Woolenwick Infants Achieves Flagship Status

 ‘Give a Little Love’ 

The phrase ‘Give a Little Love’ became a powerful message from the school, as staff, pupils, parents, and the wider school community were encouraged to recognise the needs of others and to offer support through small gestures of kindness. A message from the Headteacher in one of her newsletters reminded parents that ‘Kindness can significantly improve our physical and emotional wellbeing whether we are receiving or giving it. Scientific studies into the effects of kindness, show that acts of kindness help the immune system, reduce stress, give you energy and are good for your heart.’ Children and families were encouraged to share their own acts of kindness and those they had received from others, thereby spreading positivity during a desperately gloomy time. A video showing the staff with a helium filled heart shaped red balloon, passing on the message of ‘Give a Little Love’ through song, is a powerful and moving example of the efforts made by staff to lift the spirits of the community. 

The Wellbeing Power of Music 

There is an inspirational music specialist who is employed on a full-time basis and whose enthusiasm and commitment to the wellbeing powers of music was communicated with passion. She engages with all children, especially those with additional needs and makes musical connections with pupils who might otherwise be isolated because of the different way they experience the world, ensuring that her work is ‘built on enrichment, inclusion and enjoyment.’ By celebrating the social and cultural experiences of this diverse community, music and the arts are represented ‘fostering academic, social, and emotional growth.  

Inclusive Activities 

There are also two educators who are committed to local dance projects and in particular focus on the involvement of pupils in Paradance. Paradance aims to develop and promote dance as an inclusive activity for all and the Paradance Leaders are trained as Paradance Instructors. Children with physical or emotional challenges were involved in the weekly training sessions, learning new dances that gave them the confidence to perform in front of the rest of the group. One child said: 

‘I liked Paradance because we were allowed to join in. Some of us found it tricky but we got help to learn it. When I couldn’t do some of the moves the other people helped.’ 

The educators stressed the importance of including children with disability and able-bodied children in this art form. They recognise the value of creative movement especially for those with additional needs but most importantly want to address any negative perceptions that may be held. After a public performance one participant said: 

‘I got to dance on a big stage. My teachers carried my wheelchair onto the stage so I could dance. I got to dance in front of a lot of strangers.’ 

The dancers also visited the local care home and encouraged the elderly residents to join in the dance. One gentleman said: 

‘I have not moved like this for years and have really enjoyed myself. Thank you for giving us this opportunity.’ 

The Forest School 

The Forest School approach to learning has been well established at Woolenwick Infant School for many years, with a full-time specialist Atelierista/Educator leading this learning. Under his guidance, all children spend time in the woodlands within the school grounds. The safety of the pupils is his first concern and he described how even the youngest children (some with additional needs) can manage risks posed by some plants and fungi growing wild. Poisonous berries, mushrooms and stinging nettles are soon identified, and children learn why these are allowed to grow in the woodland area. The educator described the joy on children’s faces when they witness their first campfire and the importance of allowing children to run and move freely in the outside space. A project he describes involves children harvesting and then stripping the bark off hazel from coppiced trees. The wood is then placed in metal containers and slowly baked over an open fire. The result is pencil sized pieces of charcoal which are then used for art activities back in the classroom. Woolenwick Infant School shares its innovative practice, and this forest school activity is offered as part of a training package for other schools. 

Memories of Covid 19 

Since Covid 19 became a significant part of life in the UK, back in March 2020, Woolenwick Infant School staff have documented their journey, evaluated the success of various initiatives and are driving forward an ethos of kindness, empathy, and support for the entire school community. They now have a library of documents which, when added to earlier records of activities, will provide future pupils and generations with an in-depth historical record of life in Covid times. One striking memory is the PowerPoint series of photos which begins with images of empty streets and notices of closure on the doors of many shops and venues. However, hope for a colourful future was raised when pupils noticed beautiful wildflowers growing in the cracks of concrete in the school grounds, untrodden for so long and undisturbed by contractors. The children did not know the names of the beautiful, unexpected plants and so invented their own names making drawings and caring for the new plants by ‘showering them with water.’  

Schools Commitment to Inclusion 

Woolenwick Infant School always presents a different focus and it has been heartening to witness the continuing commitment to inclusion. A curriculum that has the wellbeing, development and understanding of every child at its heart, coupled with the unified approach of the staff team, forms an unequivocal driving force for learning. The Headteacher has harnessed the energy within the school community and as a highly respected leader has identified the skills and talents of all those employed. Trust is central to the strong professional relationships that exist, and her supportive Leadership Team understand and follow her unquestionable values. Responsibility is sensibly delegated and means that everyone has the opportunity to demonstrate their skill as an educator.  

Find out more about the IQM Inclusive School Award 

If your school is interested in obtaining the IQM Inclusive School Award or you wish to talk to a member of the IQM team, please feel free to telephone: 028 7127 7857 (9.00 am to 5.00 pm) or email: info@iqmaward.com for further details.