Stalham Infant & Juniors Achieves Centre of Excellence

Context?

Stalham Infant and Junior Schools have recently joined together resulting in one thriving learning community within the highly inclusive Boudica Schools Trust. The Infant school was converted in August 2019 – and was moved to the Junior school site in Summer 2020.?

Quote from pupil: ‘We get a good education, our teachers make learning fun, even when it is tricky.’?

Effective Collaboration?

School leaders work within the Trust, with the key aim of being the most inclusive Trust in Norfolk. The CEO unites the schools within the Trust through shared values and vision. One of the key curricular drivers ‘inclusion and meeting the needs of all children’ is the golden thread woven through all aspects of this happy, thriving, successful school.??

Quote from pupil: ‘The school has helped me and has brought my family together.’?

Commitment to Inclusion?

Leaders can identify outstanding elements within current practice. They are relentless in ensuring every pupil meets their potential and pupil outcomes are consistently tracked, with targeted interventions, where need is identified, put in place. For any pupil falling behind there is a genuine, unwavering commitment to inclusive practice which informs all systems and approaches. The Headteacher accepts and welcomes all children into the school, regardless of need or background. The Leadership Team are deeply passionate about, and committed to, the inclusion agenda. They want to make a difference to all the children and improve their life chances.??

Quote from pupil: ‘The staff are very understanding – they have really helped with my anxiety.’?

Continuous Improvement?

The Headteacher has accurately evaluated the provision and is aware of the areas which need to be developed to ensure the forward momentum of the school. SLT know their staff well and deploy them effectively to have the most positive impact on pupils. They recognise the importance of continuous improvement in the quality of teaching and learning as they want the pupils to leave with the best outcomes academically, as well as developing the wider skills they acquire through the holistic curriculum.??

Quote from pupil: ‘There is a really calm environment.’?

Valued Staff?

There is a collective responsibility, amongst the staff, to look after the children and give them the best school experience possible. All adults who work in the school are welcoming and kind. This thoughtful and inclusive ethos permeates all staff, regardless of role; and all staff feel valued and respected.??

Quote from pupil: ‘Most of the learning is fun - especially history!’?

Building for Success?

Teachers have a good understanding of the factors which influence pupils’ mindsets and their ability to learn. They understand that behaviour is not who that child is, it does not define them, they seek to uncover the causes behind the behaviours. Staff also recognise the importance of building positive relationships and listening to the children, giving them a voice. The Headteacher believes that with the appropriate staff and personalities, you can build the desired ethos. You can upskill and train staff in different areas, but it is imperative that their beliefs fit into to the school’s shared vision. The Headteacher feels fully supported by the staff and they feel fully supported in return.??

Quote from pupil: ‘I felt out of place at my old school but here, I feel like I belong’?

Enrichment Programme?

The Deputy Headteacher brings real energy to the curriculum role. She has exciting plans and vision for curriculum development. The plan is to deliver a truly engaging curriculum with a broad range of topics and experiences that is accessible by all. Once Covid- 19 restrictions are lifted, the school looks forward to re-establishing their comprehensive enrichment programme, which complements the curriculum.??

Quote from pupil: ‘Everyone gets me, and I get them.’?

Forest School?

The school’s environment lends itself well to the inclusive ethos through its range of facilities, spaces, and equipment to enhance the learning and daily experience. Inclusion is engrained within the fabric of the school. The large forest type area lends itself and is well used by all staff to support a wide range of learning experiences, such as science, orienteering, bushcraft.?

Quote from pupil: ‘I love our classes.’?

Heart of the Community?

On reflection, Leaders feel that the lockdown has counterintuitively been a very positive time, both for the school and for the community; community belief has risen again, and the school has received some superb feedback from parents and the wider community about the support offered during this period. The school has also deployed much welcomed additional resources accordingly with targeted intervention and increased 1-1 and small group tutoring.?

Quote from pupil: ‘I have so many friends.’?

?Growth Through Change?

Alongside the challenge of the pandemic, moving school buildings and drawing two communities together also created its own additional potential challenges. Throughout these changes Leaders saw a real opportunity for growth and as a result, through creative endeavour and well thought out intervention, staff teams had an opportunity to work together, get to know children and families, make connections, and so strengthen the resilience of all, which is clearly evident as the school has physically reconnected and come back together as a whole.?

Quote from pupil: ‘Everything feels good, everyone feels good for who they are.’?

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 feel free to telephone: 028 7127 7857 (9.00 am to 5.00 pm) or email: [email protected] for further details.?

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