South Bank Primary School has achieved the Inclusive School Award with Flagship status.
Ongoing Commitment to Inclusion
The leaders of South Bank Primary School have an ongoing commitment to inclusion. They are reflective and forward-thinking, continually looking for best practice models with evidence-based research to shape their offer to children and their families. They serve a community of learners with provision that is adapted to ensure every child is included in all areas of school life. Happy children with caring staff enjoy coming to school in an enabling and inclusive environment which ensures they are not only ready for their next steps in learning but also excited and confident as they transition into their secondary settings.
The school leaders are clear that they are a school that views working in partnership as critical in a child’s education and school journey. South Bank Primary School is at the heart of the local community and beyond. The school website, app and social media encourage families to become involved and information and training for parents has been welcomed especially around digital and online safety.
The school staff welcome all children and their families, continually developing the school’s provision to make sure each child attending South Bank Primary School makes the best progress they can and enjoy school. The SEMH needs of pupils are prioritised and children clearly thrive in a school where they feel they are safe, cared for, loved and belong.
Proud to be Inclusive
Governors talk enthusiastically about the school and their involvement in school life. Governors talk about ‘encompass and inclusion’ being the ethos the school fosters. The school is proud to be inclusive and welcoming to all children and families and sees inclusion as a moral purpose in developing a society rooted in mutual respect and understanding of one another. The children’s daily lived experience of school life and the development of lifelong skills drive the school to support all pupils. Outcomes of progress and attainment are carefully assessed, measured and celebrated.
Personal development goals are central to the work of the school and the school takes time to learn about children’s lives and their individual needs. Parents say they have complete confidence in staff and know that staff care deeply about their children. They are keen to make certain that individual need is met and recognise that a strong graduated approach to SEMH is needed to ensure that children can understand their emotions to manage everyday life. Children who take responsibilities in school, such as wellbeing ambassadors, wear coloured jumpers so other children can identify them and go to them for help if needed. The children see themselves as having a key role in supporting and looking after each other. The feedback from parents is extremely positive and the phrase, “above and beyond” was echoed many times during the day from a variety of stakeholders.
Best Experience for all Pupils
The school environment is outstanding. It has been carefully planned and thought out which ensures it is safe, welcoming, vibrant, organised and calm. There is a sense of purposeful, focussed activity with warm relationships evident throughout the school. As the school continues to self-evaluate, leaders make adjustments to ensure provision continues to respond to best support pupils. An example is that of further developing the offer to younger pupils with additional needs. An extension of two classrooms to be part of the EYFS so that inclusion is fluid, is seen as an exciting development of their offer and good practice.
Another example of the school seeking to develop practice is that of their work around the curriculum area of reading and their engagement with the local Reading Hub. The work has proven powerful in further developing staff pedagogy in this area responding to the new Reading Framework. The English lead has wasted no time in responding to change; an example being the swift introduction of an online language support program to children joining schools with no English, which has proven to be successful. There has also been a focus on early language and every effort has been made to develop a programme to support children with their speech and language. There is a universal offer and additional tailored interventions, where needed, for individual pupils.
Leaders at all levels take responsibility for working strategically and transforming strategic planning into operational practice. The leaders see no job as too big or too small but recognise that collaboration and teamwork of all those involved in the life of the school is crucial in ensuring the best school experience for all pupils.
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.