Report Extracts

Brambletye Junior School, Redhill

Brambletye Junior School is a very caring school that provides a good education and guidance for all its children.  It has developed many features that make it a highly inclusive school such as:-

• A celebratory culture which acknowledges all children’s achievements.
• Differentiated planning that supports the diverse needs of all the children.
• A range of interventions that help children overcome barriers to learning.
• A target setting process that supports progress and pupil achievement.
• A rewards and sanctions’ system that supports children’s achievements and good behaviour.
• Effective transition plans from the local infant school and to the local secondary school.
• A wide range of clubs that enriches the lives and learning of the children.
• Parents and governors who understand and support the school’s inclusive ethos.
• Teaching assistants who have increased the school’s capacity to help children overcome barriers to their learning.
• Senior staff who have forged and fostered links and partnerships with local schools and a range of external providers, for the benefit of both the staff and pupils.
• An open door policy that seeks and encourages a working partnership with parents and the community.
• A headteacher and senior staff who are passionate about inclusion.

Throughout my visit I was impressed by the warmth of the staff and their skills in supporting all the children whatever their needs.

New Rickstones Academy, Essex

“Making Our Best Better” is a motto seen at every AET Academy. At New Rickstones Academy this goes far beyond mere words. The drive really is for every child, whatever their background, ethnicity, gender or learning difficulties, to make the most of their opportunities and abilities in whatever they are engaged.

These are quotes from parents but these are in line with the evidence which I saw elsewhere.

• The staff always put the child first.
• The staff have a very good knowledge of the needs of the children.
• The Academy tries to accommodate the needs of every child.
• The children with additional needs are treated in exactly the same way as the other students and not made to feel different.

The Academy is working hard to maximise outcomes for all of the students and to ensure that all are fully included and equally valued.

Thomas Becket Catholic School, Northampton

Thomas Becket Catholic School is an inclusive establishment in which the inclusion agenda is celebrated, not through the simple outward and visible but through the fabric of the school’s organisation, educational philosophy and religious commitment.  This drive to provide a secure and tangible foundation for all who are in need is evidenced through individual action and personal commitment, with the aspiration being supported by developing school systems that transform the philosophy into action.

The school has a strong, dedicated and committed Principal who is supported by staff who manage the inclusion process in a focused and pupil centred way, one in which the needs of the children are always paramount.  The Principal and the leadership teams within the school use all available resources to support that holistic philosophy that recognises the importance of enacting the five core values.

All stakeholders are considered important and are well cared for and supported, regardless of their background. Pupils are nurtured in all aspects of their academic and pastoral development through a responsible, comprehensive and caring school working environment.

Wilbury Primary School, Enfield

The closely-frameworked structure of Wilbury Primary School resembles that of a small secondary school more than that of a traditional primary school. The post of Inclusion Manager is rightly placed within the Leadership Team and is held by an Assistant Head Teacher. The extraordinary breadth of the Head Teacher’s vision and the able support afforded by her Deputy Head Teachers and Assistant Head Teachers, means that the educational experiences that can be provided at Wilbury are practically unrestricted in scope.

Class-based and non class-based teaching staff, including teaching assistants, nursery nurses and bilingual and other support staff, have all been expertly chosen and carefully placed in order to make the very best of their individual skills. They are encouraged to continue their own professional development through taking on additional responsibilities, by engaging in a comprehensive programme of school-based training, and by searching out post-graduate and other significant training courses for themselves.

All in all the overriding impression of the adults at Wilbury, is that no-one is excluded, all are enabled to move toward their full potential, nothing is impossible, and that faultless organisation and co-ordinated teamwork can solve any problem.

My lasting impression of Wilbury Primary School can be summarised by the Head Teacher’s inspiring view that children “Come in with a lot of different challenges. What we have to do is constantly change in order to match their needs … This year, next year, three years. time – thinking what the possibilities are and not wasting opportunities.”

The Abbey Primary School, Northampton

The highlight of my assessment visit to The Abbey Primary School was my meetings with enthusiastic dedicated, perceptive and empathetic members of staff who have been well chosen and well placed by the governing body and senior management. Key staff members have been encouraged and enabled to think and work both autonomously and as part of a team, towards the creation of a child-centred learning environment that enables all, both children and adults, to strive towards meeting their potential.

In addition it was inspiring to hear from teaching and non-teaching staff, governors, parents and children, about the work of the Head Teacher.  Without exception every individual interviewed spoke of her with respect and real affection. This is not something that happens in every school.

Cherry Tree Primary School, Basildon

Cherry Tree Primary is a welcoming school where all are supported to learn and to achieve to the best of their ability. Enormous efforts have been made to raise attainment in an area of some deprivation where academic achievement has historically been a low. The school is fully committed to developing its inclusive ethos. The three Rs, “Respectful, Responsible and Reliable” encapsulate the school ethos. Sustained efforts to build relationships have resulted in most parents and carers feeling that they are included and supported. Pupils report that they are listened to and are treated with respect. Staff, governors, and pupils are very proud of their school and feel that they are part of an effective team. There is a focus throughout the school on providing a stimulating curriculum and environment where everyone is supported to be a successful member of its community. The school has a purposeful working atmosphere, and children are motivated and enthusiastic about their learning. The creative and vibrant curriculum has been designed to motivate pupils. Effective organisational systems are in place, staff are deployed and resources utilised to ensure that the needs of all pupils are met.

Barry Primary School, Northampton

There was a welcoming and friendly approach from all staff, pupils, parents, and all members of the school community and, as an assessor, I was made to feel welcome from the moment I arrived at the school and at all times throughout my very enjoyable two day visit.

The wellbeing of all stakeholders is of great importance in Barry Primary School.  Cognitive and social inclusion is seen as key and everyone is well cared for and well supported in their respective roles, both professionally and at a personal level. In fact, most people with whom I spoke commented on the positive ethos within the school and numerous comments were made about the friendly atmosphere, smiling faces and the fun experience in all aspects of school life.

My observations and involvement with pupils throughout the assessment clearly demonstrated that the pupils are ambassadors for the school. Their exemplary manners, behaviour and comments reflected their pride in belonging to Barry Primary School.

Throughout the assessment everyone spoke with conviction and unity of purpose as to the inclusive nature of the school, thereby substantiating the school’s documentation, which was considered as part of the assessment.

Northampton School for Girls, Northampton

Northampton School for Girls, affectionately known as NSG, is an inclusive establishment in which the individual needs of those in its care are a priority. It is an environment that has been carefully engineered over a number of years to enable the girls to be nurtured in all aspects of their academic and pastoral development. This has been achieved through a responsible, responsive, positive and caring working environment expressed throughout all aspects of NSG.

The school has a strong and committed Head teacher who is supported by a dedicated and focused Senior Leadership Team whose corporate view of the importance of the practical application of the inclusion agenda is as transparent as it is tangible. One in which the girls and their family needs are always paramount. This focused team is supported by committed staff, involved Governors, supportive parents and the girls who continually express their pride in the school.

The active participation and visual presence of the Leadership team throughout the school day and beyond, reinforces the sense of commitment and positive direction which continues to drive the school forward.

At the school one is greeted in a friendly, welcoming manner with openness and cooperation at all levels. This experience is a reflection of the calm and caring environment that successive teams have worked so hard to establish and maintain.

All the stakeholders of NSG are seen as important and unique and the school uses a platform of procedures and processes to ensure their needs are addressed. There is a tangible conviction that the academic and pastoral development of their girls is the key to providing them with the correct skills and talents, not only for the girls as students but for the rest of their lives, the lives of their families and the community.

Castle Primary School, Northampton

Castle Primary School is a school where happy children make happy learners. Children at Castle School really enjoy their learning. They are enthusiastic, energetic and inquisitive. Children are really positive about their lessons. The school knows the interests and needs of the children very well and is able to identify each child’s interests and build learning opportunities around these. Children behave very well around the school. They create their own classroom rules and sign up to them. They know what staff expect of them and they are taught to value both themselves and others. Children say that they feel safe and secure and know who to go to when they have problems. The atmosphere in the school is a warm and welcoming one.