Waterman Primary School Achieves IQM Centre of Excellence Status

September 7, 2026

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Waterman Primary School has achieved IQM Centre of Excellence Status in recognition of its commitment to inclusion, belonging and ensuring that every pupil can thrive. The assessment highlighted a school where relationships, compassion and ambition work hand in hand to ensure that children and families feel valued, respected and supported. 

A School Where Everyone Belongs 

Waterman Primary School is a small school with a big commitment to inclusion. The assessor noted that the size of the school enables staff to know every child as an individual, understanding not only their academic and pastoral needs but also those of their families. This creates “a strong sense of belonging, where relationships are valued, and leaders, staff, parents and pupils work collaboratively to support one another.” 

The school’s inclusive practice has earned high praise from external professionals. The Essex County Council SEND Inclusion Partner described Waterman as “one of the most inclusive schools” she supports and highlighted how leaders consistently “think outside the box” to secure the very best outcomes for children. 

She recalled observing a child spending time baking with the assistant chef after expressing an aspiration to become a baker in the future. This, she explained, exemplified the school’s philosophy that every child’s interests, ambitions and individuality matter, and that meaningful opportunities are created to nurture confidence, aspiration and a genuine sense of belonging. 

Strong Partnerships with Families 

School leaders have remained committed to building positive relationships with families through “consistent communication, openness and a genuine commitment to working in partnership.” As a result, parental engagement has become “a notable strength of the school community.” 

The Parent Teacher Partnership has grown into “a highly engaged and proactive group” that supports the school’s inclusive ethos and helps organise events that strengthen community cohesion while providing practical support for vulnerable families. 

Meeting Every Child’s Needs 

Staff described inclusion as “just what we do every day,” reflecting a culture where teaching is carefully adapted to meet children’s individual needs. Staff explained, “If one intervention doesn’t work, we will find an approach that suits the child,” whether that means adapting existing provision or introducing a different approach. 

Leaders have also reviewed policies and procedures through a trauma-informed and Social, Emotional and Mental Health lens, recognising that behaviour is a form of communication rather than simply something to be managed. This has enabled staff to respond with greater empathy, consistency and understanding, contributing to a calmer learning environment where children feel safe, understood and able to thrive. 

The implementation of SEND Parent Forums, strengthened pupil voice through SEND Ambassadors, pupil passports and One Plans, alongside improved multi-agency collaboration, has further reinforced a culture where co-production is embedded across SEND practice rather than viewed as a standalone initiative. 

Rich Opportunities for Every Child 

Children spoke enthusiastically about activities in Forest Club, where they toast marshmallows, learn to whittle sticks safely and climb trees while developing confidence, resilience and outdoor skills. They also explained how they support classmates with SEND and SEMH needs and spoke confidently about the school’s HEARTS values of Happiness, Equity, Achievement, Resilience, Truth and Spirituality. 

Pupils were equally enthusiastic about the HEART Project, through which they work towards earning badges by participating in a broad range of experiences and challenges, including residential visits and educational visits that broaden their cultural capital and life experiences. 

The school also ensures that every child has access to swimming. The assessment noted that children with physical, SEMH or learning needs receive additional sessions, while swimming plays an important role in developing confidence, social interaction, listening skills and emotional regulation. 

Beyond the classroom, leaders work tirelessly to remove barriers facing families. Practical initiatives including the Walking Bus, breakfast provision, free healthy snacks and the Waterman Pantry demonstrate a proactive and compassionate approach that supports the whole family and helps ensure pupils are ready to learn. 

Leading Inclusive Practice 

The school collaborates closely with schools across the HEARTS Academy Trust, sharing expertise, reviewing approaches and strengthening inclusive practice. The assessor also recognised the school’s involvement in the STAY project, supporting transitions and inclusion for autistic pupils through collaboration with local schools and shared professional development opportunities. 

The Vice-Chair of the Local Advisory Board spoke highly of the school’s transformation, commenting that its reputation “has gone through the roof.” She described the school as an example of best practice within the Trust and praised leaders for being consistently proactive rather than reactive in addressing the needs of children and families. 

Find Out More About IQM 

If your school is interested in achieving IQM Inclusive School Award, contact the IQM team on 028 7127 7857 or email admin@iqmaward.com. 

To find out more about IQM and request a free information pack, visit www.iqmaward.com.