Skerne Park Academy has achieved the Inclusive School Award with Centre of Excellence status.
Sense of Calm and Warmth
Skerne Park Academy is a large complex that is surrounded by high fences, however, when you enter the front door, you get a real sense of calm and warmth.
The number of pupils who have a statement of Special Educational Needs (SEN) or an Education, Health and Care Plan (EHCP) is high. A higher-than-average proportion of pupils are eligible for free school meals. Nearly all the pupils are of white British heritage; however, there is a significant number of Polish pupils. For these families to feel part of the school family and able to approach the school staff, the school has two members of staff who are fluent in Polish and function as translators when needed.
The Senior Leadership Team (SLT) of the school have inclusion at the heart of everything they do. They are passionate about identifying and meeting the needs of pupils and their families and have created a team that fully supports one another in their pursuit to make every child matter. The Headteacher, who is ably supported by key leaders and supportive but challenging Governors, leads by positive example. Staff demonstrate a commitment to improving the life chances of children, with each member playing a vital part in providing the warm, inclusive ethos which was evidenced throughout the visit.
Providing Positive Outcomes
The Headteacher, Special Educational Needs and Disabilities Co-ordinator (SENDCo) and the highly regarded Family Liaison Officer (FLO) are relentless in providing positive outcomes for pupils and developing strong, sustainable networks which support the needs of families. They have ensured many successes for children through their reflective and evaluative practice. This is a school which goes the extra mile. They work from the standpoint that all their pupils have the ability and right to aspire to higher education and better life chances through their career choices.
When they started on their journey to improve and embed inclusion, they focussed on opening the school as many of their parents had not had a positive experience of education as young people. They aimed to get the parents into school and to form positive relationships with them and the community surrounding the school. They saw the school as an anchor in the community.
With this in mind, the entrance was moved and improved to be more welcoming. The school has worked hard to establish its nurturing feel through the consistent implementation of the behaviour policies and procedures and the inclusive manner in which they now interact with the pupils. The welcome at the front door sets the tone and demonstrates the school’s determination to work in partnership with parents. Pupils and families were greeted warmly by the Headteacher as she stood in the schoolyard.
Inclusive Vision
The inclusive vision and ethos are made explicit throughout the school, clearly articulated and evident within its policies. The environment is inclusive and stimulating, providing a backdrop for pupils’ creativity and imagination indoors and out. Pupils’ work is displayed to wonderful effect without causing cognitive overload, and their efforts are valued.
This is a school which listens to children, through a wide range of methods which are often suggested and selected by pupils themselves. Those pupils who hold positions of responsibility are proud to have the role and are articulate when describing how they can improve their school.
Walls, corridors and classrooms were designed to help establish calm working environments. There were many examples of how pupils are recognised and rewarded and showed evidence of the many celebrations of pupil achievement. The pupils took great pleasure in talking about their achievements and rewards for improved behaviour and their learning attitudes.
The School Council representatives spoke of how in the playground young children played happily with the older pupils who, together with staff, ensured there was support and encouragement for a range of games and activities. The Outdoor Play and Learning (OPAL) Leaders spoke of how adults here modelled play and buddies helped children to join in and make friends.
Ethos of the School
Pupil representatives spoke articulately about their contribution to the life and ethos of the school and how the school listened to them. They reflected excitedly on the positive changes they had made, the places and people they had seen and how they looked out for one another to make their school safe and happy. Throughout the day, pupils were polite and engaging and the inclusive ethos was palpable and were very willing to introduce our Assessor to Amadeus, the Therapy dog, in the SEND Base.
Parents are extremely supportive of the school stating their children were happy at the school because, “Staff persevere with our children, and they all know what the children need even if they are not in their class”. They were very appreciative of the reintroduction of educational visits such as the residential in Year 6 to Robinwood. They were delighted with the Class Dojo system and the curriculum newsletters that allowed them to feel real partners in their children’s learning.
Our Assessor added, “This is the first assessment of the school and was conducted over one day during which time I met with many stakeholders, I also conducted a tour of the learning environment indoors and out and undertook a book look. The evidence presented to me during my visit to the school and information contained within the Self-Evaluation Report demonstrates the inclusive practice in place within the school and the ongoing commitment to future improvement reflects the big aspirations it holds. Areas for development have been identified through the school’s self-evaluation discussion and reflection over the day. I would like to thank the Headteacher, staff and pupils for their welcome and preparation. ”
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.