From Middle to Senior leadership in British Schools.
...ve and not reactive and must aim to recognize diversity and develop all children, not only those with identified Special Educational Needs but also every other member of its learning community. Educational achievement cannot be separated from personal, social, emotional and physical development and well being. Individual circumstances, both short term and long term, directly influence a student’s ability to participate in school and therefore also their attainment and future inclusion in society. Collaboration is needed between those concerned with the care and education of young people and the green paper “Every Child Matters” will provide for much more effective liaison. Integrated teams of professionals in social care, Connexions, the community and in teaching will be able to share information and provide the best possible package for individual children. Special Educational Needs, attendance and behaviour issues, funding for student support and counselling are obvious aspects of social inclusion. Schools must also implement policies, data analysis and monitoring relating to Gifted, Talented and Able learners, under-achievement and possible areas for SEN intervention and should see these as aspects of every teacher’s role in order to raise achievement and assure equality of experience and opportunity. Admissions is also a crucial part of Social Inclusion: profiling students through effective cross-phase liaison and data transfer helps to provide appropriate individual learning and behaviour programmes in KS3 and beyond. Curriculum colleagues attached to partnership schools and the promotion of cross-phase learning experiences are examples of good practice. Parental involvement contributes to social inclusion and to raising students’ aspirations. Developing partnerships between home and school is sometimes difficult. Seeking ways to involve parents, carers and other family members is crucial but schools must be sensitive and recognise that there are many current initiatives encouraging parents and carers, including single parents, to enter or re-enter employment, whilst also expecting them to become more involved in their child's education. The KS3 strategy with its emphasis on structured learning, the national literacy and numeracy strategies are also important parts of social inclusion and need to be complimented by high expectations about students’ academic achievement, aspirations, behaviour, attendance and self-esteem. Valuing students, listening to and involving them and their parents help to promote social inclusion. An emphasis on achievement rather than a negative view of students as 'problems' or having 'problems' is vital. This requires consistency in school with an emphasis on early intervention. Variety in teaching and learning styles are part of inclusive schooling and rely on identifying learning styles and trends and responding with effective and flexible planning. School policies relating to all areas of discrimination and prejudice must be effected by every member of staff. Promoting good conduct, emotional well-being and positive learning behaviour improves the life-chances and employability of individual students. Regular training in positive classroom management, effective behaviour management, and teaching and learning strategies is essential for all staff if students are to remain in school, participate fully in the opportunities within the school and fulfil their potential. Inclusive Schooling has a huge impact on the wider community, and on society as a whole. Curriculum Developments The National Literacy and Numeracy stategies and the KS3 strategy have taken the very best in teaching and learning and have created standards, guidance and good practice in order to raise standards across the curriculum. The 14-19 curriculum addresses the need for more flexible programmes of study at KS4, especially in the ways in which young people develop skills and access training. The driving force behind these curriculum changes is the need for the continuing employability of individuals and to generate a competitively and diversely skilled workforce. Key skills are sought in communication, application of number, IT, collaboration, life-long learning skills and problem-solving. Most schools will successfully audit their own work in developing employability, much as they have done with Citizenship. Students will be actively involved in identifying and assessing their own progress in these areas and in relating them to career aspirations and citizenship. Work-related learning is another development in which all students will be involved from September. Work in Year 9 with regard to the full range of options, not only in subjects but in KS4 Individual Learning Programmes, and work-experience in Years 10 and 11, ena...