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Granton Primary School

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Inclusion Quality Mark- Report








Granton Primary, in the words of one of the children, is ‘an exciting place to learn, and where we feel safe and valued.’ The staff are united in the passion they have for their school, and proudly describe all they have achieved together for the benefit of all types of learners.


The children feel very special, and empowered by the staff’s message:


We believe in you,

We trust you

We know you can handle problems

You are listened to,

You are cared for

You are very important to us.


The school is currently undergoing an expansion, in order to provide more places for the local community, and outstanding teamwork has ensured the process has been smooth running. There

is a sense of continual improvement in the air.


Granton Primary received a very good Ofsted last year (June 2013), which praised the leadership of the Headteacher and the wider team. The children make good progress “despite their different starting points,” and benefit from teaching that is at least good and often outstanding.


The needs of the children are many and varied, but the school has a rigorous approach to intervention and support which enables all children to access the inclusive provision. Granton Primary, calls itself ‘a family’ which is evident in the caring and supportive relationships, between staff, children, governors and parents alike.


I am of the opinion therefore, that Granton Primary fully meets the required standard for Inclusion Quality Mark


Assessor                                 Anita Watts


Findings to be confirmed by

IQM (UK) Ltd



Name of School:

Granton Primary School

Head Teacher:

Andrew Terrey

Lead Teacher:

Julie Whitington

Date of Assessment:

15th & 16th July 2014

Final assessor:

Anita Watts




Element 1 – The Inclusive Values of the School


Evidence relating to the inclusive values was verified on the day of the IQM assessment. Elements considered included website, documents, policies, general ethos, protocols, procedures and day to day practice, interviews with staff and children, and school tour and lesson observations.




  • The school has given high priority to the development of an inclusion team. Their non-class based status enables them to impact upon standards and provision across the school.


  • Induction procedures for children new to the school are exemplary, with a clearly defined pattern, which is understood by all members of staff involved.   Since the school has had 59 new children join in the academic year (2013-14), this organisation has been essential.  


  • New children’s photographs are displayed on a special welcome board, and their needs promptly analysed.


  • The school has excellent provision in relation to SEND, so children’s individual needs are expertly catered for, leading to barriers to learning being addressed.


  • The TA’s working, under the direction of the inclusion team, provide focussed support for learning, and the children’s social and emotional needs.


  • Granton Primary has very clear aims and values which are understood by all the community. Children can confidently describe their very positive experience as being part of the ‘Granton Family’. One child interviewed during the assessment summarised the views of the group by saying “I am joyful when I come to school, and I know if I have a problem it will get sorted out.”


  • The older children ensure that all the children can access the playtimes and enjoy friendly play. A highly effective ‘Buddy system’ ensures that children are safe, happy and included on the playground.


  • The Buddy System is supported by excellent training from dedicated members of staff who ensure the children involved have opportunities for rehearsal of strategies, through role play. The work of the Buddies is celebrated and valued, encouraging pride and high self- esteem.


  • The children who held these positions had the following comments to make;

“We listen out for anyone who is upset or squabbling”

“We help children to solve problems”

“We know when we need to seek the advice of an adult”

“The skills I’ve learnt, will help me at secondary school, they are skills for life”

“The training has helped me outside school, I use it when my little brothers are falling out.”


Areas for Development


  • To consider a summary sheet of the key priorities, so that all members of the staff can articulate the next steps for the school.


  • To consider having a ‘child-friendly’ version


  • To consider the further “zoning” of the playground, to include focus areas where individual or pairs of buddies share their interests and lead play. (This would work equally well during wet play.)



Element 2 The Learning Environment, Resources and ICT


Evidence relating to the Learning Environment, Resources and ICT was verified on the day. Elements observed included classroom environments, apparatus and resources, equipment for specific pupils, display, and ICT hardware and software, and interviews with staff and children.





  • The new building programme has positively impacted on the provision.


  • Granton Primary’s Green Team have made a lasting contribution to the school through their exceptional work


  • The Green Team talk with great pride, about their extraordinary experiences. These include gaining a “Silver Gift” at the Chelsea Flower Show for a plant growth experiment, an RHS project linked to the creation of a ‘pallet’ garden made from recycled materials, and the growing of vegetables and fruit in the school grounds. This produce is used by the school kitchen.


  • Children can describe how the environment supports their learning, with reference to the library, the grounds and their classroom environments.


  • Prompts for learning are valued by the children who described the impact of the availability of word banks, dictionaries, number lines, number squares, times tables reminders, and calculators, when they became ‘stuck’ with their learning.


  • Teachers and TA’s provide specialist resources and practices, to support children with specific needs e.g. Makaton and ‘Communicate in Print’.


  • The school offer an extensive range of extra-curricular activities. Children’s individual pattern of engagement is tracked in order that there is an equality of opportunity, in term of take up.


  • Granton has an impressive track record in adapting the environment to support individual children. A lift for disabled pupils which is planned for the new building, will further enhance provision, as will the creation of a sensory room.


  • The school uses ICT to enable a range of children to access the curriculum.


  • In EYFS, children who have poor visual memory are provided with talking photo albums to support the acquisition of phonics


  • Children with Speech and Language issues, make talking books on occasion, to build their confidence.
  • Sound buttons are used in EYFS and key stage 1, in order that children can rehearse speech to then link to writing.


  • Children who have a particular skill in ICT have taken part in the ROBO challenge.


  • The school has a range of other uses of ICT to enhance the curriculum and enable the children to further access the learning e.g. pod casts, visualisers, iPads, Green Screen technology and filming facilities.



Areas for development


In terms of inclusion and ‘learning environment, resources and ICT’’ there is nothing that must be put in place before the Inclusion Quality Mark can be awarded.


The following are suggestions that the school could consider at some point in the future.


  • The children would like to grow a greater variety of fruit and vegetables.


  • They also would like more “creatures” on the school site.


  • To consider the use of Skype to communicate with link schools.


  • To consider further challenging the able children through specialist projects e.g.the creation of a school radio. This would enable the development of broadcasting skills, and related literacy skills through the creation of scripts, interview questions etc.



Element 3 – Learning Attitudes, Values and Personal Development


Evidence relating to Learning Attitudes, Values and Personal Development was verified during the IQM assessment. Elements considered included policies, lesson observations, interviews with staff and pupils, subject portfolios, and general ethos.




  • Children’s behaviour during the assessment was exemplary, as was the case during the Ofsted inspection (June 2013).


  • Without exception, the children were forthcoming with their views. They expressed them coherently and politely, listening to the views of others.


  • The school places great emphasis of the development of thinking skills, through the extensive use of philosophical questioning. This takes place across the curriculum.


  • In one session observed, a group of children were responding to the question;


  • “If you had a different name, would you be a different person?”


They answered thoughtfully, respecting each others opinion. Great maturity was shown by some children in the way in which they responded, as they confidently explored the very interesting concept.


  • The physical environment is respected by the children, and there was ample evidence of them keeping it tidy during the assessment.


  • At lunchtime, children diligently cleared up after they had eaten, having due respect to the children on the next sitting.


  • The school has an assertive discipline system based on a card system, representing a series of warnings. It is clearly understood by the children, and it is rare that a child progresses to its upper reaches.


  • On the rare occasions when a child has seriously overstepped the mark, a letter is sent home. One example of such a letter demonstrated the supportive approach the school, takes, since it still made reference to the positive characteristics of the child, despite very clear messages to the parents/carers about the school’s boundaries.


  • “We know that …………………… is normally a bright and caring child….”.


  • Staff are united in their belief that if a child is wearing the uniform on their journeys to and from school, then they are responsible for upholding the image of the school. They are held to account accordingly.
  • During the assessment, one assembly was observed, which gave evidence for the children’s positive attitudes. They listened respectfully whilst a group of children described their learning projects, where water features had been constructed, using recycled materials. There was an atmosphere of pride and celebration, much enjoyed by all the children. This was especially the case with the nursery children, who were excited by the number of star stickers which the children received!


  • Staff demonstrated good relationships between themselves during the course of the assembly, with friendly but professional banter, which amused the children.


  • All staff and children joined in enthusiastically with the excellent choir and drummers, showing a sense of unity and enjoyment.


  • The children show a caring and inquisitive attitude to their partner school in Tanzania.


  • The Year 6’s are going to start the day from 8.00 a.m. from September. They will start with sports, and then have breakfast together. This is aimed at further personal development to aid their transition to secondary school. The children will start earlier as indeed they will need to become accustomed to when they travel to their secondary school which will possibly be further afield. The shared breakfast is aimed at both developing healthy habits, and encouraging social skills. Beginning the day with sports is aimed to give the children the message that keeping fit is important for a healthy life, and to support the children in exercising on a routine basis.


Areas for Development


In terms of inclusion and ‘learning attitudes, values and personal development’’ there is nothing that must be put in place before the Inclusion Quality Mark can be awarded.

The following are suggestions that the school could consider at some point in the future.

  • To consider giving the children more time to respond to questions posed to them


  • To consider giving staff further training on how to prompt children, without influencing their answers.


  • To train the children to have open discussions without the need for the facilitation by an adult. This could be trialled with able children, then modelled thereafter.


  • To consider other thinking frameworks to complement the work already undertaken e.g. The De Bono, “6 Hats for Thinking”.


  • To consider the consistency between Key Stage 1 and 2 in relation to the thinking skills agenda, as is age appropriate.


Element 4: Learner Progress and the Impact on Learning


Evidence relating to inclusion and learner progress was verified on the day of the IQM visit. Elements considered included those related to target-setting, teaching and support strategies, monitoring, IEP’s, record-keeping , planning and data analysis systems, subject leader portfolios, lesson observations and interviews with staff and children.




  • There are excellent systems in place to analyse needs and ensure rigorous support of a range of far reaching and complex needs.


  • The inclusion team ensure that support is personalised and draws upon advice from outside agencies where appropriate.


  • Problem solving and team work takes place to ensure that even the most challenging of needs are met. During the assessment an example was given of a child who, owing to extremely complex issues, had his own timetable and continuous adult support. All staff in his team were given relevant information from the Educational Psychologist to enable them to understand the pattern of behaviour


  • One member of the inclusion team summed up the approach by saying, “We never give up on a child.”


  • EYFS is an important focus in the school, in order that needs are identified early and addressed.


  • The children can describe a variety of approaches to learning; We don’t always just sit on the carpet and listen, the teachers come up with all sorts of ideas to make our learning fun”.


  • The creative curriculum has given further scope to vary the approaches. The aim is to provide cross-curricular experiences, which are child centred, and give scope for the extension of thinking skills.


  • Termly themes are initiated by a WOW factor, which generates questions posed by the children.


  • Homework projects also provide variety and an opportunity for families to be involved.


  • Staff have great flexibility within the over-arching theme, to follow the interest of the children in a variety of ways.


  • The range of learning events provided by the school, is a strength. It encourages the children and staff to find more and more ways of engaging with external partners. This includes the work carried out in relating to the partner school in Tanzania.
  • Despite the richness of the curriculum, data and tracking is at the heart of the school’s work


  • Extensive data exists on all school levels, so senior staff can target support to individuals, groups, classes and phases.


  • The senior team were able to describe focussed action plans in relation to addressing inconsistencies of progress across the school.



Areas for Development


In terms of inclusion and ‘learner progress and the impact on learning’ there is nothing that must be put in place before the Inclusion Quality Mark can be awarded.


The following are suggestions for the school to consider


  • To give further support to individual teachers in breaking down APP statements, in order that they are accessible to children and able to be assessed by the teachers and teaching assistants.


  • To consider the further challenge for the more able, in order to impact on the percentage of Level 3’s at Key Stage 1, and Level 5’s at Key Stage 2.


  • To ensure that all staff understand where the school’s development lies in relation to all able children reaching their potential.


  • To ensure that Teaching Assessments are given opportunities to reflect upon and evaluate the impact of their work, as a group.





Evidence relating to inclusive Learning and teaching was verified as part of the IQM assessment. Elements observed included a school tour, planning, subject portfolios, children’s books, discussion with key staff, and lesson observations.




  • Staff were positive about the impact of their individual Performance Management interviews, and trust the Senior Team to support them in meeting targets.


  • The curriculum is evaluated by Subject Leaders, with guidance from the Senor team, especially the Deputy Headteacher. The practice is exemplary with reference to the Subject Leader portfolios. They provide a visual record of the extensive and vibrant range of activities and hold the subject leaders to account.

The range of activities are as follows;

Creation of portfolios

Writing action plans

Reporting to the senior team

Lesson observations


Reporting to governors and evaluating their impact.  


Subject leaders have benefited from having regular release time in order to complete their schedule over the year.


  • Experienced subject leaders in Maths and literacy have ensured that policy and protocols are adhered to, leading to consistency across the school.


  • The teaching at Granton is “bespoke” and the senior team play an important role in ensuring that newcomers to the school are both supported and monitored, through an induction process.


  • There is a structured approach to balancing teams in terms of experience, i.e. established members of staff support those that are new to the school or the profession. This ensures that there is ongoing support and feedback which again leads to consistency.


  • Children feedback to teachers using the ‘green pen’ system. This also includes them commenting on the work of peers. The children are very open and receptive to developmental points.


  • During the assessment, there were numerous examples of dialogue supporting learning.
  • Use of philosophical questioning is widespread, with much evidence of its impact on building the children’s confidence, extending communication skills, and preparing them for using literacy or numeracy skills.


Areas for Development


In terms of inclusion and the monitoring, and learning and teaching there is nothing that must be put in place before the Inclusion Quality Mark can be awarded.


The following are suggestions that the school might find useful to consider: -


  • To hold children to greater account in lessons by having a “no hands up” policy on more occasions. This would further enable Assessment for Learning through the use of Individual Whiteboards, or key questions for targeted groups of children. This would help prevent some children from dis-engaging during a session, especially when they knew they wouldn’t be called upon to provide an answer.   It would also assist the teachers in targeting able children, in order to provide additional challenge.


  • To extend monitoring in the school to include the School’s Council’s view on the quality of teaching and learning. This would also be made more accessible if a “child generated” learning and teaching policy was created. This could simply start from the children’s view of what they expected from lessons, in the various aspects of a session.  The children, accompanied by perhaps a governor, could then undertake regular “learning walks”.




Evidence related to inclusive relations with parents, carers and guardians was verified during the assessment. Elements contributing to the evidence, included interviewing parent governors, key staff and parents at the Reading Café, and interviewing key members of staff, especially members of the Inclusion Team.



  • The support of Parents, Carers and Guardians is a great strength of the school. Many of the approaches are exemplary.


  • During the assessment a group of parents attended the Reading Café and had received a range of strategies for encouraging their child to read at home. When the children were collected from class a story was read and then followed up with a related outdoor “trail” relating to the theme, which was chicks. The children acted out parts of the story, talked about it, then recorded the story in images, working with parents. Then came the highlight – real chicks were carefully taken out of a basket to the delight of children and parents alike. They were allowed to touch and stroke them, following health and safety advice, leading to further word building and great excitement. All the parents clearly valued the process and felt very supported by the range of strategies. The staff demonstrated excellent relationships with parents.


  • Granton understands the diversity within its community and provides translation services for key parents. Many of the newsletters are also translated.


  • Parents are invited to give feedback in their own language, and then it is later translated. This empowers the various cultural groups, and values their views.


  • Fathers or male carers are also catered for, in the form of FRED (Fathers Reading Every Day), which demonstrates the determination of the school to be inclusive.


  • The Family Learning Projects have been a great success, which was evident during the assessment through the water feature project, using recycled materials. Children gained from sharing their learning at home, and families were drawn into the curriculum through the process, giving their children excellent support.


Areas for Development


In terms of inclusion and ‘parents, carers and guardians’ there is nothing that must be put in place before the Inclusion Quality Mark can be awarded.


The following are suggestions that the school might find interesting: -


  • To consider extending the opportunities for parents to engage with the curriculum by holding a ‘Sharing Morning’. Children could come to meet their families in the hall, with their tray of books, and talk to them about their work in their own language. This would be an extremely helpful process if the parent or carer spoke no English, or limited English.


  • To consider how the parents could engage more with the excellent Portfolios produced by subject leaders, in order for them to gain a greater overview of the provision.








Evidence relating to inclusion and Governors, Management and External Accountability and Support was verified as part of the IQM assessment. Elements contributing to the evidence included interviews with governors and key members of staff, and scrutiny of related documentation.




  • The governing body’s composition reflects the diversity of the community.


  • Long standing and very experienced Governors have supported the Headteacher very effectively through the Improvement Journey.


  • The Governors are already planning ahead to meet the new guidelines in relation to the increased flexibility of the GB Structure.


  • The Governors demonstrate commitment to Inclusive practice, and both support and challenge the Senior Team.


  • The SEND governor regularly monitors and is insightful in relation to the schools main issues regarding the support of vulnerable pupils. Her expertise and experience in the field of EYFS is very much valued by the Senior Team.


  • The Senior Team seeks the objective views of external partners e.g. LA, Quality Marks, and Consultants.


Areas for Development


  • For all governors to be clear about the range of ‘next steps’ linked to key priorities, and targets in relation to pockets of data. This is linked to an understanding of the criteria the school is aiming to meet, in order that it will be judged ‘Outstanding’.  Specifically this relates to the attainment of able children.


  • To continue to encourage diversity on the governing body.


  • To ensure that all members of the school community understand the function of the governing body, and its impact on the school


  • To consider the school’s capacity, through its very able subject leaders, to apply for a further range of Quality Marks, as a rolling programme.
  • To consider the role of able children in Key Stage 2, joining the team who are steering a particular Quality Mark, in order to collect their ideas and give them opportunities to develop skills e.g. making a child’s portfolio.






Evidence relating to inclusive practice linked to The School in the Community was verified during the IQM assessment, from a variety of elements, e.g. talking to key staff, subject portfolios talking to the children, and parents.


  • The school library is open on Saturday mornings and supports children by their access to books or materials which will help them do their homework.


  • The library is also accessed by members of the community, beyond the school, making them feel involved.


  • Children linking with projects hosted at the Southbank Centre, have gained experiences which have been out of the ordinary. It has given them access to the development of skills linked to interviewing, problem solving, presenting views to an audience and performing to a large audience.


  • During the Roof Garden project, the children have worked alongside employees with mental health issues, giving them insight into their difficulties.


  • Granton is exceptional in its commitment to recycling. Home learning projects encourage the families also become involved and increase awareness e.g. the water feature project, made with recycled materials.


  • The school this coming year, is also focussing on Mental Health and will raise money for the charity MIND.


  • Another focus is Global Citizenship where the school have successfully “Sent a Cow” to Africa through its fundraising. The children made products on a “cow theme” to sell at the “Frosty Fair”. A business model was used with all classes having a £20.00 budget to initiate the making of their chosen product. All classes managed to fund at least one cow each being bought through Oxfam, for families in Africa.


  • The concept of Global citizenship and the Granton community being beyond the school, has encouraged the children to care about families all around the world.


  • Learning outcomes are shared within the community, e.g. the Coffee Club in the Parish Hall or to other schools. The younger children have made animations to give evidence of their learning, which are available to use on the schools website. This ensures the local community are included in the life and work of the school.





In terms of inclusion and ‘the school in the community’ there is nothing that must be put in place before the Inclusion Quality mark can be awarded.


The following are suggestions that the school might find interesting;-


  • To consider further projects which the school or the older children could run themselves e.g. a school second hand shop.


  • To gain further insight into recycling processes e.g. marking paper, making felt.


  • To visit a recycling plant – to book a guided tour suitable for school children.


  • To calculate how much waste is generated in Granton e.g. school meals waste.


  • For the staff to demonstrate their own commitment to recycling through, for example, a book “swap shop”, which they could describe to the children.