Wray Common Primary in Reigate, Surrey has successfully achieved the Inclusive School Award.
The Wray Common Way
Wray Common is a larger than average-sized primary school in Reigate. It is a busy and vibrant school; very welcoming and a pleasure to visit. The Wray Common Way is visible to everyone, which focuses on pupils leaving the school with better life chances than when they first entered. The school’s mission is to ensure that every child makes substantial and sustained progress during their time at Wray Common.
A Focus on Values
There is a strong focus on Values, which permeates the school and every classroom. Pupils are reminded through their ‘windmill’ how to capture learning, demonstrate values, make progress and become ‘Wray Common Citizens’. There is an understanding amongst all stakeholders that they are special and that Wray Common provides a series of memorable experiences, within a community of care and support. It is a home for all to learn and succeed. As the school website states: ‘This is our way, …the Wray Common Way.’
Pupils feel safe, happy and included, and are encouraged to do their best, irrespective of ability, disability, family structure, social background, ethnicity or gender. Consequently, they make very good progress from their original starting point. They talk of their school and teachers with admiration and pride. “Our teachers are kind, they deal with incidents so fairly. They don’t shout at you, they stay calm and organise things.” Year 6 pupil.
A Varied Curriculum
Pupils are offered a varied curriculum, which caters for all learning styles and supports the inclusive ethos of the school. The curriculum is enriched through many first-hand experiences, including educational visits to the local area and very good use of the outdoor learning environment. Children are privileged to have access to a rich array of outdoor resources including a swimming pool, pirate’s ship, trim trail, large field and gardens, where they can grow vegetables on their allotment, make mud pies in their mud kitchen and build dens in the surrounding trees. Year 2 children spoke enthusiastically about their exciting outdoor environment. “I love being outside in the garden because out here we work together, we are a team!”
The Learning Environment
Within the school there is a busy, yet relaxed and comfortable, learning atmosphere. Pupils are friendly, polite and able to talk confidently about their learning. Careful planning is applied to the timetabling of all available learning spaces to ensure maximum benefit to pupils. They are beginning to use ‘Growth Mindset’ that helps them understand what makes a good learner and that they are responsible for their own learning. As one pupil expressively explained, “It’s about teachers working with you and helping you achieve your dream.”
Support for Pupils
Emotional and educational support for pupils is excellent. Members of staff have a very good knowledge of the individual needs of all pupils, understanding their academic, social and emotional needs and family histories, this is strengthened by the school’s Home School Link Worker who provides invaluable support to families. As a result, pupils feel nurtured and happy to be in school.
The School Inclusion and Improvement Partner was complimentary about the school, (in a recent report) commenting on the inspirational leadership and accurate and comprehensive understanding of the quality of education at the school. Leaders display deep knowledge and understanding of their subjects as well as accurate evaluation of the teaching and learning.
Strong and inspirational leadership is provided by the Headteacher, who is constantly striving to enhance pupils’ learning experiences. He is relentless in his determination to improve practice, and is described as “dynamic and passionate, who absolutely has every child in his heart”.
The school values open communication and staff are available each morning to discuss areas of concern with parents. This results in a happy environment where families feel confident in expressing their views, knowing they will be heard and addressed. As one parent commented, “Teachers here genuinely care about our children.”
Assessment and tracking systems are rigorous and analysis of data comprehensive, so that teachers know where the gaps are in learning, and address them through personalised, quality interventions, delivered by highly skilled staff. As a result, pupils perform very well, and in 2016, outcomes at the end of each key stage exceeded national expectations.
High Staff Morale
Staff morale is high and excellent relationships are evident throughout the school, with all members of the school community working together effectively as a team to provide the best possible learning experiences for the pupils. As one teacher commented, “I’ve been here as an NQT and have looked for reasons to leave, but I can’t. Everybody is incredibly supportive and that feeds back to the children. No one feels left behind.”
An Active Governing Body
The Governing Body is actively involved in the life of the school and endorses and promotes inclusion within school. Governors are experienced, well trained and knowledgeable, providing both support and friendly challenge. They hold high aspirations and expectations for all pupils. The Chair of Governors stated that “Everyone is pulling as one, we are focused in the same direction for the common good, so that every child can do their best.”
The two days were managed efficiently and effectively by Sue Brackenbury, IQM Coordinator, who made me feel so welcome. It has been a pleasure to visit such a welcoming and friendly school.
Find out more about the IQM Inclusive School Award
If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team please telephone:
028 7127 7857 (9.00 am to 5.00 pm)
or email: firstname.lastname@example.org for further details.
Want more information on the IQM Award? Click here to request your free IQM information pack.