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Inclusion Quality Mark
Inclusion Quality Mark - Flagship Status
Our Lady Queen of Peace is incredibly proud to hold the Inclusion Quality Mark, Flagship Status. The school undergoes assessment for the award each September. The overarching aim of Flagship status is that an individual school which has achieved this status can further its work in Inclusion through internal research activities.
Flagship Project
As part of their ongoing self-evaluation, leaders have identified the next stage of their inclusive journey. They recognise that many students arrive with gaps in the foundational knowledge and skills needed to access the secondary curriculum successfully. Building on the strong relational foundations established through Thrive, the school's next Flagship Project will focus on ensuring that these barriers are identified early and addressed through targeted support, adaptive teaching and timely intervention.
Agreed Actions:
- Introduce enhanced Year 7 baseline assessments to identify gaps in reading, writing, numeracy, oracy and scientific knowledge as early as possible.
- Use stanines and clear RAG-rated information to ensure that students' learning needs are easily understood and accessible to staff through existing school systems.
- Develop & refine targeted intervention programmes for students identified with significant gaps in foundational knowledge and skills, ensuring support is personalised and reviewed regularly.
- Strengthen literacy provision through the identification of students requiring additional support with reading, spelling and handwriting, alongside the implementation of appropriate intervention programmes.
- Support curriculum leaders in Mathematics and Science to use assessment information to identify common gaps in learning and adapt curriculum planning accordingly.
- Continue to develop adaptive teaching approaches by providing staff with practical tools and strategies, including the use of technology and AI, to make learning more accessible for students with varying levels of need.
- Introduce class profiles that provide teachers with clear information relating to reading, writing, spelling and numeracy strengths and areas for development, enabling support to be embedded within everyday classroom practice.
- Monitor the impact of interventions and classroom adaptations termly to ensure that identified gaps reduce over time and that students can access, engage with and flourish within the wider curriculum.
Summary of Report (September 2026)
Following a rigorous external review, we are delighted to announce that Our Lady Queen of Peace Catholic High School has been re-designated as a Flagship School by the Inclusion Quality Mark. We are delighted that the review has recognised we “continue to move from strength to strength in terms of its superb inclusive practice”
The final part of the review process involved a full day in school meeting staff, observing lessons, visiting students at social time and looking at the impact of the work over the last year. Some highlights from the visit:
- “Relationships are undoubtedly a defining feature of the school. Whether discussing behaviour, attendance, teaching and learning, safeguarding or student wellbeing, conversations consistently returned to knowing young people well and ensuring that they feel listened to, valued and supported.”
- “What stands out is the extent to which staff consistently go above and beyond for the young people in their care. … Leaders described taking active steps to remove barriers to enrichment, including supporting attendance at after-school activities through transport arrangements and ensuring that opportunities are genuinely accessible to all.”
- “The school's inclusive culture is also reflected in its growing focus on curriculum access and aspiration. Inclusion is not viewed solely through a pastoral or SEND lens. Instead, leaders are increasingly considering how literacy, oracy, adaptive teaching and foundational knowledge enable young people to fully participate in learning.”
- “Inclusion is not the responsibility of a few individuals. It is understood as everyone's role. This is reflected in the consistency of approach described by staff, the investment in professional development and the commitment to continually strengthening practice.”
- “Ultimately, this is a school that understands its community well and responds with both care and ambition. Whilst leaders are rightly proud of the progress made, there remains a strong sense of reflection and continual improvement.”