Chapter 4
Reviewing Inclusive Classroom Practice
QCA provided a useful guide for reviewing the learning of different groups of pupils within the context of the inclusive classroom.
When reviewing learning for those pupils with SLCD ensure that:
alternative methods of communication have enabled them to demonstrate their learning, e.g. use of signing, symbols (PECS), ICT/multi-media;
accessible curriculum materials have been made available for these pupils at all levels of attainment, to ensure learning takes place;
assessment arrangements have ensured SLCD pupils have been able to demonstrate their understanding and attainments;
the different paths that learning may take for some of these learners have been clearly identified.
Reviewing learning from a gender perspective
Work set has catered for the different learning styles of girls and boys
Curriculum materials and teaching procedures are free from gender discrimination and stereotyping
There is a balance between practical and theoretical learning approaches
Teaching and learning approaches interest, motivate and engage girls and boys of different ages, and from different backgrounds and ability ranges
The demands placed on language skills (reading and writing), in a range of subjects, do not disadvantage or de-motivate boys, in particular
There is a balance between open-ended, process-based assessment and assessment based on memorising facts or rules
Girls and boys have opportunities to develop their understanding and skills of formal assessment techniques (self-assessment).
Reviewing learning from a disability perspective
Learning materials and resources have been modified for those who are physically disabled or sensory impaired
There are tactile materials, Braille text, taped materials available for the assessment of pupils with VI
Curriculum materials have been developed for HI pupils at all levels of attainment that match their language development
Special assessment papers for HI pupils are available
Disabled pupils are able to use technological aids, and alternative methods of communication in their assessment and learning
The greater length of time needed and the extra physical effort and concentration required by learners with physical, medical and sensory impairments have been taken into account and valued.
Checklist for evaluating inclusion
All pupils are getting a fair deal in the school, and in all lessons
All teachers are identifying and overcoming barriers to learning, achievement and participation
The school's ethos and practice does promote inclusion
The school's inclusion strengths and areas for further development are clear
Inclusion is having a positive impact on pupils' learning
All teachers are implementing the NC inclusion principles consistently
All teachers are addressing any pupil under-achievement
The school and the staff know what they must do in order to improve their inclusive practice
The school and the staff have got the capacity to improve their inclusive culture, policy and practice.
School self-review and inclusion
Pupil performance data is being analysed and used to address any pupil under-achievement.
Grouping, setting and withdrawal arrangements are inclusive.
The SMT/subject leaders monitor and track pupil progress.
Work in lessons is challenging pupils sufficiently.
Staff INSET has impacted on improving inclusive practice
Discrimination, any negative attitudes and stereotyping are being challenged and overcome.
Foundation Stage Curriculum, National Curriculum and out-of-hours learning activities do embrace cultural diversity and equal opportunities.
Pupil review of inclusion
1. I like being at this school
2. I find out new things in lessons
3. Lessons are interesting and fun
4. I get help when I get stuck with my work
5. I have to work hard
6. Teachers do show me how to make my work better
7. Other children in my class behave well
8. Other children in the class are friendly towards me
9. There is an adult I can go to if I am worried at school
10. Teachers do treat me fairly
11. Teachers do listen to my ideas
12. I am trusted to do things on my own at school and in lessons.
Inclusion review for headteachers
Inclusion is viewed positively by all pupils and staff in school
Inclusion offers new and exciting challenges and opportunities
The school's inclusion policy is clear and guides practice
Whole-school coordination, monitoring and evaluation of inclusion is effective
The INCO/SENCO is well-supported by the headteacher
The SIP features an inclusion/SEN priority, which is reflected in all subject development plans
Implementation of the school's Accessibility Plan is progressing
All pupils have an opportunity to review their own progress and have a say in their learning provision
Parents'/carers' views are noted and acted upon
The SEN/lnclusion Governor is proactive and monitors the quality and impact of inclusion provision with the INCO/SENCO
All pupils make good progress and reach their optimum potential, in relation to prior attainment, and their SEN.
Inclusion review for INCO/SENCO 1
Sufficient non-contact time is provided to coordinate, monitor and evaluate inclusion/SEN provision throughout the school
The INCO/SENCO is well-supported in their role by the SMT
The INCO/SENCO meets regularly with KS and subject coordinators, Year Heads and Inclusion/SEN representatives to discuss pupil progress, and target further intervention
The INCO/SENCO meets regularly with the Inclusion/SEN governor to report on progress
The INCO/SENCO leads a team of TAs/LSAs effectively, and meets with them regularly to monitor impact of interventions, and identify inclusion CPD needs for staff
The analysis of pupil performance data and evidence from reviews informs curriculum access and provision required.
Inclusion review for INCO/SENCO 2
Parents/carers are kept informed by regular communication, in preferred form, about their child's progress and provision
Pupils are involved in target setting, reviewing their own progress and additional provision
The additional resources for SEN and inclusion are reviewed in relation to their impact on raising standards
Future inclusion and SEN priorities are identified by surveys and discussions with all stakeholders, e.g. parents, pupils, staff
The INCO/SENCO has access to appropriate CPD to support their role.
Inclusion review checklist for teachers (including NQTs) 1
ALL TEACHERS:
know and understand the barriers to learning encountered by pupils
recognise pupils' preferred learning styles
utilise a range of teaching approaches to remove barriers to achievement (VAK)
ensure pupils have opportunities to work in pairs, groups, as a whole class, and individually
are clear about the role and expectations of TAs, Learning Mentors, peer buddies, peer mediators in the classroom
utilise positive praise with pupils, and enable them to make responsible choices in relation to behaviour and learning
refer pupils to the classroom learning and behaviour code, and ensure this is used consistently and effectively.
Inclusion review checklist for teachers (including NQTs) 2
ALL TEACHERS:
implement the NC inclusion statement of principles consistently in lessons
create an appropriate emotionally literate classroom climate
apply the knowledge and skills from inclusion training to their classroom practice, and ensure this impacts positively on pupils' learning
receive good practical advice, support and guidance from the INCO/SENCO in school
utilise and apply ICT, multi-media effectively during lessons, across the curriculum, in order to enhance pupils' learning access and outcomes.
Inclusion review for teaching assistants
All staff, including TAs are clear about each other's role
The impact and effectiveness of TA support and interventions are documented, monitored and evaluated. TAs:
are well supported in their role by the INCO/SENCO
have quality time with teachers to feed back on support outcomes and pupil progress
make significant contributions to the review of pupils' lEPs, IBPs, ILPs, and reviews of progress
are clear about the school's current SEN and Inclusion priorities
meet regularly as a team with the INCO/SENCO to discuss pupil progress and identify future TA CPD requirements
are given the opportunity to utilise their talents and subject interests within their support role and in out-of-hours learning
are valued and respected members of an inclusive learning team
have the opportunity to share and observe good inclusive practice.
Inclusion review for SEN/lnclusion governors
The nominated governor attends regular training on SEN and Inclusion, and keeps up to date with developments
The role of the SEN/lnclusion governor is clear
The SEN/lnclusion governor meets regularly with the SENCO/INCO to receive up-dates and reviews about inclusion and SEN developments within the school
The SEN/lnclusion governor supports the SENCO/INCO in monitoring SEN/lnclusion policy and provision within the school
The SEN/lnclusion governor knows the impact that additional SEN and inclusion resources have on pupils' learning
The SEN/lnclusion governor is fully involved in the review and implementation of the school's Accessibility Plan
The SEN/lnclusion governor acts as a ‘critical friend’ and their contributions are valued.
Inclusion review for parents/carers
The school's inclusion priorities are known to parents/carers
The school's strengths in inclusion are known and the school has a good reputation for inclusion in the local community
Parents/carers have an opportunity to contribute to the school's inclusion activities and decision-making
The school has productive inclusion partnerships with other schools, local businesses and the community
The school has an inclusion policy in parent-friendly language
The key member of staff responsible for inclusion is known to parents and acts as a first point of contact
Parents/carers are made welcome when visiting the school
Staff are polite when parents telephone the school
The school's inclusion expectations are made clear
The school works positively in partnership with parents/carers.