BGS Becomes an IQM Flagship School

In May 2023, Bury Grammar School had our first IQM (Inclusion Quality Mark) 'inspection', during which we were judged to have met all the standards required for the Inclusive School Award. We were also recommended as a Centre of Excellence for inclusion by the assessor, the pinnacle of the IQM Award programme.  

After retaining the Centre of Excellence status for three years, we are now extremely proud to have been recognised as an IQM Flagship School - the highest level of accreditation. We are incredibly proud of this important award and thank all our staff involved in coordinating this achievement. 

The Flagship School Award celebrates schools that not only model inclusion within schools but actively influence the broader educational landscape through innovation, research, and sharing best practices. It acknowledges that inclusion is deeply embedded in ethos, strategy, and classroom practice. 

The Inclusion Quality Mark Award provides UK schools with a nationally recognised validation of their inclusive practice and ongoing commitment to developing educational inclusion. The IQM team visited our school to evaluate and measure how we are performing; helping us to learn and grow.  

Inclusion promotes equal opportunities for all pupils, whatever their age, gender, ethnicity, attainment, and background. And IQM’s assessment pays particular attention to the provision made for, and the achievement of, different groups of pupils within a school and any pupils who are at risk of disaffection and exclusion.  

Ofsted defines an educationally inclusive school as one in which the teaching and learning; achievements, attitudes, and well-being of every young person matter.

Here are some of the findings from our School’s Report on our IQM Flagship Status: 

“The opening message on Bury Grammar School’s website leads with ‘A very warm welcome,’ and this evident from the minute you arrive with pupils holding doors with a warm smile.” 

“Leaders talk ardently about how this is an ambitious and aspirational school and this was once again reinforced throughout the visit.” 

“The Principal is passionate in her quest to ensure the school’s ‘pastoral care skillfully adapts to the needs of 21st century children,’ and is constantly reflecting on societal changes and the need to ensure pupils are fully aware of local, national and world issues and can tackle these in an informed and well-balanced way.” 

“The school demonstrates a deeply embedded culture of inclusion, characterised by strong relationships, meaningful pupil voice, and purposeful engagement with the wider community.” 

“Leaders are resolute in securing the absolute best experiences for every pupil and their drive to invest in inclusion is testament to their hard work and commitment.” 

The School is committed to “ensuring that all individuals connected to the school feel recognised and included within its community.” 

“The diversity of the school community is visible and celebrated throughout the school. Pupils collectively represent more than fifty languages, and this is reflected in displays and mapping projects led by the pupil EDI group, which continue to explore and celebrate pupils’ countries of origin and cultural heritage.” 

“Opportunities for pupils to engage critically with current affairs are also well developed. Through initiatives such as the BGS Reporter competition and the Expanding Horizons group, pupils discuss politics, misinformation, and world events in a safe and respectful environment.” 

“Pupil leadership is a significant strength of the school.” 

“Pastoral care is a clear strength of the school and leaders spoke proudly of the work of form tutors and year teams, highlighting their proactive and reflective approach to supporting pupils.” 

“There is a strong emphasis on listening to pupil voice and continually refining provision to meet emerging needs. This culture of care is recognised and valued by parents, who spoke extremely positively about communication, relationships with staff, and the presence of senior leaders at the beginning and end of school.” 

The teaching model at BGS...“has reinforced the principle that ‘every teacher is a teacher of SEND.” 

The School “...prioritise key concepts which are pertinent to growing up in the current climate and cover a range of themes including respectful relationships, consent and boundaries and supporting healthy relationships, along with several other significant topics.” 

“Leaders have developed and implemented a structured approach to monitoring and improving participation in extra-curricular activities, further enhancing inclusion and community engagement.” 

“The Spring Term focus on Resilience and Belonging further strengthened the school’s restorative culture, supporting pupils to understand challenge, manage setbacks, and recognise their role in contributing to a positive community.” 

“Many parents have taken on the role of ‘parent ambassador’ and this has further strengthened parent partnership. I had the privilege to speak with a group of them who talked animatedly about how they are available to offer support and guidance to ‘new’ parents and how potential parents can reach out to them for advice and guidance.” 

“Undoubtedly parents are extremely proud of being a part of BGS and of the opportunities the school provides for their children. They described the Principal as a highly visible and ‘remarkable’ leader as well as praising the commitment of staff, who they feel ‘go the extra mile’ for both pupils and the wider community.”

“Overall, the school has created an inclusive and aspirational culture in which pupils feel safe, valued, and empowered to contribute meaningfully to school life and the wider community.” 

"The strength of relationships, the authenticity of pupil voice, and the commitment to respectful dialogue are evident throughout all aspects of school life.” 

“It is an exciting place to be, whether you are a pupil, a member of staff, or a parent and the dedication and commitment of staff is infectious.” 

“The Principal is an extraordinary leader whose passion for her pupils, staff and parents is admirable. She is steadfast in her dedication to ‘futureproofing’ pupils to objectively meet the current challenges in the world and is committed to ensuring pupils are fully prepared for adulthood, whilst also maximising opportunities for them to achieve their potential.” 

We remain committed to ensuring that inclusion continues to sit at the heart of everything we do at Bury Grammar School. This recognition reflects the dedication of our staff, pupils, parents, and wider school community, who work together to create an environment where every individual feels valued, supported and inspired to achieve their full potential. We look forward to continuing to work with IQM and to developing and strengthening our inclusive practice, ensuring that every pupil can thrive both now and in the future.