In addition to the Challenge Questions provided in HGIOS4 around 3.1 Ensuring Wellbeing, Equality and Inclusion (p49 HGIOS4), the South East Improvement Collaborative (SEIC) have produced a useful 3.1 Inclusion & Wellbeing Self-Evaluation Toolkit to support Inclusive practice in all learning establishments.
To ensure the development of an inclusive ethos and learning environment, Headteachers will be expected to incorporate the following key features into Standards, Quality and Improvement Planning:
o Present: Evidence and evaluation of tracking, monitoring and review of attendance and exclusion
o Participating: Evidence of tracking, monitoring and review of:
- flexible / build-up timetables and their impact
- positive destinations
- views of children and families with a focus on belonging and participation in the wider life of the school
o Achieving: Evidence of tracking, monitoring and review of:
- attainment (including wider achievement)
- progress in Individual Education Programmes (IEPS)
- evidence of impact of Stage 3 (MAC) meetings
- evaluation of targeted interventions including deployment and impact of Additional Needs Assistants (ANAs).
o Supported: Evidence of views of children and families evaluation of Child Plans, Coordinate Support Plans (CSPs), including evaluation of deployment and impact of Additional Needs Assistants (ANAs).
Self-evaluation will be further developed and evidenced through inclusive practice reviews as part of Quality Improvement Visits, School Improvement Planning and reviews of service level agreements with key partners. Key Challenge questions in the next section of this document (Inclusion in Practice) will also support self-evaluation for all establishments.
It is important to note that this will include a focus on planning and monitoring for target groups who are recognised as being more vulnerable.
For example;
* care experienced children & young people
* children affected by poverty
* children within the single planning process
* children within the child protection system
* young carers
* children who have been identified with additional support needs * children with protected characteristics
