Awards

Cirrus Primary Academy Trust has been awarded the Trust Value Award by Edurio and has achieved the enviable position of being in the top ten multi academy trusts in England.

This award recognises excellence in creating environments where staff feel confident in the value of being part of the trust. The CEO of Endurio states, 'The achievement highlights the importance of a supportive community where staff feel appreciated and aligned with the trust's mission.'

Avenue Primary Academy has been awarded the reaccreditation of the IQM Centre of Excellence Award 2024-2025. Only 240 schools in the whole of the UK have met the required standard for excellence in Inclusion and best practices.

“The school has undergone a great deal of change and building to allow for welcoming children from all abilities including those with special educational needs. There is a genuine desire to not only provide a rich curriculum but to ensure that it is accessible and enables all to thrive. Avenue’s inclusive practices through championing diversity and aligning this to its overarching aim of health and wellbeing for all are evident across all areas of this very large school. From the outset, there was no doubt that every member of staff subscribes to the ethos of inclusion. The Senior Leadership Team expressed this in their unwavering appreciation of diversity, alongside health and wellbeing which they see as being at the heart of every decision for the pupils and their families. They are relentless in their promotion of the highest standards in every aspect of school life.” 

Avenue Primary Academy fully met the required standards to be awarded the Inclusion Quality Mark's Inclusive School Award July 2023. The school was also recommended to apply for the Centre of Excellence status during this assessment.

“The school takes a holistic approach to education that empowers staff to provide a varied and balanced educational diet to children based on their individual needs. Equality and diversity are promoted through a fully inclusive curriculum where children are supported to access lessons through suitable scaffolding. Further to this, therapeutic activities are woven into lessons and playtimes in addition to the statutory provision outlined in any EHCPs.

There is an impressively strong relationship between specialist staff and mainstream staff. Base teachers provide mainstream colleagues with ideas, resources and knowledge to ensure children with ASD are supported in the mainstream. Mainstream colleagues mirror this support to assist staff in the Base. Staff and children benefit hugely from this symbiotic relationship which engenders a sense of belonging for all. This approach to planning also ensures that the children in the Base access the same breadth of experiences as their mainstream counterparts but at an appropriate level.”