Temple Hill Primary Academy achieves the Inclusive School Award.
Making a Difference
Temple Hill Primary Academy is a school that makes a difference for all the pupils within it. Through the dedication of the staff team, Temple Hill Primary Academy succeeds in providing a learning environment where everyone is cared for in an inclusive environment that works to provide the best support for its pupils.
Warm and Welcoming
There is a warm and welcoming feeling in the school, which is extended to all by the staff and pupils, and parents and visitors are treated with kindness and respect. This helps Temple Hill to follow its values of providing an environment where everyone aims to demonstrate ‘Respect, Responsibility and Equality’.
Opportunities to Succeed
The Executive Head Teacher is passionate about Special Educational Needs and Disability, and believes that every child in his three schools should have the opportunity to succeed. He understands the needs of the community and has built a staff that shares his visions and ethos for the school. Across the schools that he leads, Inclusion and Curriculum are equal and this is a vision that is shared by all of the staff. The Senior Leadership Team, Inclusion Lead, staff and trustees share this aim and work together to ensure that they fulfill their vision statement. The Head of School is a very experienced leader who understands the needs of the pupils in her school and the community as a whole. Trust is important, and the SLT are open, and demonstrate a caring and supportive ethos for all of their staff. The Inclusion Leader works tirelessly to support the needs of the children in the school and works with all of the staff to ensure that pupils with SEND are supported in their classes and around school, with the appropriate access to the resources that are needed.
Temple Hill Primary Academy is a large through Primary school with a nursery. Before converting to an Academy, they were federated with another local school. The Executive Head then formed the Galaxy Trust and another local school has recently joined them. The school has a high number of children on the Special Educational Needs and Disabilities register and a large population of the children are in receipt of Pupil Premium. The school is in an area of high deprivation and this has an effect on the needs of the school community.
A Well Resourced School
The school is well resourced which includes space, IT and specialised staff, and these are used to their greatest effect. There are specialist staff in areas such as Speech and Language and PE, who work hard to support the children and the teachers to improve outcomes for all groups of children. The Sports Coaches employed by the school are an excellent addition to the staff team. They have become Associate Teachers, Learning Mentors and positive role models for the pupils at Temple Hill.
The School is Well Supported
Trustees and Governors support the school effectively and are knowledgeable about the strategic plan for the school. They understand their role and use this to drive and hold staff accountable for the progression of the pupils at all levels.
Sources of Evidence
The IQM/Inclusion Leader produced a very comprehensive Self Evaluation Report and provided a wide-ranging selection of documentary evidence to support all elements of the IQM Report. Her enthusiasm and commitment for the school, pupils, parents and staff meant that the school’s provision for SEND is a high priority and she is dedicated to providing an environment where everyone is able to achieve and where inclusion alongside learning, is a high priority.
I was also able to verify the information contained in the report during my visit through the interviews that had been arranged. Meetings were arranged with the: –
• The Executive Head Teacher and Head of School.
• IQM Coordinator/ Assistant Head for Inclusion.
• Deputy Head, Class Teachers, Associate Teachers and Sports coaches.
• A Trustee.
• Speech and Language Therapist and the Trust’s Designated Safeguarding Lead.
I was also able to go on learning walks, attend lunch clubs with the children and meet the School Council. These pupils were a credit to the school. They confidently spoke about their school and what it helps them to achieve and are proud of what it offered them as pupils.
Helping Children to Make Progress
During the learning walks I was able to see how strategies had been put in place to help all children to make progress in their learning including those in the most vulnerable groups. Classrooms and displays were used to support learning and teachers used a variety of teaching methods and strategies to support learning. Interventions and planned adult support were used to enhance children’s learning, from their individual starting points, and this allowed for progress to be made.
Behaviour is Very Good
The behaviour in classes was very good and demonstrated behaviour for learning. The children were engaged in the activities they were doing and understood what they were learning. Temple Hill aims to support all children’s learning within the classroom and children have access to resources and aids that support them to support themselves, including help desks, IT and visual aids. Children with very complex needs received specialised support from well-trained, supportive Associate Teachers who work hard to support the learning and progress of the children in their care.
During their interview the children showed that they were proud of their achievements, and their school, and could clearly articulate why they liked being at Temple Hill Primary Academy. When asked what they would change about their school the response from one pupil was that she wished they would,
“Build a Secondary School on the field so I never have to leave!”
The pupils are a real credit to their school and are polite, friendly and eager to share their success with the adults around them. I was really pleased to be spontaneously shown great work and behaviour charts that the children were proud of!
Highly Regarded by Parents
The school was highly regarded by the parents that I met, and they were grateful for the levels of support their families had received from it. They commented on the staff’s professionalism and that when they have concerns they are dealt with straight away. They felt that the school understood what their children needed and was able to approach the Inclusion Lead, Teachers or ATs whenever they needed to.
Inclusion is at the Heart of Temple Hill
Inclusion is at the heart of Temple Hill and the values of ‘Respect, Responsibility and Equality’ are living and breathing in every member of the school. I am of the opinion that the school fulfills the requirements and standards required by the Inclusion Quality Mark and is outstanding in its commitment to, and implementation of, inclusive practice. They are well aware of what developments they want to make and are making plans to address the issues that they identified in their report.
I would like to thank the staff, trustee, parents and children for the welcoming, friendly and open atmosphere, which made my visit so very enjoyable. Because of this and the Inclusive practices in the school, I have left feeling that ‘I am Temple Hill!’.
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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