William Harding School in Aylesbury has achieved the Inclusive School Award with Centre of Excellence status.
School of Choice
William Harding Primary School is 4 form entry and is the largest primary school in Buckinghamshire with 802 pupils on roll from Reception to Year 6 and 60 in the pre-school, with over 130 members of staff. Historically the school suffered from high levels of mobility and had spaces in year groups that were filled by the local authority.
Mobility can still be an issue but the school is now a school of choice with only a limited number of spaces and some year groups are full. Boys are the largest group in the school at 56%, EAL at 30% with 46 home languages being spoken, Pupil Premium at 30%, Free School Meals 20.35, with 0.63% Service children, 0.25% Looked After and SEND at 14% with EHCPs at 4%. The school has Additional Resourced Provision (ARP) for 16 pupils; 4 Physical Disability and 8 Speech Language and Communication Needs. In addition, only 40% of the pupils live in the immediate catchment area, with many families being housed in temporary accommodation.
Aim High, Work Hard, Be Kind
The Headteacher has a clear vision for inclusion which is shared by the Senior Leadership Team (SLT), the Extended Leadership Team (ELT), staff and Governors. The school follows the William Harding Way. There is detailed documentation that enables the staff to follow the same process across all aspects of school life. Rather than being restrictive, this documentation gives both staff and pupils security and is a golden thread of consistency that flows across the five buildings that house the Pre-School through to Year 6.
On our Assessor’s tour of the school, they noted it was a real strength to see the same displays in all rooms that were all about learning. The school motto, Aim High, Work Hard. Be Kind … and the school values of Inclusion, Respect, Responsibility, Perseverance, Honesty and Collaboration, are all highlighted in rooms in an age -appropriate way.
Despite receiving Additionally Resourced Provision for 16 pupils there is no special unit. Those pupils are included in the classes and are withdrawn for specialist intervention, and this is organised at different times so that the pupils do not miss out. Visiting classrooms, Teaching Assistants can be seen supporting pupils and evidence of additional equipment like standing frames can be seen but the classrooms are inclusive places.
Positive Reinforcement 
Real emphasis is given to positive reinforcement. As our Assessor went around the school, pupils were constantly being recognised when demonstrating good behaviour, like being polite, holding doors open, waiting for adults to go first and speaking politely and confidently about their work and classrooms. Gems are awarded for such behaviours and the pupils were very pleased when told they could collect one.
There is a positive atmosphere to the school. Work in the classrooms is purposeful, with an emphasis on language. The use of phrases like, I do, you do, we do and my turn your turn, help the development of language. Our Assessor saw this when visiting classrooms during the debate time.
All classes were discussing the question, ‘Could we live our lives without plastic?’, the topic was being introduced in an age-appropriate way and the language used was also adapted according to the needs of the pupils. The pupils were engaged and able to share their thoughts.
Around the school are a range of school pets and our Assessor saw how these were used motivationally and how they gave calming and time out opportunities for some pupils as well as opportunities for taking on the responsibility for caring for them as Animal Advocates. Sadly, one pet had died over the time between our Assessor’s visits, but this was used as a positive teaching experience for pupils and emotional support was there for those who needed it.
Extend Learning and Understanding
The curriculum is subject based with a Pastoral and Enrichment Curriculum which is used to develop the pupils. At the heart is the needs of the pupils and adaptations are made as and when necessary. The curriculum for each year group is shared with the parents via the website and the regular year group information that is sent out to parents.
The pupils are expected to reflect on their learning and to think about which aspect of British Values or the school’s values that the work has highlighted. The LORIC characters of Laura Leadership, Olly Organisation, Raj Resilience, Izzy Initiative and Charlie Communication help the pupils to think about the characteristics they are displaying. Focused learning days are used to extend learning and understanding and one is about Developmental Language Disorder which helps the pupils to understand the challenges of some of their peers.
The pupils spoke enthusiastically about the school. They enjoy learning and were really proud to share examples of their work. Pupils from across the ability range spoke about their work. The Learning Objective stickers in their books are clearly understood by them and helped them to explain the work to our Assessor.
They liked having next steps and challenges they could complete and the opportunity to be learning leaders in the classrooms. These pupils wear a purple lanyard and can support others in the lessons. Pupils feel safe in the school and were clear about who to go to for help as well as telling our Assessor that they help each other. The range of opportunities for them to show leadership is extensive. The older pupils can apply for responsibilities like animal advocates, house captains, eco warriors and assembly monitors to name a few. There is also the school council that has representatives from all of the year groups.
Fully Supportive
The staff fully support the Headteacher’s vision for the school. The devolved leadership is seen as a real positive in the school as this not only gave them individual opportunities for development but also meant that there was more than one route for support. Staff told our Assessor that if the Assistant Headteacher for their phase was not available, they would happily approach one in the other phase.
The ELT described the strong staff community and how there is no shame in asking for advice or support. As a team, the ELT support each other, and staff reported how they were supported by the ELT. From the SLT down, there is a real desire to be there to support each other.
Our Assessor heard about how staff with additional needs are supported. One explained how she did not have to do break duty and how she was never stopped from taking part in school trips but adaptations would be made. For example, for a local trip she would drive and meet them there. Another with hearing impairment is supported by staff alerting her to messages from the radios and supporting her response as she lip reads. There is no doubt that staff feel supported and included.
Exposure to Diversity 
The governors were clear that no groups should be disadvantaged and were aware of and fully in support of and understand the Headteacher’s work on inclusion. They spoke about how the display in the school hall shows the flags of the pupils’ home countries and how the exposure to diversity is a real positive for the school. The Governors are fully involved in the school and visit regularly and monitor its work. They are well trained and fully understand their role.
The school works hard to include parents and recognising the difficulties that many parents have, ensure the Open Classroom opportunities for example, take place just before the end of the day so that addition journeys do not need to be made.
The parents recognise the support that they are given and are full of praise for the work of the Family Liaison Team. One parent explained how even their family dynamic had changed following the support from the matron around his child’s diabetes.
Parents like the clarity that is there for pupils in that they know what the rules are and what is expected of them. A foster parent described the support that was given to the foster child and to her own child during the foster child’s time in school. Parents said that there was always someone there to speak to and the school has produced a very clear chart explaining who to approach over what concern. Some parents did raise concerns with our Assessor but the school’s swift follow up to these and decisions made about how to improve written communication really does exemplify the commitment to inclusion.
Everyone is Valued and
Has a Voice
William Harding is a school where everyone is valued and has a voice. It is not easy for any school to have such a consistent supportive approach to inclusion, let alone for a school as large as William Harding.
Staff our Assessor spoke to felt that the work they do is normal, but it is evident that they go over and beyond what is needed.
The Headteacher and her team should be congratulated on what they have achieved; the needs of the pupils and their families are at the heart of everything.
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.
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