COE Review Date: 14th November 2018
Bannockburn is a larger than average, split-site primary school in south-east London. It
has been an IQM Centre of Excellence for three years and is seeking
to gain Flagship status. During my review I followed a full timetable of activities; firstly, speaking to the Headteacher,
the Inclusion leader and one of the Deputies who is the IQM lead; I then
met with parents, children on both sites, various staff, governors and representatives from external agencies. I was shown many classrooms and had lunch with the children.
From my discussions with the Headteacher
I understood immediately
that an inclusive ethos is integral to everything that happens
here. It means, ‘every child is
acknowledged,
we focus on what happens
to the children when they
leave here’.
There is low staff turnover here as all staff are committed
to inclusion and feel valued. There is no sense of hierarchy. All staff are trained
in mental health and safeguarding.
Everywhere I went I was aware of children who were engaged in their
learning. The pupils are happy, confident and feel safe. The Headteacher,
leads by example. She has the
children’s best interests at
the heart of all decisions. There are
many examples of staff going the ‘extra mile’.
Several children have been welcomed to Bannockburn on managed
moves. The school has an excellent
reputation for ensuring the individual needs of every child will be examined and appropriate support will be sought. Parents choose this school because of its inclusive reputation and not of its results.
However, OfSTED
rated Bannockburn as outstanding in January
2014 and its SATs results
have continued to improve since.
Parents could not speak highly enough about
the way they have been treated. Parents of children with SEND are consulted before, during and after any intervention.
They know that communications at Bannockburn are very good and crucially important if progress is going to be good.
The School Development
Plan is reviewed every month as it is a working document. All staff have received attachment training
and the mental well-being of the disadvantaged and vulnerable
children is being
addressed using a variety of methods. Several children are now
learning to take control of their emotions
using ‘zones of regulation’.
As one area of concern is addressed others become more urgent. Staff want all children to leave with memorable moments and to receive ‘best experiences’.
All staff, including the premises and office teams, come to INSET and everybody understands and supports the inclusive ethos that make up the unique
character of Bannockburn. The Headteacher has instilled a culture of continual
improvement. All teachers are in ‘triages’. They observe each other and discuss
good practice. Some film themselves and use this reflection to ensure they are offering the best. There have been no
fixed term exclusions for over three years.
The children work in attractive and calm classrooms. The corridors have many examples of good work and display the values that the school
holds dear. The children move around the building quietly
and show respect to each other, staff and visitors. KS1 children said
that they like this school because, ‘the teachers support us if we
get stuck’ and KS2 children said
there are, ‘high
expectations for learning’.
They know their views are represented
by the Junior Leadership Team and that staff will investigate
an issue if there is a problem. They recognise this is a good learning environment where they are encouraged to do their best. Children understand that working hard and receiving a good education will help them later in life.
Any member of staff can log a concern. Once they have been raised, staff work closely alongside each other and with many outside agencies to ensure their needs are addressed. The school runs many interventions and continually seeks new ways to
support certain children. Review is uppermost in their minds as staff are conscious that children need to swiftly
gain independence; they do not want children to become
too dependent on their staff.
The governors strongly support the work of the school and are deeply proud of its inclusive character. They are well trained and ensure they hold the Headteacher to account. The governors come into school regularly and often, where they are met by happy children and respectful staff. I met with the school nurse and the Assistant Educational Psychologist who both said there are many vulnerable children here whose needs are being met by well trained and supportive staff.
Members of the SEND team have attended two IQM cluster meetings and have found them useful. Bannockburn will be hosting the next one in the Spring Term.
I am of the opinion that Bannockburn Primary
School meets the standards required by the Inclusion
Quality Mark and I recommend that the school be awarded Flagship status.
Assessor: Ralph Silverman
Findings confirmed by Inclusion Quality Mark (UK) Ltd:
………………………………………….
Joe McCann MBA NPQH
Director of Inclusion Quality Mark (UK) Ltd
