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Inclusion Quality Mark


Fairfield High School for Girls has once again been awarded the Inclusion Quality Mark (IQM) Flagship School Award in 2021/22.

The Inclusion Quality Mark (IQM) was established in the UK in October 2004 with the objective of supporting both state and independent schools to become inclusive. IQM aspire to be at the forefront of developments to ensure the inclusive education of young people. We believe that for future generations to be able to live in harmony, we all have a responsibility to ensure that we provide an inclusive education for every child. Every child is an individual, unique in every way, with the potential to shape the world in which they live. As educators we have to ensure that our young people develop an inclusive approach to others, however different they may seem. Below is a summary of the latest inspection report carried out in the academic year 2021/22 and the following link provides a summary of the previous inspection.

Fairfield High School - IQM Summary


Summary of IQM Report for Fairfield High School for Girls – 2021/22

The Senior Leaders and wider Inclusion Team at Fairfield High School for Girls are committed to the inclusion agenda. They are dedicated to improving the life chances of young people through a focus on excellent academic outcomes for all.

The School has developed its inclusive practice further over the past twelve months to offer a comprehensive package of support to meet the ever growing need to support students’ emotional health and wellbeing.

It is evident from the comments that students feel well supported and cared for at School.  In a pupil voice survey, students commented about their favourite thing about Fairfield. Their responses included “the teacher always help with anything,” “the teachers are nice” and that “everyone is kind” and “gets along with each other and supports each other.”

The School firmly believes in outstanding progress for all and has put additional measures in place to enable all learners to be successful.  Students with special educational needs and disabilities (SEND) are supported well and make excellent progress.  The staff know the students well and create bespoke packages of support to suit individual needs.

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