Inclusion Quality Mark

In June 2018, Laurel Lane Primary School were awarded the Inclusion Quality Mark for the third time and were named Inclusion Centre of Excellence. 

Assessor's Evaluation - 2021

Laurel Lane Primary School is a warm and welcoming school and provides “…a high quality, creative and challenging education within a secure, caring and happy environment, where every child experiences a sense of enjoyment and is encouraged to achieve their full potential through a love of learning.” An inclusive ethos pervades and there is a strong sense of ambition for each and every child.
Laurel Lane Primary School is part of the Frays Academy Trust, joining in 2013 as sponsored Academy. There are five other primary schools in the Trust. Laurel Lane Primary School is a co-educational primary school and Nursery for children aged 3-11. In addition, the school hosts 'The Pond' a Nursery provision for 2-year-olds and which is also part of the Frays Academy Trust.
Currently, there are 272 pupils on roll with 52 in both Nursery provisions. Of those on roll, 39% are categorised as SEND with 3.3% with an Education, Health and Care Plan (EHCP). A significant number (70%) are from families for whom English is an additional language (EAL) and 47% are eligible for the Pupil Premium grant. The school faces a high degree of mobility each year and consequently the school constantly evolves to reflect and cater for its ever changing and diverse community.
Leaders and staff at the school are proud of their inclusive ethos and culture and share the core values of compassion, collaboration, curiosity and creativity. Leaders have a shrewd understanding of their community and skilfully plan to best meet the needs of each and every child.  Leaders are also aware of the school's strengths and accurately identify areas of improvement. Action planning is thorough, yet not unwieldy and is characterised by an underlying commitment to further promoting inclusion.
The school has invested in the creation of an Inclusion Team led by the Deputy Headteacher. Staff in the team have a vast range of experience and skills and work well together. The team comprises the SENDCo, Inclusion Assistant, Inclusion LSA, Learning Mentor, plus a team of Learning Support Assistants who support in-class interventions.
In addition, the team draws of the services of external specialist such as Educational Psychologist, Play Therapist and Occupational Therapist. There is also a dedicated Family Support Worker who works across the Trust. In my meeting with members of
the team, I was impressed by the range of skills the team has and the effective way in which they are deployed to meet the equally broad range of needs. The team are working well to support both children in school and those at home during this second lockdown.
I also met with the school's three Phase Leaders who described how the processes of early identification of need and transition from each phase is managed. In the Early Years, a baseline measurement is taken and in collaboration with the Inclusion Team, appropriate interventions are implemented according to need. In Reception, there are two LSAs. Transition to KS1 and thereafter to KS2 are effective and interventions continue as required. Regular reviews take place along the way and modifications are made as required. Periodically, in addition to analysing data form the regular data drops, Phase Leaders supplement this by observing learning and scrutinising pupils' work. Phase Leaders then meet with classroom teachers to discuss future plans.
Phase Leaders described how the school has provided for pupils and their families through this second lockdown. The Assistant Headteacher was successful in accessing IT equipment for home learning including an impressive 59 laptops, 13 4G routers, 60 Wi-Fi codes from BT and 50 sim cards from Vodafone. Currently, there are no families who are lacking the provision to enable their children to access home learning via IT. Class teachers are able to monitor this situation as they contact parents each week.  Class teachers also run daily zoom sessions with their classes which have included assemblies, yoga and Zumba lessons. The Assistant Headteacher is completing plans for a virtual pupil tracking process to begin shortly. There is a planned tiered approach to learning currently and once the children return to school once again, the school will draw upon the Silver Linings Project through PSHE lessons.
I met with three pupils who are spending their days in school during lockdown. They were enjoying their work in school and told me about some of the activities they had experienced. They also told me about life before the lockdowns although it did seem a fairly distant memory to them now. One of the pupils recalled a visit to the nearby Heathrow Airport and another, who joined the school in the autumn described how she was supported to settle into her new school. The children were polite and confident and were full of praise for their teachers and support staff. They told me that they felt safe in school and explained how the bubbles worked. The children were excellent ambassadors for their school.
My final meeting was with the Family Support Worker who works across all of the schools in the Trust. Here work is naturally varied depending upon what families need. Examples included procuring a stair gate for one family, helping to eliminate a debt with another and providing access to food and groceries through a number of foodbanks.  Meticulous records are kept of all interventions with families and in collaboration with the school, families are identified as needed support. There is also a facility for families to self-refer which is then considered by the Inclusion Team and the Family Support Worker. This role is clearly a much-needed resource and it is one that carried out very effectively.
The school should be congratulated for the skilful way in which it navigated a smooth course through the first lockdown. At the time of this review, the school was in the second lockdown and it was very clear that staff had learned so much from the first and had adapted their approach. The understanding of the context and empathy with their families is outstanding and home learning was devised with this fully in mind. Feedback from parents has been overwhelmingly positive.
During the partial lockdown and currently for the significant numbers of children in school, either those with an EHCP or key worker children, staff described procedures which were adapted to ensure safety and the continuation of a meaningful experience throughout the partial closure. Since September, further measures were taken to maintain a safe environment and experience for all who work and learn at Laurel Lane Primary School. The work of support and site staff to make the environment safe for teaching staff and pupils is highly commendable.
Having discussed the progress made since the last IQM review and the school's plans for the future, I am of the opinion that the school should continue to hold Centre of Excellence status and be reviewed again in 12 months time.
Laurel Lane Primary School continues to move from strength to strength in terms of its inclusive practice. The next review will look closely at how the school has interacted with its Inclusion Cluster and promoted continuing outreach. Evidence of Cluster working will underpin the capacity for the school to maintain its Centre of Excellence Status.