Stocksbridge Nursery and Infant School in Sheffield has achieved the IQM Inclusive School Award for the second time.
Inclusive for All Learners
“To be inclusive of all learners of families. To go the extra mile for the most vulnerable.” This quotation is taken from the school’s development plan and underpins the work of the whole team at Stocksbridge Infant and Nursery School. This approach is embedded into the practice of the school and the staff actively seek to ensure that everyone feels part of the school community and are well supported during their time in school. From the outset, it was a pleasure to visit Stocksbridge Infant and Nursery School for this IQM Assessment. I was warmly welcomed by both the office staff and the Leadership team. Information and evidence was gathered from walks within the school and grounds, through conversations with the Head Teacher, members of the Inclusion team, teaching and support staff, governors, parents and representative pupils. During the visit I had access to all areas of the school and had both formal and informal conversations with pupils. Children were keen to talk about their enjoyment of school life. They are encouraged to be responsible and this is evident from the quiet working atmosphere in school. They are polite, articulate and welcoming. Children are keen to share good work and news and talk enthusiastically about the activities in which they engage. Opportunity was given to access documentation about school developments including the SDP.
Stocksbridge nursery and infant school is situated in the northwest of Sheffield. As a result of reduced capacity within the city’s steelmaking industry, the management describe how the area is in economic decline. As a result of this very issue, very few families are moving into the area and, as such, most of the children come from the current catchment. The SLT make clear their Raise Online data for last year showed no areas of weakness or concern. There is clear evidence that data informs teaching and learning at an individual and group level. SEND pupils’ needs are addressed and early intervention is seen as a priority.
Working Hard to Ensure All Feel Included
The school team work very hard to ensure that all children and families feel included and are able to approach the school about any issues of concern. This inclusive practice has been noted by the local authority, and as a result the Head takes a leading role for a group of local schools. She plays a key role on the Early Help panel. The school has a particularly good working relationships with a range of agencies including social care, speech and language, the health visitor and transition work with feeder nurseries to ensure that delivery is appropriate and that there is suitable provision for all the children in school. The school has been successful in achieving several awards in recent years including; Leading Parent Partnership Award and the Sheffield Charter for Quality in the Early Years. Staff are keen to ensure quality of care for all the children and families at the school.
Effective Leadership and Management of Inclusion
A clear staffing structure exists to ensure effective leadership and management of inclusion. The Head Teacher has the role of safeguarding lead, the locality SEND team leader and literacy coordinator/reading. One Assistant Head is the SENDCo leading on inclusion, literacy/phonics, she is a safeguarding deputy and foundation stage lead. She acts as Head in the absence of the Head teacher. The second assistant head has responsibility for safeguarding in relation to IT, she is the Key Stage one lead and has responsibility for aspects of the curriculum and the support of students and volunteers. Key aspects of the inclusion agenda are reflected in the use of the Pupil Premium and the SEND policy. The school has published its use of the Pupil Premium on the school website and has had success with the implementation over the last year.
Reflecting on Practice
The SLT ensure they review and reflect on practice and enable the best provision for the children in school. They consider the individual needs of youngsters and where they would be best placed in school to meet their needs and interests.
The children engage in exciting experiences and enjoy attending school, there is a positive approach to children’s learning and staff seek to ensure children receive appropriate support.
Parents appreciate the support their children have been given to enable them to progress. The school endeavours to engage with parents and constantly seeks to improve communication with them, engaging them in the learning process. The children’s voice is heard and evidenced through the work of school’s council.
Positive behaviour is encouraged through the use of the school’s reward and so too is achievement. Attendance is carefully monitored and reviewed to ensure that good attention is maintained.
Sources of Evidence
The school produced a suitably detailed IQM Self Evaluation Report document and additional written and statistical evidence was available to support the Inclusion Quality Mark Inclusive School Award assessment.
Meeting the Needs of All Children
All the staff team, especially the Inclusion Manager work tremendously hard to meet the needs of all the children and work with the wider community to service their needs.
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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