Stockport’s Inclusion Quality Mark
Primary School 24/7/07
Assessors: Sue Davidson and Mark Hancock
Moorfield Primary School met all 10 standards for the Inclusion Quality Mark with a very good range of evidence for all strands.
The assessors spent a delightful day at the school sampling lessons and learning opportunities, meeting with representatives of children, staff, parents and governors, and reviewing an impressive range of documentary evidence. Pupils and staff work in partnership to maintain high achievement whilst ensuring that the learning is fun. Moorfield has a long history of including children with more complex difficulties and first started a unit for pupils with moderate learning difficulties in 1968.
The school opened as a primary school in September 2005 following an amalgamation of former Infant and Junior schools. It is a tribute to the leadership and management that this process went so smoothly and that the new school culture has been so thoroughly embraced by all.
The school has an ethos which encourages care, courtesy and consideration for the whole community. The school places their pupils with additional complex needs at the heart of their community and builds inclusivity from that perspective to benefit all children. One pupil described the school as “funable!” which, although an inventive description, supported the view of the school’s ethos that others were giving. Target setting and personalised learning approaches are well developed across the school and this ensures all individual needs are addressed within the whole school curriculum provision.
The school has 386 on roll with a specialist Moderate Learning Difficulties unit and a pre- school group on site. Children with statements access all activities fully and all the children in the unit have a linked class, a peer “buddy” individualised programmes of inclusion into mainstream lessons building to almost total inclusion into mainstream for some individuals.
Moorfield works extremely well with all outside agencies and is formalising links to support children with some specialist settings. The school has developed and resourced some very innovative practice to support children holistically - (e.g. the “Kaleidoscope” initiative to support emotional well-being and the “through the spectrum” occupational therapy programme.) Moorfield has developed an alternative “nurture group” programme for some vulnerable children in years 3 and 4. One professional who visits the school described Moorfield as a “wonderfully cheerful school with many happy children” another stated that the IQM was “definitely well-deserved” by Moorfield.
The areas of evidence judged for the standard follow.
- Pupil Progress:
- Pupils’ attitudes, values and personal development:
- Leadership and management:
- Staffing systems and Organisation:
- Learning Environment:
- Teaching and Learning:
- Resources and ICT:
- Parents and Carers:
- Governors and external partners:
- The community:
This school is an impressive example of inclusive practice.