ÂìÒϸ£Àûµ¼º½ Academy Bishopsgarth has achieved the Inclusive School Award with Centre of Excellence status.

As soon as the IQM assesor walked into ÂìÒϸ£Àûµ¼º½ Academy Bishopsgarth, there was a sense of inclusion.  The atmosphere was a calm and happy one and a sense of unity was apparent.  A small number of children were coming into school late; they were not reprimanded for this; they were greeted with a smile and asked how they were, then let through the doors.  This meant that the students were going to their first lesson feeling positive about the day.  Any student who needed an extra bit of support to come into school was given it.

Pupils love coming to this inclusive school.  Pupils are respectful, well-mannered and polite and are a credit to the school.  Staff model respectful and positive relationships and there is a real culture of rewarding good behaviour and positive choices; something the school has been working hard on over the past few years.  The school has high expectations of pupils’ learning and behaviour.  Pupils are taught about their feelings, and about ways to recognise and manage these independently. Those who need support with this have the opportunity to take part in short- and long-term interventions and through this they develop strong relationships with key members of staff whom they know they can talk to whenever they need to.  The students flourish in this nurturing environment and are proud of ÂìÒϸ£Àûµ¼º½ Academy Bishopsgarth.

Behaviour for learning was excellent and those few children who were struggling to go into class were dealt with calmly and fairly and quickly reintegrated themselves back into the classroom.  Pupils who struggle with their behaviour benefit from the pastoral care they receive from leaders and staff.  They know who to turn to if they have a worry or a problem, feeling confident that they will get the help they need.  Relationships between staff and pupils are warm and supportive.  Staff expect all pupils, including those with SEN/SEND, to achieve well.  Pupils rise to these expectations.  Staff provide effective support for pupils with SEN/SEND.  Careful adaptations are made in all subjects so that they have full access to the curriculum.  Staff who support individual pupils show understanding of their needs.  For example, they provide opportunities for pupils to develop their independence and resilience.

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