St George’s Primary School Flagship status.
 

St George’s C of E Primary School in Stockport has achieved the

Inclusive School Award with Fladship status

Make the Most of Each Opportunity

St. George’s CE Primary School is a vibrant Church of England school situated in the heart of Stockport, with established links to the Chester Diocese. The school is housed across three Grade II listed buildings, connected by play areas that provide safe and engaging spaces for pupils. It serves a diverse and multicultural community, encompassing a wide range of backgrounds, traditions, and experiences. More recently, the school has welcomed displaced families, further enriching its cultural fabric. This evolving demographic reinforces the importance of maintaining inclusive practices that address the varied needs of pupils and their families, ensuring that all children feel valued, supported, and able to thrive.

St George’s CE Primary School places a clear and consistent emphasis on the individual child, ensuring that every pupil is encouraged to embrace opportunities that enable them to achieve their full potential within a Christian setting. Staff are committed to preparing pupils for the demands of an ever-changing world by equipping them with the knowledge, skills, and personal qualities required for lifelong learning, resilience, and self-belief. Spiritual development is central to this vision and is embedded through the school’s mission statement: “Respect for All, Ambitious in Aspiration, and Bold in Action.” This guiding principle is actively modelled by staff and pupils alike, shaping daily practice and underpinning the inclusive ethos of the school. Through this approach, St George’s fosters a culture where children are supported to thrive academically, socially, and spiritually, while contributing positively to both the school community and wider society.

When reflecting on the impact of the Inclusion Quality Mark (IQM) over the past twelve months, staff have spoken with pride about the positive outcomes achieved through the Thrive programme training. This training has enabled staff to carry out confident and effective screening of new pupils, ensuring that gaps in social and emotional development are identified at an early stage. Targeted pastoral support can then be implemented promptly, addressing individual needs and promoting pupil progress. Importantly, the benefits of the programme extend beyond the classroom, offering valuable support to families and reinforcing the school’s commitment to a holistic and inclusive approach to education.

Classrooms across the school are trauma-informed, ensuring that teaching and learning environments are sensitive to the needs of all pupils. Office staff, who are often the first point of contact for families, are highly skilled in recognising issues and signposting parents and carers to appropriate support. In addition to this, the school provides practical assistance through initiatives such as a uniform bank, food bank, and access to clothing. Workshops for parents are also offered, further extending the school’s commitment to supporting families and promoting a strong, inclusive community.

The school provides access to a dedicated mental health nurse, offering support for pupils, staff, and parents. This provision ensures that the whole school community has timely access to professional guidance and intervention when required. In addition, the presence of the school’s therapy dog, Merlin, contributes to the wellbeing of pupils by offering emotional support and comfort, further enhancing the nurturing and inclusive environment. Together, these initiatives demonstrate the school’s strong commitment to promoting mental health and pastoral care across its community.

Leaders have given careful consideration to the design and structure of the curriculum, ensuring that it reflects and responds to the needs of the transient community the school serves. Recent changes have been implemented to make learning more relevant and accessible, with a notable example being the adaptation of a history topic: the traditional focus on War was reframed to explore Migration. This adjustment provided meaningful opportunities for all pupils to engage with content that resonates with their own experiences and backgrounds, developing greater understanding, empathy, and inclusivity across the school.

St George’s has recently revised its Religious Education (RE) curriculum, adopting the framework provided by the National Association of Teachers of RE (NATRE). This change ensures that pupils have meaningful opportunities to explore and learn about a wide range of religions and worldviews. The curriculum is delivered through structured discussion and the use of engaging, high-quality resources, enabling pupils to develop respect, understanding, and empathy for diverse beliefs and practices. This approach supports the school’s inclusive ethos and reinforces its commitment to preparing children for life in a multicultural society.

Classrooms are equipped with working walls that actively support pupils’ thinking and provide a visual reference to aid learning across subjects. In English, additional staffing and targeted interventions are in place to support pupils who are new to the language, ensuring that they can access the curriculum and make rapid progress. One pupil with English as an Additional Language expressed to the teaching assistant delivering the intervention, “I love learning with you.” This comment demonstrates the sense of safety, trust, and positive relationships nurtured within the intervention sessions. It highlights the effectiveness of the support provided, not only in addressing academic needs but also in creating an environment where pupils feel valued, secure, and motivated to engage in their learning. Monitoring of teaching and learning is robust and pupil progress meetings ensure that all pupils, including SEND are supported where needed.

In maths, the school has adopted the White Rose approach, which facilitates flexible groupings and enables pupils to be appropriately challenged within their learning. This structure ensures that teaching is responsive to individual needs while maintaining high expectations for all learners. During the learning walk, pupils were observed actively engaging with classroom resources to support their learning. Pupils were able to articulate how these resources assisted them, demonstrating both understanding of their purpose and confidence in applying them to their work. This provides strong evidence of effective resource use within lessons and highlights the impact of well-planned provision on pupil progress and independence.

Staff spoke positively about their own professional development and the opportunities provided by the school to enhance their practice. The Head Teacher has recently completed the National Professional Qualification in Executive Leadership (NPQEL), establishing networks with another school to strengthen partnership working and mutual support. In addition, one Assistant Head has successfully achieved the NPQSL (Senior Leadership), further building leadership capacity within the school.

Teachers highlighted a range of professional development opportunities, including attendance at local courses and engagement with online learning platforms, which have supported both subject knowledge and pedagogy. Teaching Assistants also spoke with confidence about the progression of their roles over time. Notably, two long-term Teaching Assistants have achieved Higher Level Teaching Assistant (HLTA) status with the support of the school, demonstrating the commitment to staff development at all levels. This collective investment in professional growth reflects the school’s strong focus on building capacity, sustaining high-quality teaching, and fostering a culture of continuous improvement.

Many staff members live within the local community and spoke positively about their connection to it. They expressed appreciation for the values the community represents, particularly its commitment to inclusion and the celebration of differences. This close relationship between staff and the community reinforces the school’s ethos, raising strong partnerships and ensuring that pupils and families feel welcomed, respected, and supported.

The school provides a wide range of experiences and trips, ensuring that all pupils have equitable access to opportunities beyond the classroom. Local visits include trips to the town hall, shops, and Manchester, which help pupils to develop an understanding of their immediate community. These experiences are complemented by wider opportunities such as visits to the Roman Museum in Chester, Chester Zoo, and a whole-school experience at the Venture Out outdoor activity centre. Collectively, these activities enrich the curriculum, broaden pupils’ horizons, and foster personal growth, resilience, and cultural awareness. Pupils commented that their class trip was ‘amazing’ and that they ‘would remember Venture Out forever.’

During the assessment day, the assessor met with the school council pupil group. Pupils were able to articulate confidently how they had been elected through a class vote and spoke with pride about the responsibilities they had undertaken. These included selling poppies, meeting with a local councillor to discuss road safety, deciding on appropriate playground equipment for each class using a budget from the parent teacher association (PTA), and maintaining detailed school council journals of evidence. The journals were thorough and demonstrated the pupils’ commitment to their roles. It was evident that pupils valued their responsibilities and enjoyed contributing to decisions that shape the school community.

Pupils stated that they feel safe in school, describing it as “like having a family around you.” They were also able to articulate how they welcome new friends into their school community, demonstrating inclusivity and empathy. Pupils acknowledged that not all children have homes and expressed a desire to make a positive difference, reflecting both compassion and social awareness. Their comments highlight the strong sense of belonging promoted within the school and the values of care and respect that underpin its ethos.

The leadership team reported feeling well supported by the Governing Body, who play an active and visible role in school life. Governors contribute to book scrutiny, meet with lead teachers, and engage with pupil questionnaires to gain insight into the school’s provision and outcomes. They are also welcomed at the Star of the Week assemblies held in church, demonstrating their commitment to celebrating pupil achievement and strengthening the partnership between governance, leadership, and the wider school community.

During the IQM assessment day, one Governor was present and described their role as “a critical friend to the Head Teacher.” They highlighted their ongoing involvement in school life, including regular visits to support staff wellbeing. The Governor commended the strong sense of collegiality within the staff team, noting how well colleagues look after one another, particularly during challenging times. This reflects both the supportive culture fostered within the school and the Governing Body’s commitment to sustaining staff morale and wellbeing.

It was an absolute pleasure to conduct this assessment and to witness first-hand the dedication, inclusivity, and ambition that define the culture of St George’s CE Primary School. The strength of leadership, the depth and adaptability of the curriculum, and the unwavering commitment to the personal and emotional well-being of every pupil, staff member, and parent collectively demonstrate excellence in inclusion.

I am pleased to recommend that St George’s CE Primary School be awarded the IQM Flagship School for Inclusion. Moving forward, the school’s regular engagement with IQM cluster meetings will reflect its commitment to sharing and refining best practice. Alongside this, the thorough evaluation of the adaptive teaching project will highlight a proactive approach to continuous improvement and innovation.

The school continues to move from strength to strength in terms of its superb inclusive practice and I am firmly of the opinion that the school fully meets the standard required by the Inclusion Quality Mark to pursue Flagship School status.

Inclusion Assessor October 2025