Stebon Primary has achieved the Inclusive School Award with Flagship status.
Inclusion Running Through Its DNA
Stebon Primary is a three-form entry school in the London Borough of Tower Hamlets. It serves a mainly Bangladeshi community in the East End. The Headteacher has been in post for 12 years when the school ‘Required Improvement’. In July 2023 it was rated as Outstanding by Ofsted. It is part of the LETTA Trust and it has inclusion running through its DNA. The Headteacher has built an intelligent and articulate team who share his vision of delivering the six promises made to every pupil. The inclusive ethos of Stebon is embedded in this community. The Trust has a 5-year rolling development plan and Inclusion is always Year 1.
There is provision for 2-year-olds and a 52-place nursery serving the needs of 104 children. The specialist teachers in the Early Years ensure the children’s needs are identified, addressed and supported as soon as possible. The Speech and Language therapist is based in the Early Years and supports the children, parents and staff. There are 49 children with an EHCP, much higher than the national average; some of whom are taught in the learning pods where specialist teachers adapt the learning to individual needs. Here, children are given time and space and have a voice. There is a designated room for children working with pre-curriculum needs who may be non-verbal. There is a sensory room and intervention spaces in and outside of classes for speech and language, EAL, and new starters. Care is given to adapt the learning to address each individual need.
Governors Feel Valued
Governors feel valued and act as critical friends. They believe there is no sense of complacency here but a desire to improve and meet the constant challenges. There is a knowledge and commitment to the community which must be sustained. Leaders know they cannot be deviated from their core purpose and constantly build the skills of the staff.
Stebon Primary has created a relevant and exciting ‘Explorers Curriculum’ which has a strong emphasis on the performing arts. Each year group puts on a production once a year. Recently Macbeth was performed by Year 4 at the Greenwich Theatre. One parent said that you could not see which children had special needs as they all performed at such a high level. The KS2 SATs results show that Stebon performs above the national averages in all areas. A strong emphasis is given to reading and staff are deployed from across the school to ensure the Daily Decoding Reading (DDR) in KS1 is successfully administered.
Staff take time to get to know each pupil. They listen to them without judgement, trying to understand them and notice if there is a pattern of behaviour. Learning Mentors work closely with the teachers helping children with various emotional issues. They run anger management and nurture groups. They work with children with their social and emotional issues. They help them to prepare to learn. They address the barriers and help them to develop friendships. Links are formed between teams and the Family Liaison Officer notes attendance issues. Confidence is embedded and once the need has been identified it is not daunting. They lead by example following the ‘Stebon Way.’ There is a thorough structure of line management and staff feel listened to and able to contribute ideas for improvement.
Trained to Talk and Listen
There are several outdoor play areas with various suitable resources and climbing equipment. There is an indoor heated swimming pool which is timetabled for all children. The classrooms are large and well equipped. The corridors have motivational information which inspires the children.
Senior leaders said that staff are trained to talk and listen to the children in a learning context, building strong relationships. Time is allocated at the beginning of the day and after breaks to listen to how the children are feeling. The Zones of Regulation are embedded throughout KS1 and 2. The Early Years have an adapted version called Colour Monsters. There is a comprehensive handover towards the end of each academic year and regular PPMs throughout to ensure knowledge of children’s progress is assessed and shared and appropriate action is taken to address identified needs. Safeguarding concerns are immediately put onto the CPOMs system and discussed with safeguarding leads. During the termly parent consultation meetings, suggestions of how parents can support their children are shared and academic and behavioural targets are discussed.
Pupils have a good understanding of the purpose of Stebon Primary and they enjoy following the ‘Stebon Way.’ They like the reward system and know the consequences if they misbehave. They all know an adult they would speak to if they suspect something was wrong.
‘Full of Laughter’
Parents said that their children were happy here, whilst Ofsted said that the playground was, ‘full of laughter.’ The teaching is adaptive. One parent said that, ‘It is easy to label a child, these children need the same opportunities as those in better-off areas.’ They know that the staff have a deep understanding of inclusion. One parent said their children could not wait to return to school after the holiday. Parents like all the different forms of communication and one liked the short videos that went home. They said that any concerns were quickly addressed and the staff were reassuring. One said that this school is very nurturing and there is a sense of care from all of the staff who act professionally all the time.’ Parents feel welcomed into Stebon. A few remember when a yellow line existed on the playground insisting that parents could not cross into the school. The leadership team understand that if children are going to make good progress, then the co-operation of parents is crucial.
External agencies know that Stebon staff are advocates for all of the children. They work closely alongside key staff ensuring the needs of individual children are addressed. They help the staff develop their skill-sets not only to address these needs but to put into place preventative systems which mean that certain reactions might not be necessary in the future. They said that, ‘there is a mindset here where the staff see the child not the paper.’ One said that, ‘This is a reflective school.’
Deep Sense of Belonging
LETTA has a training room and trains many teachers throughout the borough. Many of the Stebon staff have entered teaching through this route. There is a deep sense of belonging amongst all of the stakeholders. Although working at Stebon Primary can be challenging, staff are happy here working with the parents and children. All staff groups feel valued and appreciated. Respect is shown to the community and no blame is put onto the families.
The leadership team recognises that to build a fully inclusive school takes time. All of the key components have to be carefully manicured to ensure the whole jigsaw fits perfectly together. Like a master craftsperson, the Headteacher has guided this school to ‘Outstanding’ and empowered each group to constantly strive for further improvement.
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.
