INCLUSION QUALITY MARK REPORT

Assessment: 7th – 8th December 2011

Summary

Our Lady of Lourdes Catholic Primary School is a truly inclusive school. This is a school where every child does matter and is made to feel special. The whole school environment is very welcoming and child friendly. The extensive refurbishment and secret garden development have done much to enhance pupils. learning and enjoyment. Throughout the school the needs of the pupils are paramount with the whole school community fully committed to providing for the needs of each and every child in the school. The headteacher should be commended for developing a truly inclusive ethos and environment. The deputy headteacher, ably supported by the SENCo, should also be praised for leading the whole school through a full review of inclusion and for collating the very comprehensive portfolio of evidence.

The headteacher, deputy headteacher, staff and Governors have worked hard to develop the inclusive nature of the school and to raise standards and aspirations. Due to early intervention and support strategies for pupils who have SEN or are underachieving, standards are high. The pupils in the ASD Base also make very good progress and are fully integrated, when appropriate. The majority of the children are very happy in school and one pupil with special needs summed it up by saying “I love this school because the teachers make learning fun.”

The school's creative approach to the curriculum ensures that all children have full access to learning. Staff know all the children exceptionally well and, due to continuous monitoring, have a clear understanding of individual needs. Significant strengths of the school are the outstanding personal development, care, guidance and support structures in place to support both the children and their families. The provision for pupils with learning difficulties and/or disabilities is of a high standard and the individual support from teaching assistants has a very positive impact on children's learning. The school has excellent links with external agencies, which also provides good support for pupils with special needs.

Relationships throughout the school community are outstanding with parents, staff, Governors and external visitors all commenting on the excellent relationships between staff, pupils, parents and Governors. Communication, especially with parents is exemplary with the regular newsletters, reports, diaries, informal and formal meetings all providing the parents with a deep knowledge and understanding of their child/ren.s progress and educational needs and gives them a comprehensive view of school life.

The school was previously awarded the Inclusion Quality Mark in 2008. The school has changed considerably since that time, including changes to the senior leadership team, the former deputy headteacher taking over as headteacher, the assistant headteacher as deputy and a new SENCo in post. The progress made and their plans for the future, demonstrates clearly that Our Lady of Lourdes Catholic Primary School is continuing to drive forward its inclusion agenda.

I am of the opinion that the school fully meets the standard required by the Inclusion Quality Mark. There are only minor areas requiring development and the school is aware of these. I recommend that the school be awarded the Mark and be reassessed in 3 years. time.

Assessor: Jean Havard

Findings confirmed by Inclusion Quality Mark (UK) Ltd:

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Name of School: Our Lady of Lourdes Catholic Primary School

Headteacher: Maureen Hillsdon

Date of Assessment: 7th & 8th December 2011

Final assessor/s: Jean Havard

Successful: Yes

Context of the School and Sources of Data

Our Lady of Lourdes Primary School is a large Catholic school on the south side of Southport. The socio-economic circumstances of the pupils covers a wide range. Almost all pupils come from a White British background; however, there are a small, but increasing, number of children in the school from Poland and other European countries for whom English is their second language. Although the community experiences low levels of social deprivation, a significant proportion of pupils live in other parts of the Borough where deprivation is higher. Some children with learning difficulties and/or disabilities travel further distances because parents have chosen the school to support their child's learning and/or medical needs. There are three resourced classes for pupils with ASD. Pupils from this base are fully integrated where appropriate with staff working very closely together to ensure full inclusion.

The school is a very large primary school with 568 on roll, including 60 part time nursery places for 3-4 year olds. At the last assessment six of these nursery places were allocated to support children with special needs. The LA funding for these children has been changed to funding on an individual needs led basis rather than on places and the school is continuing to support these placements. There are 20 pupils in the ASD base.

Standards on entry are in line with expectations. Inward mobility is higher than average as 30 pupils transfer from a local infant school at the beginning of Year 3. The transfer of pupils with SEN from other schools is also high. The proportion of children with additional learning needs is above average. In addition to the 20 pupils being taught in the three ASD classes approximately 20% of the children who are taught in mainstream classes have medical or learning difficulties and/or disabilities, some with complex needs.

The pupils achieve very well, attaining standards at least in line with national averages by the end of Year 6. In comparison to similar schools they achieve well. The pupils with special needs make very good progress.

The school was previously awarded the Inclusion Quality Mark in 2008. The school has changed considerably since that time; however it has continued to maintain and develop its inclusion ethos. The former deputy headteacher has taken over as headteacher and the assistant headteacher responsible for inclusion is now the deputy. Although she is still responsible for inclusion she is ably supported by a new SENCo. The progress made and the plans they have in place clearly demonstrates that Our Ladies is continuing to drive forward its inclusion agenda.

The school was last inspected in March 2009, a pilot inspection. The school got an excellent report and was judged to have many outstanding features, including the quality of learning for pupils with learning difficulties and/or disabilities. These pupils were judged to make outstanding progress, including the children in the ASD base.

The school has continued to develop its inclusivity since the last IQM assessment. They have responded well to the areas for development in the last report. The new headteacher provides enthusiasm, knowledge and drive for inclusion. The deputy headteacher, as the Inclusion Co-ordinator has continued since 2008 to excel in leading the school through the IQM assessment. The new SENCo displays the same enthusiasm and expertise in this area, providing valuable support to the headteacher and deputy.

The senior leadership team constantly review their already very good practice to ensure inclusion permeates all aspects of school life. They provide excellent support and have high expectations of care, which all staff willingly adhere to. As a result the school is very welcoming with the majority of the pupils very happy in school. Key strengths of the school include the very strong care for each child, good tracking arrangements and intensive support for individual pupils. As many said during the assessment, “Nothing is too much trouble for the staff.”

The excellent strategies to support personal development have been developed further with secure procedures in place to manage behaviour. The school manages any challenging behaviour very well and also works hard to raise self-esteem. Pupils who find learning difficult and those who are vulnerable do exceptionally well as they continue to receive excellent, targeted support.

The school is highly acclaimed by Sefton Local Authority. The school consultants and outreach supporters judge inclusion to be outstanding, with many examples given of excellent elements, including the support for children with Speech and Language Difficulties. As a result the LA wishes to develop further the school's role as a centre of excellence providing even more support and training for other schools.

In recognition of their success the school has been successful in gaining many awards including, The North West Inclusion Award, Art Mark Gold, Active Mark Gold and National Healthy Schools Award.

Portfolio and Other Supporting Evidence

The portfolio of evidence for IQM is very comprehensive and well organised with clear examples that cover all the elements of the standard. The IQM Co-ordinator is also deputy headteacher. The headteacher and SENCo are also fully involved. Documentary evidence included planning and assessment data, a wide range of policies related to inclusion, personal development and special needs. The School Improvement Plan also provides detailed evidence of the inclusive ethos of the school as many of the action plans were related to inclusion issues. During the visit the pupils were participating in Christmas activities. It was a privilege to watch children with complex needs and from the ASD base taking part in the KS1 nativity. The children from the ASD resource classes take part in many „mainstream. lessons, assembly and lunchtime activities. The children and staff are fully accepting of the children with complex medical and/or learning needs, giving them as much support as possible.

Discussions with staff, parents, consultants, Governors and pupils reflected the true inclusive nature of the school.

Element 1 - Learner Progress

Staff know and care for the pupils extremely well, expectations are high and children are challenged to reach their full potential. The senior leadership team take a very strong lead on inclusive issues. The tracking of pupil progress has been changed recently, including the introduction of B Squared Assessment for the pupils with SEN and those in the ASD Base and Target Tracker for all. These work well together and are now embedded, providing a comprehensive overview of pupil progress. This data is analysed and used to monitor progress and identify children who are underachieving and need extra support. As a result the school provides intensive support for those pupils who need it. IEPs and IBPs are fully in place and aspirational targets are set. Parents are kept fully informed and involved through parents. evenings, reports, individual formal and informal meetings, letters and phone calls.

Attendance is closely monitored by the Parent/Pupil Support Mentor. Her early intervention ensures attendance is improving. Teachers. planning is good overall. Differentiated activities are provided where appropriate with individual needs being met. Pupils. personal learning styles are taken into consideration in lessons. Strategies are in place to support the pupils who are able and talented, the school providing extra personalised plans with extra support and challenge in lessons; however, these could be developed further with more focused activities with other schools. There is an increase in the number of pupils with English as an additional language; however, they make very good progress, gaining valuable support from the staff. The school is aware that this is an area for development. The whole school ethos is centred on the individual pupils who are made to feel valued and special, with many opportunities to celebrate pupil achievement.

Strengths:-

Areas for development:-

Element 2 - Learner Attitude, Values & Personal Development

School ethos

This is a very strong aspect of school life and has been recognised by Ofsted as outstanding. After talking to pupils and staff it is evident that enjoyment is fully embedded in school life with emotional and social development at the forefront. Relationships are excellent with the whole school community working together with a common goal to ensure that the children are at the heart of all they do. Behaviour management is very good throughout the school, this is mainly due to the clear behaviour management guidelines, including Code of Conduct in place. They manage the children who display challenging behaviour exceptionally well. For example, in the ASD Base as a child became agitated the class teacher used her calming influence to restore tranquillity. There are effective IBPs in place. These work very well, the pupils commenting on how behaviour is very good. A particular strength of the school is their medical care. For example, the parent of a diabetic child who has been very ill said her daughter had received exceptional care. Communication is outstanding as all staff are kept fully informed on the academic, medical and emotional needs of the pupils. The Teaching Assistants provide excellent support for all pupils, especially those who are vulnerable. The Pupil/Parent Support Mentor is a valuable asset to the school, providing a wide range of support for the staff, parents and pupils. There is wide scope for this role to be developed further. The School Council and buddy systems in place are clear examples that pupils from many year groups take on responsibility very effectively. Pupils with SEN are fully included, for example, a boy with Down's Syndrome is secretary of the Children's Council. Enrichment activities are very good. All pupils are fully included. Pupils with learning difficulties and/or disabilities are fully encouraged to take part in physical and creative activities. For example, the children in the ASD unit take part in school trips and P.E. whenever possible.

Strengths:-

Areas for development:-

Element 3 - Leadership & Management

Since the last IQM assessment in 2008 the school has gone from strength to strength. The inclusive nature of the school has been maintained and developed. The new headteacher, SLT and staff are clearly committed to maintaining a truly inclusive school. They do not see this as something separate but as part of everyday school life. The allocation of responsibility for inclusion to the deputy headteacher ensures she is fully involved in school life, able to influence change and share the inclusion vision. The headteacher, deputy headteacher and SENCo roles complement each other very well. Together they monitor pupil progress, keeping detailed records, have set procedures in place to identify special needs and liaise regularly with outreach and professionals for advice and support. Separate policies and action plans, including Inclusion, Race Equality, Disability, Equality and Access Plan, Behaviour Policies and Special Needs Policy to name but a few are fully in place. Inclusion issues are central to school evaluation and action planning. Communication with the whole school community is excellent, as a result all the staff are fully included and part of the team. Relationships throughout the school are very good, consequently all the staff are happy and enthusiastic. Continuing professional development is an important aspect of school life with teachers and TAs attending training on a range of inclusion issues. There is very good liaison with parents and carers. Parents of pupils with special needs were very complimentary about the excellent links with school. The Governing Body fully support the inclusive ethos and are fully involved in decision making. The headteacher and SLT command great respect from the school community.

Strengths:-

Areas for development:-

Element 4 - Staffing System & Organisation

All staff, including support staff are fully involved in the development and review of the inclusion process. The dynamic staff are fully committed and work exceptionally well together to provide a truly inclusive ethos. There are regular staff and curriculum meetings when all staff are invited and asked for their views. The school is constantly reviewing their already very good practice. From a tour of the school it is clear that a wide range of teaching strategies are used. During the visit all staff were very welcoming and it was very obvious when I toured the school and spoke to staff and parents that relationships throughout the school are excellent. During discussions with staff it became clear that they were very happy Teaching assistants are fully involved in school life. They are knowledgeable, enthusiastic and caring. They are responsible for providing intervention strategies and encouraged to use their initiative and skills to plan work for groups and individuals, although this could be developed further. The school wishes to develop further the performance management for teaching assistants and staff expertise in dealing with children with Down's Syndrome. They also wish to develop the expertise and resources for those pupils for whom English is an Additional Language. Transition arrangements are excellent. On entry to the nursery, reception and Year 3 there are many activities to welcome the children and parents. Good strategies are in place to ensure that detailed information on individual children's needs are given to new class teachers before they move from one class to another.

Strengths:-

Areas for development:-

Element 5 - The Learning Environment

Although the school is over 80 years old the building is used to very good effect. The refurbishment plan has done much to enhance the environment with alteration to rooms and decoration. The whole school environment is safe, welcoming, warm and vibrant. Although the outdoor provision is limited due to its lack of grassed areas and trees they have recently developed a Secret Garden to enhance outdoor learning. Parents and visitors enter the school in the knowledge that they will be made to feel welcome and any concerns they have will be listened to. Positive relationships have been established throughout the school. The children are very polite, confident and respectful. A comprehensive Disability, Equality and Accessibility Plan is fully in place. A sound field system has been introduced since the last assessment; however, this is to be developed further to all classrooms. All the space is used creatively, with every small room and corridor used to provide space for learning and pastoral support, which are used to very good effect. The Parent/Pupil Support Mentor at the moment has a base in the school office; however, at times a more discreet base would be more appropriate.

Strengths:-

Areas for development:-

Element 6 - Teaching & Learning

Since the last assessment the staff have maintained their enthusiasm and commitment for inclusion, continuing to challenge themselves and each other to improve provision. A full curriculum review has taken place with the introduction of a Creative Curriculum. The children were fully involved in this development, having a say on the projects to be covered. For example, Year 3 have recently completed a project called „Chocolate., developing an enthusiasm for learning. Plans take account of differing needs. Learning objectives are clearly explained in lessons with targets set for groups and individual children. Teaching Assistants play a very important part in school life. They are respected and treated as equals in professional development and decision-making. Staff, use many strategies to evaluate learning and progress, including extensive assessment procedures, data analysis and tracking of pupil progress. There is ongoing INSET for all staff on inclusion issues, including recent course attendance on Down's Syndrome, language development and safeguarding. Staff are also encouraged to take extra qualifications, for example the SENCo has recently completed a Post Graduate Certificate on SEN Co-ordination. There are excellent strategies in place to ensure the children in the ASD Base are fully integrated wherever possible. For example two Year 4 boys are regularly taught in the mainstream classes. There are many children in the mainstream who have complex needs, including five with Down's Syndrome. These children are fully integrated, supported extremely well as full class members. For example, it was a pleasure to see a Year 4 girl with Down's Syndrome take a full and active part in a gymnastics lesson. Children for whom English is their second language are taught well; however, as the number on roll is increasing there is a need for additional training and resources for this area of provision.

Strengths:-

Areas for development:-

Element 7 - Resources & ICT

Since the last IQM assessment the use of ICT to support learning has improved significantly An ICT suite has been created to support the use of laptops and computers elsewhere in the school. The school also has a range of technological equipment to support learning including digital and video cameras, interactive white boards in all classrooms and a touch screen laptop for a pupil with special needs. The school has recently introduced listening programmes to aid concentration and communication. A Learning Platform, Radiowaves, has been introduced to allow pupils and parents access to school work. Assessment data is collected in a variety of formats and mobile texting to parents is used when appropriate. A range of software is used to support learning. A sound field system has been implemented since the last assessment; however, it has yet to be put in all classrooms. The school takes part in a range of activities with other schools, sharing their expertise and equipment. The school has close links with a local high school who offer advice and support; however, the school would like to develop this further. Staff make every effort to make the curriculum as enjoyable as possible, consequently they provide a wide range of enrichment activities, including visitors in school and residential visits, providing enjoyment for all.

Strengths:-

Areas for development:-

Element 8 - Parents & Carers

Our Lady of Lourdes school is very much at the heart of the community and staff see their role in fully supporting the families of the children in their care. As a result they provide a wide range of activities and support strategies. Relationships are excellent and communication with parents is exemplary. Regular newsletters are sent home with copies displayed in the church. This is highly valued by the parents and the local community. There are many opportunities for parents to be involved in school life as parent helpers, attending parents. evenings and the many social events. The school has an open-door policy and parents feel valued and respected. For example, parents of children with special needs were very complimentary about the support and guidance they receive. The Parent/Pupil Support Mentor responsible for pastoral care plays a pivotal role in supporting the children and families who are experiencing difficult circumstances. Parents of pupils with medical needs fully appreciate the support they receive and feel very confident to leave their children in the care of the staff. For example, the mother of a child with diabetes could not thank the staff enough for ensuring her daughter had all the medical care and attention she needed. She said, “All the staff go above and beyond the call of duty”.

Strengths:-

Areas for development:-

Element 9 - Governors, External Partners & Local Authority

The Governing Body is very proactive in supporting the school. They are knowledgeable, supportive and challenging. Relationships and communication are very good. The GB is kept fully informed by the headteacher and staff and have been fully included in the inclusion agenda. The Chair of Governors who is from an education background demonstrates a commitment to the school. The SEN Governor is new to the role. She is knowledgeable and experienced in this area and has a lot to offer the school. There is wide scope for this to be developed further. The GB fully support the headteacher and staff and are very proud of the inclusive nature of the school. The school has a wide range of external partners who provide valuable support and guidance. The senior leadership team are passionate about the children with Special Needs having their full entitlement, consequently they make sure they have very close links with all the external agencies and the local authority. The LA Inclusion Consultant and NHS Speech and Language Therapists were very complimentary about the inclusive nature of the school. They praised the staff for being positive when faced with challenges always taking on new ideas and initiatives with enthusiasm.

The LA acknowledge the success the school has in this area, as a result staff are often asked to share their knowledge and expertise with others. For example, the headteacher has recently been asked by the LA to be on their SEN review panel.

Strengths:-

Areas for development:-

Element 10 - The Community

The school is at the centre of the local and church community. They are fully involved in church life and are very proactive in this area. The school is very sensitive to the needs of the local community as a result they are very proactive in providing for the needs of children with ASD but also the many children with complex and medical needs. They also provide valuable support for vulnerable children and families. The school also adds to the life of the local education community by sharing skills and good practice. They have links with many local universities and colleges taking in students for work placements. The children are fully included in enrichment activities, including after school clubs and visits, many of the extended activities within the Children's University scheme. International links are also a feature of school life, including the annual visit of children from Chernobyl. The support for charities is exemplary. The children are fully involved in raising funds for charities, for example, a Year 5 pupil recently organised a sponsored marathon around the school, raising over £3,000 for the Anthony Nolan Trust.

Strengths:-

Areas for development:-

Summary

Our Lady of Lourdes Catholic Primary School is a truly inclusive school. This is a school where every child does matter and is made to feel special. The whole school environment is very welcoming and child friendly. The extensive refurbishment and secret garden development have done much to enhance pupils. learning and enjoyment. Throughout the school the needs of the pupils are paramount with the whole school community fully committed to providing for the needs of each and every child in the school. The headteacher should be commended for developing a truly inclusive ethos and environment. The deputy headteacher, ably supported by the SENCo, should also be praised for leading the whole school through a full review of inclusion and for collating the very comprehensive portfolio of evidence.

The headteacher, deputy headteacher, staff and Governors have worked hard to develop the inclusive nature of the school and to raise standards and aspirations. Due to early intervention and support strategies for pupils who have SEN or are underachieving, standards are high. The pupils in the ASD Base also make very good progress and are fully integrated, when appropriate. The majority of the children are very happy in school and one pupil with special needs summed it up by saying “I love this school because the teachers make learning fun.”

The school's creative approach to the curriculum ensures that all children have full access to learning. Staff know all the children exceptionally well and, due to continuous monitoring, have a clear understanding of individual needs. Significant strengths of the school are the outstanding personal development, care, guidance and support structures in place to support both the children and their families. The provision for pupils with learning difficulties and/or disabilities is of a high standard and the individual support from teaching assistants has a very positive impact on children's learning. The school has excellent links with external agencies, which also provides good support for pupils with special needs.

Relationships throughout the school community are outstanding with parents, staff, Governors and external visitors all commenting on the excellent relationships between staff, pupils, parents and Governors. Communication, especially with parents is exemplary with the regular newsletters, reports, diaries, informal and formal meetings all providing the parents with a deep knowledge and understanding of their child/ren's progress and educational needs and gives them a comprehensive view of school life.

The school was previously awarded the Inclusion Quality Mark in 2008. The school has changed considerably since that time, including changes to the senior leadership team, the former deputy headteacher taking over as headteacher, the assistant headteacher as deputy and a new SENCo in post. The progress made and their plans for the future, demonstrates clearly that Our Lady of Lourdes Catholic Primary School is continuing to drive forward its inclusion agenda.

Assessor: Jean Havard Date: 12th December 2011