Inclusion Quality Mark

In July 2015, Laurel Lane Primary School were awarded the Inclusion Quality Mark for the second time.  

Below are extracts from the report by the Assessor:

'The school and its staff recognise the importance of developing every child in its care from whatever starting point they are at. The schools values and inclusive practices are shared with all staff and governors and are upheld in all they do. They offer a broad and balanced curriculum as well as extra-curricular opportunities.'

'The learning environment at Laurel Lane is developing at a pace. They are investing in a variety of equipment and resources to enhance learning.'

'Although in the recent Ofsted report ‘Achievement of Pupils’ was judged to be ‘requires improvement’, the school could clearly evidence progress in nearly all groups in the school and rigorously track and monitor progress.'

'Laurel Lane Primary School is on a journey to improve its learning and teaching for the whole school. They are working tirelessly to improve the outcomes for all of its pupils in all of its vulnerable groups. The Inclusion team work quickly to identify pupils who are having difficulties and address these using a number of strategies which they have found to work. Since becoming an Academy the Head of School has worked tirelessly to improve the learning and teaching and monitors this along with the SLT. They are committed to improving practice and use the expertise of the senior leaders, along with the support of the Academy Trust and Executive Head to improve learning.'

'The parents that I met during my visit to the school were full of praise in support of the school. They commented on how the school has developed an ‘open door’ policy and were very positive about how they dealt with their issues and concerns. Two of the parents I met had children with specific learning needs. They highly praised the Inclusion team and particularly the Inclusion Leader, on how they had been dealt with as parents in supporting them in their understanding of what their child’s needs were and how these could be dealt with. They felt that the Inclusion Leader supported them in asking ‘the right questions’ of support services when determining the needs of their particular children.'