Ordinarily Available Inclusive Provision

Leadership and culture

Contents

Expectation

Leaders promote positive relationships across all parts of the school or setting community, and lead by example so there is a strong partnership ethos.

  • Accordion

    • Why? Evidence base

      • Positive relationships are the foundation for an inclusive environment where everyone feels seen, understood, and safe.
      • Children’s attainment is positively impacted when they have positive relationships with peers and staff.

    • How? Whole setting

      • Leaders are visible within the setting.
      • Leaders spend time with pupils during unstructured times of the day to develop relationships.
      • Leaders build strong relationships with parent carers for example by being present at the beginning and end of the day to meet and greet them.
      • Leaders seek and actively listen to staff voice including their ideas, challenges and concerns.

    • How? Early years

      • Leaders know the provision well and spend time at the setting when children are attending.
      • Leaders regularly model aspects of good practice within the setting.
      • Practitioners are supported to work collaboratively to reflect and develop their practice so that they feel skilled and confident.
      • Leaders know the children well and support practitioners to plan and implement approaches that support learners.

    • How? Classroom

      • Leaders regularly model aspects of good practice within the classroom.
      • Teaching staff are able to work collaboratively to reflect and develop their practice so that they feel skilled and confident.
      • Leaders know pupils well and support teachers to plan and implement approaches that support learners.
    Leadership and culture resources

Expectation

Leaders are committed to educating all children and young people in their community so that all children are known, belong and feel valued.

  • Accordion

    • Why? Evidence base

      • A sense of belonging is essential for learner’s wellbeing and engagement with learning. This supports attendance and academic achievement.
      • Children need to be known and feel valued to have a sense of belonging.
      • A sense of belonging has been linked to increased student motivation, improved academic achievement, increased staff-wellbeing and retention, and a belief in students and staff that they can make a difference.

    • How? Whole setting

      • Leaders understand the needs within their local community and are aware of the support services available to enable a collaborative response to supporting families.
      • Leaders value diversity and ensure that all staff or practitioners understand the backgrounds and wide-ranging needs of the children and young people within their local community.
      • Leaders ensure that through the implementation of a key person system every child feels known, valued and understood.
      • Young people are involved in decision-making about what school life looks like.

       

       

    • How? Early years

      • Leaders ensure that the provision reflects the learning needs and interests of children who attend.
      • Leaders encourage all practitioners to observe, note and record a child’s voice and adapt provision accordingly.
      • Leaders talk to children in the setting, connecting with them as individuals.

    • How? Classroom

      • Pupil achievements and successes are celebrated in the broadest sense.
      • Leaders talk to children and young people in the classroom, connecting with them as individuals.
    Leadership and culture resources

Expectation

There is a culture of being inclusive and breaking down potential barriers in all aspects of school or setting life so that children thrive and achieve. The school culture celebrates neurodiversity.

  • Accordion

    • Why? Evidence base

      • Inclusive education contributes to equality, wellbeing and academic achievement.
      • The Equality Act 2010 means that schools are legally obligated to promote equality and eliminate barriers that hinder learning and participation.  All children, regardless of their background, abilities or circumstances have the right to access quality education.
      • The SEND Code of Practice (2014) emphasises removing barriers to learning.

    • How? Whole setting

      • Every leader is a leader of SEND and inclusion and ensure that all policies endorse effective inclusive practice. There are clear processes to measure impact and address any practice that is non-inclusive, or discriminatory.
      • All leaders work collaboratively across their different areas of responsibility, for example, SEND, safeguarding, and behaviour, to ensure inclusion for all.
      • Leaders model respectful language that supports inclusion of all, and there is a culture that challenges non-inclusive practice.
      • Decisions about all aspects of provision, including extra-curricular activities and trips, are made with all children in mind.
      • Reasonable adjustments are made to whole-school policies to meet the needs of children and young people, including uniform and behaviour policies.
      • Leaders collaborate with parent carers to understand barriers to school life.

    • How? Early years

      • Leaders ensure that practitioners are given time to talk to parents and carers informally and formally to share information about their child’s response to the provision and any barriers are identified and acted upon.
      • Leaders ensure that all practitioners are inclusive and understand their responsibilities in following a graduated approach.
      • Through collaboration with parent carers, leaders are aware of potential barriers to learning that children may experience and support practitioners to adapt routines, environments and practice.
      • Leaders give practitioners confidence and permission to respond flexibly to children’s needs.
      • Leaders ensure staff have the time and knowledge to identify children’s strengths and needs and adjust their teaching accordingly.

    • How? Classroom

      • Leaders give teachers confidence and permission to respond flexibly to children and young people’s needs.
      • Leaders ensure that staff have the time and knowledge to identify children’s strengths and needs and adjust their teaching accordingly.

Resources

Useful resources for school leaders, teachers, SENCOs and early years practitioners.