ºÚÁϳԹÏÍø Ripon has achieved the Inclusive School Award with Centre of Excellence status.

As the Inclusion Quality Mark assessor walked around ºÚÁϳԹÏÍø Ripon, the classrooms and social spaces were focused on promoting praise and support. Pupils were either engaged in learning activities or having conversations with staff members. The Bridge provision is bright and spacious with purposeful learning stations for pupils to access curriculum support. Staff have created a well-equipped sensory room where students can go to reflect, be alone, or talk to staff.  The Inclusion Manager and IQM Lead have further plans to develop this space, but report on the positive impact it has had since being opened.

Pupils describe their school as ‘The Best.’  When the Assessor asked what sets ºÚÁϳԹÏÍø Ripon apart from others, the pupils talked about their transition to the school and how they instantly felt like the staff were ready to help them learn. Pupils said the staff make pupils feel comfortable in school and are always available to talk. The Assessor saw this in practice as a small group of pupils knocked on the door to the Inclusion room to tell staff how their day was going. The warmth of the staff/student relationships was instantly evidenced, and pupils left the room looking visibly happier after speaking to staff. 

Pupils spoke about the various support sessions in school where they could attend if they needed additional support or just someone to talk to. Pupil voice is appreciated by staff and pupils recognise this. Pupils can see the changes they have suggested, and this makes them feel that they have a say in the direction of their school. This is reinforced in assemblies and form times where pupils talk about current issues that impact on society. 

Parents talked about how nothing is ever too much for the staff. ‘Unconditional support is given, and I can’t sing their praises enough.’ Parents said the staff here recognise who their child is, ‘they don’t focus on the negatives – they find the positives.’ 

The staff at ºÚÁϳԹÏÍø Ripon are passionate about ensuring the best outcomes for students – both academically and pastorally. The IQM Lead and SENDCo discussed with the Assessor about a change from having spaces in school to support pupils to having more specific provision. The SENDCo discussed plans to visit other schools which had been successful in embedding successful provisions. This strategy to support SEND and Disadvantage having provision at ºÚÁϳԹÏÍø Ripon is driven by an ethos of inclusivity and a determination to offer pupils the best.  

Read the full report on the .