Inclusion Quality Mark has a team of assessors throughout the country, with a collective experience covering management in every area of education. Each of us will have a clear insight into the running of an educational establishment and each brings our experience to bear on the assessment process. My own experience has been gained across thirty seven years in school and university settings.

The initial information about the school is invariably just the name and address as well as the name of the IQM coordinator. A quick internet search reveals the website, which is an informative introduction, particularly if good photographs support the text, as well as the most recent Ofsted report. The interplay of the two allows images to be developed. At this point, contact is made with the school to agree the timetable for the visit, based around a general template. We know that it can be difficult to arrange for some colleagues, especially external (LA) associates, to confirm times until the last minute, so we can be adaptable to circumstance.

The arrival of the school tracking document is central to the visualisation process. These documents represent the wholeness of the school and will have taken the coordinator, supported by colleagues, considerable time and effort to analyse and describe the school at this level. It becomes clear who is actively involved in the school and at what level. The pupil, parent, staff and Governor voices can be perceived. The school makes self-assessment judgements against three headings, policy, awareness and practice. By the day of the assessment, the assessor has already begun to form a picture of the school strengths and areas for further development. It is to be hoped that the school sees this visit as a validation of achievement, from a critical friend, rather than yet another inspection visit.

The day of the visit finally arrives. To arrive at the school for the usual 8.30am start, assessors may have travelled some distance, so to be greeted with a warm welcome by staff expecting your visit gets the whole day off to a good start. After the initial introductions, the walk around the school and opening discussion, the visuals from the words are supplemented by descriptors of the available space and resources. As the day progresses, the discussions with children, staff, parents, Governors and colleagues from the LA gradually fill in and confirm the details. There is plenty of opportunity to ask questions for clarification. It is important that the assessor gets to see the school through the eyes of the community.

At the end of the day a time for reflection allows the assessor to consider the information available. One of three decisions is made at this stage: – achieved, achieved with areas to consider or not achieved. The decision is communicated before leaving the school. My personal preference is to draft the full report away from the school, to allow for reflection, hopefully ensuring a report which supports school development, although where three days are spent at a school, the draft can often be left before leaving the site.

The IQM School is likely to see itself as a caring school which:-

• Seeks maximum academic success for all students
• Is focussed on the pursuit of outstanding teaching and learning
• Is focussed in the interest of relationships for learning
• Understands and cares for each individual
• Is a loving, fun and humane school
• Works with parents and students to raise standards and achieve excellence

The school policy for teaching and learning is moving towards a dynamic continuum. There is developing evidence of:-

1) analysis of evidence leading to quality information being made available to support

2) detailed planning, including the provision of appropriate resources and staffing.

3) Students in the best practise, actively sharing in their learning journey, which is

4) tracked and reviewed at regular intervals with

5) records being collated and disseminated, allowing the process to be cyclic and developmental.

Significant strengths of many IQM schools fall within the following statements:-

• Open, honest and humane approach to the needs of the whole school community.
• Very self-aware, through review, quality assurance and good knowledge of school data.
• Planning at different levels.
• Enthusiastic, supportive staff progressing the learning agenda.
• Motivated pupils.
• Parents, Governors and outside agencies able to provide broader support, but also appropriate challenge.
• A community where everyone’s personal and learning needs matter.

Any school achieving the IQM award should be very proud of its achievements. It will be a place where people matter, where personal development, aspiration and achievement are central to the ethos, which is likely to be premised on humane systems. It is a place where communication is strong and ideas are welcome. It will be a great place, in which children and adults can grow, develop and hopefully achieve as a result of collective activity.