Inclusion Quality Mark

Winstanley is Shining Brightly!!!  

We are proud to announce that The Winstanley School has recently achieved the prestigious Inclusion Quality Mark.  On the 11th and 12th April 2018 the school underwent a vigorous two day assessment where our values, ethos and practices were scrutinized by an independent assessor who recommended The Winstanley School for this nationally recognised award.  

Over the course of the two days, the assessor met with staff, students, parents and governors and identified many strengths and positive practices within the school.  The assessor commented that “The Winstanley School is a vibrant and stimulating learning environment” and our SHINE values were identified as “a set of principles and values that underpin and articulate the core ethos of the school”.

The assessment report states that:

  • At Winstanley there is a staff group who have ownership of the new culture and vision, believe in it and understand how it can support students to reach their potential.
  • Winstanley has a highly skilled team who make a significant contribution to pupil attainment and achievement.
  • There is a strong collective strategic drive from the senior leadership team which provides clear vision and direction in the development of policy and its implementation. This allows Inclusion to be articulated and is evident in the schools vision of SHINE.
  • There are positive relationships amongst staff and students in a learning environment that is stimulating, creative and safe.
  • The students are happy and feel safe, during the assessment they demonstrated how they respect themselves, each other and behaviour.
  • Students have a clear understanding of the schools expectations on behaviour and bullying.
  • Students are aware of and understand their learning targets and are ambitious and aspirational in their work.
  • Students feel valued, as individuals and learners. Students are engaged in their own learning, assessment, monitoring and evaluation.
  • Parents and carers have confidence in the school, are comfortable to approach the staff, feel involved and informed about the school and their child.
  • There is an excellent system of data collection and analysis that informs practice, target setting, supports the aspiration culture and outcomes for attainment.
  • Achievement is celebrated in a variety of different ways.
  • The Voice of the student is well and truly heard not only through a very inclusive School Council but a variety of other initiatives such as the PiXL Edge programme and anti-bullying schemes.
  • Early intervention identifies issues and there is support for different needs, enabling full access to participation in school life.
  • All staff are fully aware of and implement the Teaching and Learning policy with a clear analysis of individual needs.
  • There are clear protocols and systems for tracking learners on-going progress.
  • Records of individual needs and progress are kept over time and progress is reported to parents during the year.
  • There is rigorous and robust performance monitoring supported by early intervention when concerns are identified.
  • Planning takes account of the needs of all learners and there is a range of examples of effective planning to differentiate for students.
  • High quality opportunities exist for parents to engage with teachers to discuss the needs of their own child at different stages. This is supported by parent evenings and surveys.
  • Parents value the attention school gives to the individual needs of students.
  • The school engage with parents as partners, ensuring that all communication is easy to understand and enable parents to support learning.
  • There is a strong commitment to the development of governors to ensure that they are able to fulfil their roles and responsibilities.
  • There are excellent links with local primary schools.

Assessment – April 2018