Stanhope Primary School has achieved the Inclusive School Award with Centre of Excellence status.
High Standards of Teaching, Learning and Inclusion
Stanhope Primary School is a two-form entry school with a nursery. The school is situated in the London Borough of Ealing and is close to Greenford town centre. Most pupils come from a wide range of ethnic backgrounds. The largest groups are from Asian and African heritages. Pupils whose first language is not English account for more than 78%, which is above the national average. Many pupils are at an early stage of learning English. The proportion of pupils known to be eligible for support through the Pupil Premium (PP) criteria is also higher than the national average.
Stanhope Primary School team work hard to maintain high standards of teaching, learning and inclusion. They wanted to apply for the IQM Inclusive School Award to celebrate their achievements and to focus on next steps to continue to develop and share their expertise and provisions in these areas and liaise with other local schools.
Core Values
Stanhope Primary School’s core values are ‘kindness, empathy, honesty, confidence and respect.’ These core values underpin all that the school does. A pupil told the IQM Assessor that Stanhope Primary School is “a lovely place to be as we all follow the core values, and all the staff want the best for us and make the school a wonderful place.”
Behaviour and attitude to learning is good. There is a clear behaviour management structure based on the core values with rewards, and sanctions set in stages. Pupils knew what is expected and were knowledgeable about the stages of consequences. Pupils value their Dojo points, marbles in the jar and core value stamps, badges, and tokens.
Pupils are given responsibility and the Attendance Ambassadors in classes and Pupil Parliament representatives all support the school’s vision and communicate ideas and information to each other, and to the school staff.
Oracy and language development is a key feature of the school and along with language development interventions, the school is a London Academy of Music and Dramatic Arts (LAMDA) centre. The school became a Private Registered Centre for LAMDA in November 2017. The ability to talk with confidence is a fantastic skill and instils great confidence. The pupils eagerly shared the oracy rules to the IQM Assessor noting that it was important to face the speaker and to be calm.
A Year 1 pupil (new to LAMDA) performed a poem named ‘Frogs,’ which had been memorised. Another pupil performed the poem ‘Cats Sleep Anywhere’ which was delivered with amazing timing and expression also from memory. These pupils had performed these poems at the LAMDA Festival. Pupils are also performing Shakespeare verses and are engaged with a variety of LAMDA exams. Senior leaders noted that the quality of work has increased over the past few years and pupils are often attaining ‘distinction’ grades. The ability to talk with confidence is a fantastic skill and empowers the individual.
Relevant
Stanhope Primary School feel that their curriculum based on the National Curriculum is relevant to modern Britain and celebrates the rich, diverse, community, context, and vision of the school. To ensure all pupils, access learning, the school have devised a wave one checklist of seventeen agreed consistencies, based upon the core principles of Quality First Teaching and Inclusion. These strategies and the visual support alongside, is evident in all classrooms.
The Senior Leadership Team (SLT) have systems in place to track pupil’s attainment and discuss their individual needs with teachers and the Inclusion Team regularly. The lowest 20% attainers or the Focus 20 is a targeted group. Equity of provision to access the curriculum is a key part of the inclusive practice at Stanhope Primary School. The attainment data from the National Curriculum Assessments (NCAs) show that this approach is having a positive impact.
Stanhope Primary School website states that the school ‘believe that effective relationships between school and home, strengthen our community and ultimately supports children’s wellbeing and learning. It is our aim to ensure that all parents and carers have a voice and feel heard. Parents and carers have responded positively to the surveys and grade the SLT highly. Any issues are responded to quickly and are resolved.
Parental Involvement
Stanhope Primary School has been successful in achieving the Family School Partnership Award this year because of their comprehensive work with parental inclusion and partnership.
Parents feel involved with their child’s progress and value the meetings to develop their child’s Individual Provision Plan (IPP). They feel they can clearly see how their child is supported and the progress that they have made. They feel well informed and access newsletters, workshops, and initiatives to help them to help their child at home.
School Staff and Governors say that the pupils are at the forefront of everything that Stanhope Primary School does. The wellbeing of staff and maintaining a healthy work/life balance is an aspect of this. Staff feel supported and feel they can talk to colleagues or the SLT members if things need to be shared.
When teachers and the Governor were asked to describe the inclusive ethos of Stanhope Primary School in one word, they responded following some reflection, with these words, ‘community,’ ‘listeners’ and ‘together.’ Carefully chosen words, which really reflect the school’s inclusion.
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