“Lumbertubs Primary is a school that clearly evidences integrity and commitment towards inclusion. Context has not anchored its capacity to drive forward and to engineer the curriculum provision and learning methodologies to be more effective. There is a vigorous determination for the school to focus its energy in identification of need and in increased effective response and proactivity. Systems and structures are embraced and reviewed to ensure appropriateness and impact. There is a reflection here of Howard Gardener’s belief that emphatic, precise underpinning needs to precede all creative action. This impact is immediate on entering the school’s precincts, which exude vibrancy and unilateral engagement.
Enrolment of the wider community and clarity of social cohesion is high on the improvement agenda for Lumbertubs. Inclusion has to embrace the holistic development of the child and this school is working assiduously to make its presence and impact part of the community’s shared aspiration. There are many, and creative invitations and participative events in order to ensure visibility of the school and therefore of its endeavours. Inclusion cannot happen in isolation.” So said the assessor, Dr Wendy Daley, in January 2012.
Portesbery School is a very good example of an IQM school.
The assessor, Sue Rush, found that Portesbery is a very special school where exceptional efforts are made to develop the individuality and independence of students as far as is possible, valuing their diversity and enabling each one to take their place and be included within the mainstream adult world.
Sue’s lasting impression of Portesbery School can be summarised by something said to her by a member of the Governing Body: ‘This is a school that does a lot of things extremely well, and the rest, they are working towards doing extremely well’!
Portesbery is an all age day school (2 -19 years) providing for a total of 70 pupils at the school. catering for children and young people with Severe Learning Difficulties (SLD). Pupils may have additional sensory impairments, physical difficulties or challenging behaviour. Portesbery School was inspected by Ofsted in June 2010, receiving an ‘Outstanding’ report.
http://www.portesbery.surrey.sch.uk/
Cumwhinton makes the Mark.
The assessor, Janet Philpott, summarised Cumwhinton School in the following way, “The Head Teacher of Cumwhinton School is both passionate and determined in her wish to include all children, and ensure that all progress maximally. She provides an effective role model for staff in her diligence, her meticulous approach and genuine concern for the happiness and emotional well-being of children, alongside their academic progress.
The school provides a truly inclusive learning environment, where all children have importance and no child is allowed to struggle with learning, or coast along at a level below his or her potential. There is detailed scrutiny of all data and regular meetings ensure that any minor difficulties are remedied, before they become entrenched problems. A wealth of available interventions is drawn on, so that timely support is available. Lesson planning is meticulous and results in learning which is enjoyable as well as effective, for all children.
The school’s main strength, however, lies in the ‘team ethic’ which also provides a powerful and successful role model for the children. Sensitivity to the needs of all children is the backbone for all school activities and events, and the role model provided by staff in this area has been taken on by the children, who show remarkable maturity, especially where there is difference, and also a genuine concern for one another.”
Holland Park school, London, was seen by Tim Westripp, in November 2011. He summarised aspects of the school as follows, ” Holland Park School goes well beyond mere policies and rhetoric to ensure that inclusion in all its strands is a reality. There is a real determination to raise expectations and hence learning for all of the students, whatever their ability or background. There is a real commitment to raising aspirations and to removing as many of the barriers to learning as possible. This could be summarised in this quote from a parent – “Each child’s needs are individually addressed”.
The following schools have become IQM accredited schools during 2011-12 academic year
September 2011:-
Crownbridge Special School, Pontypool; Lexden Primary School, Colchester; Manor Infant School, Portsmouth; Moorlands Primary School, Great Yarmouth; New York Primary School, North Shields; Penygarn Community Primary School, Pontypool; St. Joseph’s Catholic Lower School, Bedford; Thorplands Primary School, Northampton.
October 2011:-
Boothville Primary School, Northampton; Cedar Lodge School, Belfast; Fairfield High School for Girls, Droylsdon, Manchester; Freehold Community JIN School, Oldham; Hamstel Infant and Nursery School, Southend on Sea; Portesbery School, Camberley; Ravenhurst Primary School, Leicester; Sacred Heart Primary School, Bolton; Scargill Infants School, Rainham; Stanton-in-Peak Primary School, Matlock; Westfield Primary School, Runcorn.
November 2011:-
Clapton Girls’ Academy, London; Cumwhinton School, Carlisle; Hunsbury Park Primary School, Northampton; Lord Grey School, Milton Keynes; Headlands Primary School, Northampton; Holland Park School, London; Woodvale Primary School, Northampton; Healey Foundation Primary School, Rochdale.
December 2012:-
John Bunyan Infant School and Nursery, Braintree; Our Lady of Lourdes RC Primary School, Southport; St Gregory’s RC Primary and Nursery School, Northampton; The Waterloo School, Waterlooville; West Kirby Grammar School, Wirral
January 2012:-
Lumbertubs Primary School, Northampton; The Arbours Primary School, Northampton
