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The inclusive school

Contextual information
Two form entry school serving an ethnically diverse community. Pupils come from a wide range of backgrounds and heritages including Africa, Caribbean, Asian, British and Eastern European A significant number of pupils are at an early stage of learning English as an additional language

Proportion of pupils with SEN / disabilities is above average Supported by school action plus or with a statement of SEN 16.4% (National average 7.9% )
Substantially more FSM pupils than the vast majority of schools 58.4% (National average 26.2% )

Small scale study


Why focus on whole school inclusion? We believe that children are entitled to provision that enables them to achieve to the utmost and fulfil their potential. We are determined to break down the barriers that stand between some children and success, by challenging discrimination in all its forms and through effective curriculum planning and delivery, focused on individual needs -School mission statement Does is achieve this?

What is an inclusive school? Perspectives from literature


There is still much debate about the definition of inclusion
Inclusion has to be seen as a never ending search to find better ways of responding to diversity. Inclusion is concerned with the identification and removal of barriers. It is about presence, participation and achievement of all pupils. (Ainscow, 2012)

Features of an inclusive school


The school is a community of learning (Thomas, 2013) A common mission shared values and clear goals (Florian, 1996) Leadership committed to inclusive values (Dyson 2002) Strong links with parents and the community (Dyson 2002) An inclusive culture (Zollers, 1999) Personalised learning - engagement with whole class (Ainscow, 1999) TA support deployed carefully (Blatchford 2009) Works to eliminates social exclusion (Vitello, 1998)

Methodology
Free school meal and pupil premium data / report

SENCO interview
Whole school observation

Classroom observation (across both Key Stages and EYFS)


Indicators of Inclusion (65 indicators) Compiled a list of indicators adapted from Booth and Ainscow (2000) Index of Inclusion

Indicators of inclusion
Everyone is made to feel welcome Students help each other collaborative work Partnership between staff and parents/carers High expectations of all pupils Students are equally valued All staff seek to remove barriers Leadership and coordination SEN policies EAL policies Lessons encourage the participation of all children Teaching assistants support learning and participation Whole school factors

Results
The school scored strongly on 60 out of 65 indicators (92%) Area for improvement staff training relative to the needs of the children Does it achieve what is sets out in the mission statement?
We believe that children are entitled to provision that enables them to achieve to the utmost and fulfil their potential. We are determined to break down the barriers that stand between some children and success, by challenging discrimination in all its forms and through effective curriculum planning and delivery, focused on individual needs.

Quote from teacher:


Child A would not have survived this long in mainstream education had he not been in such a nurturing school. The Local Authority now want to place him in a mainstream secondary school and we are having to build a case to show he wont survive there. In a way we have been too successful in making this school inclusive

Potential issues with data


I had limited access to school data I was unable to speak with the Head The answers are subjective based on my knowledge and experience in the school. Someone with more experience and greater access to school / staff may come to different conclusions As I was only in one school I have not had a chance to test the indicators in another environment. To get a comparison it would be useful to test these indicators in other schools

Weighting of each indicator? Should some of the indicators have more weighting than others?

Nurture rooms and Boxall profiling


Nurture rooms - Separate rooms for interventions Rainbow room KS2 staffed by 4 TAs. Interventions for KS2 pupils in numeracy and literacy Sunshine room KS1 staffed by teacher and TA. Interventions for KS1 pupils in numeracy, literacy and SEBD. Boxall profiling Assessment tool that focuses on identifying childrens developmental needs (SEDB) and the levels of skills they possess to access learning. It supports teachers in identifying needs and then planning interventions to meet those needs SEBD interventions: Self esteem, Internalisation of control (behaviour), Early experience

What do you think?


Can inclusion cause exclusion/segregation? It has been argued that the approaches developed as part of creating an inclusive school have continued to create barriers Is the amount of time we give some children with SEN detrimental to the education of others in the same class? Quote from class teacher: Child A costs far more in teaching and TA time than his statement provides for

Teachers tool kit