IQM Centre of Excellence for Inclusion
Pallister Park holds the Inclusion Quality Mark’s Centre of Excellence award, the only national award for inclusion in the UK. This is not a certificate on a wall. It reflects how we work, every day, with every child.
Early identification — from Nursery onwards
We do not wait for a child to struggle visibly before we act. Our team is trained to identify emerging needs from the earliest years, so that children receive the right support at the right time, before small difficulties become bigger ones.
“Be yourself; everyone else is already taken.”
Oscar Wilde
Communication at the heart of everything we do
Every voice matters in this school, including those that communicate differently. We prioritise communication across everything we do, with all our staff skilled in supporting children who need more time, different tools, or alternative ways to express themselves. Where children need additional input, we work closely with external professionals to make sure no child is ever without a way to be heard.
Sensory-aware environments
We design our spaces with sensory needs in mind — calm, organised classrooms that support children who find busy, unpredictable environments overwhelming. This benefits all children, not only those with identified sensory needs.
“The school has a high percentage of pupils with special educational needs and/or disabilities. Adults consistently model vocabulary to help enhance children’s communication skills.” Ofsted 2024
Individual success plans — your child, your goals
Every child who needs additional support has a plan built around them; their strengths, their targets, and their family’s knowledge of who they are. You will know what we are working on and why, with progress shared at our progress calls.
Family partnership
Families are part of the process from the start. We will never make significant decisions about your child’s support without your voice at the centre.
“‘Soft starts’ to the school day, where some pupils arrive early, ensures that pupils can regulate their emotions in readiness to learn.” — Ofsted 2024