Laxey School has been recognised nationally as a Centre of Excellence for outstanding levels of inclusion best practice.

The school is one of only a handful throughout the British Isles to achieve this status.

The Inclusion Quality Mark Award with Centre of Excellence status is given to schools which have demonstrable plans to sustain and develop internal inclusive practice, along with good mechanisms to share good practice across a broader cluster of schools throughout the UK.

Following a two-year process of working to meet the standards, including during the Covid-19 school closure, Laxey underwent a formal assessment with a UK external assessor who worked remotely to interview staff, pupils and consider a range of documents and evidence.

The report recommended that Laxey should be recognised as a Centre of Excellence because of the way it has supported and inspired schools in England and the emphasis it has placed on working with parents to improve the educational offer for its pupils.

The report by external assessor Sally O’Neil read: ’The staff are very clearly listening to parents and continually striving to ensure Laxey School is very much at the heart of the community.

’School staff are pleased to consider adapting systems when parents offer suggestions which result in pupils having as many opportunities as possible.’

Head teacher Max Kelly said: ’We are delighted that Laxey has been awarded Centre of Excellence status. It is a real testament to the dedication and skill of my staff team. It sends a very clear signal to the community that Laxey School will go over and above in terms of listening to what parents and pupils tell us, and then acting on that feedback to make improvements.

’I believe the Centre of Excellence badge will further reassure parents that they are considered welcome partners in the school and I hope they feel proud that they and their children are associated with, and a valued part of such a great school.’

During the assessment a group of pupils were interviewed about what they felt the school’s strengths and weaknesses were.

Oshin Stigant, aged 11, said: ’Every pupil is treated as an individual and every person is recognised for what they do.’