Southmead Primary School in Wandsworth has achieved Flagship School status for the second time.
It is a Warm Welcoming School
Southmead Primary School is a two-form entry school which in addition to their mainstream has a Base for children who have an EHCP for Autism. The school has a high number of children that are placed in temporary housing as well as a high mobility rate for their pupils. The warm, welcoming, and inclusive feeling is felt from the minute you arrive and was continued through the entire day.
A parent said that:
“Southmead offered us a whole world of opportunities for my child, I feel that since he has joined the Base that his future is brighter.”
and this really encapsulates what the school is doing. The care and consideration that goes into ensuring the children are included and involved in daily school life is key to the success of the school, especially the Resources Base. All the children were polite and shared positive stories of their time at school, including one child who joined the Base, who said when he arrived at the school, he felt like he was home.
Staff are Proud
The SENCO, who is new to the school, and the Base Lead have both taken on the role of the IQM Co-ordinator. They are proud of the work that they do to meet the needs of all their pupils, and this is apparent as you meet the children, walk around the school as well as when you talk to everyone within the Southmead community. They are motivated and keen to learn because the school provides a safe and supportive environment. The Leadership Team have every reason to celebrate Southmead’s journey and the outcomes that all their pupils achieve during their time at the school. This was evident in the discussions had and the care and consideration that was put into the evidence, compiled to support the review was well thought through and organised.
Wellbeing is Key
Interventions are varied, were running throughout the day, and included literacy groups and volunteer readers. The interventions are part of the school’s curriculum and by being aware of the needs of their children, they have ensured the wellbeing of the children was addressed post lockdown as they could clearly see the impact that being at home, many of them being from disadvantaged homes, had on the children’s social and emotional development.
There is a Family Feeling
Caring for the community is something you can confidently say Southmead do and do well. The family feel is something you sense throughout the school from the Leadership Team, who were welcoming and very supportive of each other, to the support staff who were positive about the school. Staff spoke about the support they offered to families during lockdown including food parcels and daily conversations. This was also reflected in the obvious pride of the pupils, they had lots of positive things to say about the school and were immensely proud of the achievements they have achieved as a class and as a community. They were happy to talk about all the learning opportunities provided for them, including the Zones of Regulation and the key adults that make them feel safe in school. The pupils were also very proud of their school song and felt it make them unique.
The introduction of Zones of Regulation
The social and emotional development of the children has been further supported by the school’s links with external agencies including the local pupil referral unit where a child attends for further therapies. The introduction of Zones of Regulation (ZoR) as a whole school approach to children understanding and managing their own emotions has been a huge success. Walking around the school, the use of ZoR were prominent in the classrooms and discussions with children and staff highlighted how it has helped reduce meltdowns for children who may arrive at school feeling ‘a little bit fizzy.’ One teacher said that it has changed the classroom environment as she knows when to give certain children time out and when to approach them. The children are equally supportive of each other and have been heard to offer each other strategies on how to get into a different zone!
All Barriers are Removed
Focusing on each individual child’s learning and wellbeing the school places great emphasis on early support, working hard to meet the needs of all the children. They continuously adapt their interventions and support, to ensure that pupils and families receive the best possible experiences. The school endeavours to actively remove any barriers to learning. One teacher spoke about the success she has recently celebrated with one of her pupils around supporting his emotional wellbeing by working with the parent to bring the Zones of Regulation into the home to help him.
The Leadership Team Make a Difference
When talking to the children, they were able to talk about each zone and label the emotional language and feelings that can be a struggle for children to identify. The Leadership Team along with key adults, have continued to be a presence around the school at the start and end of the day. This has continued to promote open conversations with parents to support not only their child’s wellbeing but their own. Governors are well informed and committed to the life of the school and have a strong knowledge of what is currently in place. They were highly complementary of the staff especially the Leadership Team.
“The attention to detail that is put in place and the way the school re-evaluate to find if there is more they can do – they are always looking for another way that will allow a difference.”
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: firstname.lastname@example.org for further details.
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