences attract large numbers of delegates, with RH being able to share their practice with up to 130 teachers at a time.

This project has also been shared with 65 PVIs, as well as two projects currently running with 12 private nurseries, and another different two-year project being run with 15 schools. Sharing good practice and running conferences/projects not only has a far-reaching effect in the borough but also has a positive impact on staff at RH.

Building strong relationships with families

The belief is that good relationships with parents are replicated in the Children’s Centre. Written testimonials were provided by parents. One parent, with a child on the autism spectrum wrote to say that the support provided by RH for her child has been “greatly valued” and noted that the staff “demonstrated a clear understanding” of her child’s needs. Other parental comments focused on the open communication which had always been “professional and constructive”.

Another parent noted “brilliant keyworkers” who worked hard to broaden the children’s horizons, getting to know the children, then planning interesting activities for them. Fifty per cent of the curriculum planning is child led and each child has a special week when they “get to wallow in the things they adore,” with activities planned just for them. These special weeks are also planned in partnership with parents.

Find Out More About IQM

If your school is interested in achieving the IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com.

To find out more about IQM and request a free information pack, visit www.iqmaward.com.