Inclusive School Award for Shoreside

August 5, 2026

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A Feeling of Belonging

Walking into Shoreside Primary School, the strongest impression is not a policy, a document, or a slogan, but a feeling of belonging that is deliberately engineered through routines, relationships and high expectations. You see it in the calm start to the day, where adults are visible and approachable, families are met warmly, and pupils enter classrooms ready to learn. You hear it in the way pupils talk about inclusion, not as an abstract concept but as something lived daily with “everyone involved, no one left out or behind.”  You feel it in the culture for adults: staff describe Shoreside as a “safe space” where colleagues and leaders listen and act when someone is struggling.

A Clear Moral Purpose

At the heart of Shoreside is a clear moral purpose, for “each and every child.” This is paired with a practical commitment to removing barriers to learning and participation. What makes Shoreside distinctive is the way it blends warmth with carefully chosen precise strategy. The calm environment is not accidental but is supported through meaningful, accessible regulation spaces and predictable routines that help pupils become ready for learning. Pupils can describe and use regulation language (for example, a 3-year-old referencing “zones” with their mum), and they know there are “countless spaces” (Year 6 pupil) to help them regulate and refocus.

An Inclusive Ethos

Shoreside Primary School is characterised by an embedded, authentic and lived inclusive ethos, where values are not simply articulated but consistently enacted across all aspects of school life. The core principle of “each and every child” underpins all decision-making and is clearly understood and embraced by staff, pupils and parents alike. A defining feature of this ethos is the school’s strong moral purpose, rooted in a belief that “education is a path out of deprivation and towards improved life chances.”

The ethos is particularly evident in the strength of relationships. Interactions observed throughout the day demonstrate warmth, respect and genuine care. Pupils are greeted individually, are known well by staff, and supported through relational approaches. This is echoed in pupil voice, where children describe inclusion as “everyone involved, no one left out or behind.” This demonstrates that inclusion is internalised, not simply taught.

Fairness and Equality

The school also actively challenges deficit-based thinking (via growth mindsets). Pupils demonstrate understanding of fairness and equality, including historical and contemporary contexts. Work scrutiny in books supports this, with pupils critically reflecting on stereotypes and social justice issues. This indicates a deliberate effort to shape attitudes and values, ensuring pupils develop empathy, respect and social awareness.

Focus on Personal Development

Behaviour and attitudes at Shoreside are exceptionally strong and directly linked to the inclusive culture of the school. The school’s consistent routines, calm environment and relational approach to behaviour support high engagement and emotional safety for both pupils and staff. The lived practice reflects effective teaching of learning behaviours explicitly and maintaining whole-school consistency.

Trauma-Informed

The culture is intentionally supportive and trauma-informed. The school’s emphasis on Jennifer Nock trauma-informed practice and calm, consistent responses is clearly evident in practice and stakeholder voice. Multiple calm spaces (e.g., sensory rooms, “Shore space”, outdoor regulation areas) support proactive regulation and readiness for learning, which reduces escalation and ensures pupils remain included in learning.

Empathy and Contextual Understanding

Staff apply expectations with empathy and contextual understanding. Adaptive thinking ensures pupils with sensory barriers to attending school are understood and ensures they can achieve. All staff emphasise the mindset that the best place for children is in school and “it’s not about… he’s not coming in unless he’s in full uniform.” This demonstrates inclusive behaviour, boundaries remain, but dignity and access are prioritised.

Personal Development

Personal development is rich and impactful. Pupils demonstrate an understanding of equality, differences and inclusion, referencing protected characteristics, civil rights, disability and LGBTQ+ issues, and applying learning across subjects. Work scrutiny showed how pupils reflect thoughtfully, for example, on stereotypes and social responsibility, including diverse curriculum experiences (visiting speakers, trips, performances, British values learning). Pupils also have opportunities to influence school development, for example requesting the return of Rock Kidz and contributing feedback on facilities such as the trim trail.

 

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 (8.30 am to 4.30 pm)
or email: admin@iqmaward.com for further details.

Want more information on the IQM Award? Click here to request your free IQM information pack.