Drawing on your discussions in Part 1, your experiences during Orientation Weeks and SE1, and your Enquiry Activities, critically evaluate

Table of Contents

How inclusion policy is implemented in your school 2

How your school aims to increase achievement and attainment for all pupils. 3

The relationship between inclusion, achievement, and attainment in your school 6

Bibliography. 7

Drawing on your discussions in Part 1, your experiences during Orientation Weeks and SE1, and your Enquiry Activities, critically evaluate:

How inclusion policy is implemented in your school

Bucksburn Academy has increased focus on providing high quality education to the children. The school expects its students to show high effort and success in all the learning areas. The school has a firm believe that all the students, including the students that have been identified to have additional needs, should have a common entitlement to the broad and balanced academic curriculum. The curriculum policy is at par with the national curriculum of pre-school, foundation stage curriculum and early year education. The school takes all the measures to ensure that the requirements of the national curriculum are completely incorporated in all the aspects of the teaching.

The school is aimed towards an engendered sense of belonging and community to offer the learners new opportunities who in the past might have experienced difficulties in learning. Therefore, the school has ensured that all the special education needs of the children can be met in the mainstream setting and, if the situations require otherwise, it will be met in the withdrawal setting. Teacher

The schools respond to the needs of the learners in a manner that can take into consideration the varied needs and experiences of life. The school believes that implementing inclusion policy in school is to provide equal opportunity to all the learners

The main elements of the policy implementation are as follows

·         The policy document of the school requires that, all the members of the staff should be familiar with the policy details

·         The teachers are required to ensure that all the points of the policy are consistently implemented throughout the school

·         All the members working in every department are required to complement the inclusion policy through catering to the policy guidelines

·         It is the prime responsibility of the Principal to make sure that all the staff members and the supporting staff who are involved in child learning are familiar with the inclusion policy.

·         A software, On The Button policy allows the students to monitor all the phases of the progress of pupil through a common system.

How your school aims to increase achievement and attainment for all pupils

Bucksburn Academy acknowledges that raising the achievement of the learners is the prime motive of the inclusion policy. The school also considers it as an ethical imperative and encourages all the staff members to participate actively to increase attainment and achievement for all the pupils.

The basic phase for increasing the achievement and attainment for all the pupils include

·         Relearning and redesigning the school culture that can support the inclusion learning

·         Undertaking action research to investigate whether the policy implementation is effective in achieving its goals.

·         Managing change for effective implement and increase achievement and attainment

·         Building capacity amongst the staff members to participate actively in the pupil learning at the local level and to increase the emphasis on leadership amongst the senior staff

The use of On the Button Software enables the member of the staff to recognize the positive behavior of the students. The staff can easily recognize positive behavior. The implementation of the software has enabled the school to create this environment which encourages positive behavior of the pupil.

Pointer System

For encouraging the students to achieve the maximum level of attainment and Bucksburn Academy has implemented class point system. The students are awarded with 300 points per year. This is the criteria that is used to gauge and at the same time encouraging the pupils to work hard and to learn more. The grades are awarded to the students on the basis of their class performance and at the end of the session every student have the opportunity to get Gold, Silver or Bronze on the basis of the awarded grades.

Class Behavior Management Strategy

The school further manages and take into consideration the behavior of the students through using a strategy that is class behavior management strategy. The Bucksburn academy requires that the school should design the strategy with the involvement of the faculty members, principal and the parents to design better management plan for improving and better managing the behavior of children. The pupils are well elaborated in the class that even, if they are out, they are required to behave in an appropriate manner.

ASN wing

The ASN wing of the Bucksburn Academy is dedicated towards providing young people with the wide range of additional support. The school requires the teachers to take into consideration the additional needs of the students in order to support learning for students with medical, behavioral barriers, social, physical and emotional needs. The teachers are required to take measures to ensure that, while promoting positive behavior policy in the wing, no student should be discriminated due to the additional needs.

Further, as per the school policy, the daily log is required shared between the home and the school. A different approach is applied to the ASN pupils and the teachers and different interventions are

 Increase the use of ICT

To increase achievement and attainment for all the pupils, the school has integrated ICT technologies in all areas to support inclusion learning. This has enabled the school to

·         Use ICT to meet the needs of ASN pupils

·         Increase the opportunity for learning for ASN pupil

Adoption of Flexible Curricular and improved Learning Outcomes

To support inclusion learning, the school has further ensured a flexible curriculum that can cater to the learning needs of all the learners. Bucksburn academy modifies its curriculum according to the varying needs of different learners and also to cater the needs of ASN learners in order to support the diversity within the learning environment. The different intervention strategies are applied in the school to improve the learning and attainment of all the students.

The relationship between inclusion, achievement, and attainment in your school

The school regards inclusion as their highest priority in its aim to achieve the increase attainment and achievement of its pupil. The school considers inclusion as a necessary element to increase the involvement of learners in learning. The school has a firm believe that providing effective education can only be achieved by providing equal opportunities to all the learners irrespective of their gender, age, impairment, background, and ethnicity.

Bibliography

BLACK-HAWKINS, K., (2010). The Framework for Participation: a research tool for exploring the relationship between achievement and inclusion in schools. International Journal of Research and Method in Education, 33(1), pp. 21-40.

FLORIAN, L., BLACK-HAWKINS, K., (2011). Exploring inclusive pedagogy. British Educational Research Journal, 37(5), pp. 813-28.

FLORIAN, L., BLACK-HAWKINS, K. and ROUSE, M., (2017). Achievement and Inclusion in School. Second Edition. London: Routledge.

Education Scotland, (2015). How Good Is Our School? 4^th Edition. Livingston: Education Scotland. Available: https://education.gov.scot/improvement/Documents/Frameworks_SelfEvaluation/FRWK2_NIHeditHGIOS/FRWK2_HGIOS4.pdf

GREAT BRITAIN. Equality Act, 2010. London: HMSO.

HART, S., DIXON, A., DRUMMOND, J. and MCINTYRE, D., (2004). Learning Without Limits. Maidenhead, Berkshire: Open University Press.

LA VELLE, L. and LEASK, M. (2019). What do teachers do? In: S. CAPEL, M.

LEASK and S. YOUNIE, eds., Learning to teach in the secondary school, 8^th edition.

London: Routledge. pp. 13- 14.

McCLUSKEY, G. (2017). Closing the attainment gap in Scottish schools: Three challenges in an unequal society. Education, Citizenship and Social Justice, 12(1), pp. 24-35.

Scottish Government, (undated). Pupil Attainment: Closing the Gap.  Available: https://www.gov.scot/policies/schools/pupil-attainment/

SCOTTISH GOVERNMENT, (undated). National Improvement Framework (NIF). Available: https://www.gov.scot/publications/2019-national-improvement-framework-improvement-plan/

SCOTTISH GOVERNMENT, (2004). Education (Additional Support for Learning) (Scotland) Act. Available: https://education.gov.scot/improvement/research/Education%20(Additional%20Support%20for%20Learning)%20(Scotland)%20Act%20(2004)