William Bellamy Primary School in Barking and Dagenham has achieved Centre of Excellence status for the second time.
Pupils at William Bellamy Primary School are living in a local authority that has the highest level of adult unemployment compared to any other London Borough (42%).
The school ethos is to support every child, to meet their needs at every point of development. The school recognises that the early stages of development are key to a child making the best possible progress both academically and emotionally. A well-balanced child would have experienced their needs being met at every stage. The school has a well-developed Nurture programme which attempts to bridge any gaps that may have occurred due to their home circumstances. This in turn provides a child with a more successful outcome.
The school has 1084 pupils and is much larger than the average sized Primary School. In April 2014 it was judged ‘Good’ overall by Ofsted. It maintains that ‘good’ provision today with much that is outstanding. The inclusive practices are outstanding, and the leadership team is committed to ensuring all pupils receive a broad, creative curriculum which addresses their many diverse needs. The nurture provision recognises that some children have missed out on key early experiences and need to experience some of the structure, routine and creativity similar to that of the foundation stage. The school uses its Nurture provision to encourage the development of a child in a safe, predictable and structured environment. Within the school there are two established Nurture Groups, Rainbow SEB in KS1 and Sunshine SEB in KS2. The Nurture Groups follow a similar creative curriculum to the rest of the school but have the benefit of a smaller class size and more opportunities for 1:1 working. An extended Nurture provision, the Oasis, provides children with complex needs with a safe and relevant curriculum which meets their many varying needs. Nurture UK on a recent visit commended the school on its Nurture provision.
Making Good Progress
The school has attainment close to national averages at the end of KS2 and children make good progress from very low starting points throughout the school. The EYFS provision for five classes is excellent with the outdoor environment offering many opportunities for teacher directed and child-initiated activities.
Children are Valued
The Headteacher and the SLT ensure that all children are fully supported to achieve their full potential and they set the framework in which all the work in the school takes place. Children are valued as individuals within a caring atmosphere and there is a celebration of the cultures of all the school’s pupils in order that they feel understood. Teachers and TAs know their pupils well and have an excellent rapport with their children. The role of the additional adults in supporting learning and supporting individual children cannot be underestimated. There is a consistent approach to behaviour management which is understood by everyone through the coloured behaviour expectations. The impact of Growth Mindset on children’s learning has improved outcomes. The Learning Without Limits strategy is displayed prominently around the school and children were able to articulate the message behind the slogan. Attendance is a continual focus and a determination to reduce persistent absences has now ensured that absence is reducing although still below national averages. The Family Support team in the Cabin are working well to engage hard to reach parents. They have a separate entrance which encourages parents to drop in and their coffee mornings, guest speakers, close working with the Nurture team and Children’s Centre are all having an impact on vulnerable families.
Meeting Children’s Additional Needs
A range of spaces to offer children additional support are well used. The relaxation room, a sensory room, a distraction free room, a Tree House for counselling, and a multi-purpose Rainbow Room are just some of the areas devoted to meeting the additional needs of vulnerable children. An outdoor classroom is well used by KS1 and its use by KS2 is being encouraged in order that the pond and wildlife areas can be fully utilised.
An Enthusiastic Sports Leader
Sport is well organised within the school. The sport leader is enthusiastic and ensures that all children, regardless of ability or disability have the opportunities to compete against other schools, take part in tournaments and have a full and active participation in a wide range of sports and club activities.
Consistency of Display
There is a consistency of display in classrooms and shared areas which shows a balance between celebrating children’s work and providing a focus for learning. There is a highly supportive relationship between staff and pupils and the care and attention with displays reflects that ethos. The strong leadership of the Headteacher, her accessibility and her commitment to inclusion and improving the opportunities for all children and the leadership of the Deputy Headteacher/Inclusion Leader in ensuring that the IQM process is articulated by everyone are strengths of the school. Good performance management systems have been effective in focussing teachers and TAs on pupil progress and the diverse needs of the children at William Bellamy Primary School and moving the school forward. These systems ensure there are common themes related to the school improvement plan and personal development opportunities which relate to whole school improvement.
Find out more about the IQM Inclusive School Award
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