Inclusion Quality Mark
At Holly House School, we are delighted to share that we have been awarded the Inclusion Quality Mark (IQM) – Inclusive School Award, recognising the strength of our school community and the values that guide our daily work. This achievement reflects what families and pupils experience here every day: a place where every child is known, understood, and supported to grow with confidence.
During the assessment in July 2025, the visiting assessor spent time with pupils, families, staff and governors, taking part in learning walks, reviewing pupils’ work, and speaking with our Mental Health Ambassadors. Their report described inclusion as “a golden thread that weaves through all learning, social and enrichment activities”, capturing perfectly the day‑to‑day spirit of Holly House.
What the Inclusion Quality Mark means
The Inclusion Quality Mark is a nationally recognised award held by many strong schools across the UK. It looks closely at how well a school supports all of its pupils — not just in their learning, but in their wellbeing, their relationships, and their sense of belonging.
Rather than being a test or a badge, the IQM is a thorough, external look at how a school understands and meets the needs of its children. It highlights how effectively a school listens to pupils, adapts teaching, works with families, builds confidence and aspiration, and creates an environment where every child can take part fully in school life.
For our families, it offers reassurance:
an independent expert has looked carefully at Holly House and recognised the quality of care, teaching and support your children receive every day.
A school built around people
One of the most significant strengths noted during the review was the depth of relationships across the school. When pupils first join us, many bring with them experiences that have affected their confidence or made it difficult to trust new environments. Rebuilding this sense of safety and belonging is the heart of our work.
Staff spoke openly with the assessor about the importance of understanding each child — their interests, their needs, their emotions and their individual stories. Pupils, in turn, articulated with pride the roles they take on in school, from Mental Health Ambassadors to classroom helpers, and talked confidently about how they support one another. These conversations painted a clear picture of a community where every child feels valued and included.
Parents and carers also play a central part in this picture. Because many families do not see the school gate daily due to transport arrangements, we work hard to maintain regular, personal contact. Our family team supports parents through transitions, challenges and celebrations, and the assessor recognised the care taken to keep families involved and informed.
Learning designed for every child
Our curriculum is shaped around the children we serve. Lessons are planned to be accessible and ambitious, using approaches that help pupils take part fully, whatever their starting point. Tools like adaptive teaching, visual learning frames, and personalised planning help pupils understand themselves as learners and experience success.
Beyond academic learning, pupils take part in activities that help them discover new interests and build confidence — outdoor learning, creative projects, environmental work, and community partnerships. These experiences deepen their understanding of the world and help them feel connected beyond the classroom. Many pupils spoke warmly about these opportunities during the assessment.
Confidence, aspiration and belonging
Perhaps the most meaningful reflections in the assessor’s report came from our pupils themselves:
“We all have potential… adults believe in us, so we believe in ourselves.”
Their sense of pride, belonging and personal growth was evident throughout the assessment. Pupils described themselves as role models and ambassadors; they shared aspirations for the future and a growing belief in their abilities. This confidence does not happen by chance — it comes from the calm routines, emotional support, therapeutic approaches and positive relationships that shape everyday life at Holly House.
A recognition of our shared journey
The Inclusion Quality Mark celebrates the whole school community: the dedication of our staff, the trust of our families, and the courage and resilience of our pupils.
It reflects what makes Holly House special — not a programme or a document, but a shared belief that every child deserves to feel safe, valued and able to succeed. As the assessor noted, “there is something special happening here.”
We are incredibly proud of this achievement and excited to continue strengthening the inclusive, nurturing and ambitious environment that enables each child at Holly House to flourish.
