Moseley School A Language College

Moseley School A Language College

Inclusion(Done together, not

done to)David Peck - Headteacher

Know your audience

•Schools?•Phase?•Job roles?•School population?•Intellect?

DisclaimerWe do not know all the answersBUT…..we do know some answers which

work for us in our context..what we do will continue to evolve..we do have established principles

by which we operate

Principles• Raise self-esteem• Raise expectation – staff and student• Increase engagement• Increase influence – student voice• Increase responsibility - general• Increase responsibility for own

learning• Build sense of ownership

School Context• 96% ethnic minority – Pakistani 2/3,

Somali, African Caribbean, Indian, Arab Yemeni, Bangladeshi

• 80% Muslim + Sikh, Hindu, Christian• 60% FSM, 80% lowest deprivation

quintile • 67% boys• 85% EAL• 1400 students, 11-18 mixed,

comprehensive

Performance

• 5A* - C 1999 – 19% 2004 – 38%• PANDA – Low grades against national

- High grades against similar schools

• Ofsted Nov 2004 – ‘Very good school’

- 97% satisfactory+, 69% good +, 22% v.good +

- Summary - 2 Outstanding, 34 v.good, 11 good,

1 satisfactory

Historical Approach

‘We are fully inclusive – we treat everyone

the same’

The need for inclusion

• Data shows marked differences in performance between students which cannot be accounted for on the basis of chance.

• Therefore we can conclude that there is underachievement and we must take steps to address it.

% 5 A*-C BirminghamEthnic Group Boys Girls Total

Black African 49% 50% 50%

Black Caribbean 23% 46% 36%

Somali 24% 45% 35%

Mixed Race White/Caribbean 32% 55% 44%

Mixed Race White/Asian 53% 54% 53%

Mixed Race Other 39% 48% 43%

White British 46% 58% 52%

White Other 45% 57% 51%

% 5 A*-C BirminghamEthnic Group Boys Girls Total

Arab/Yemeni 33% 54% 42%

Bangladeshi 44% 58% 52%

Chinese 84% 90% 88%

Indian 65% 79% 72%

Asian Other 64% 79% 70%

Pakistani 37% 54% 45%

Vietnamese 54% 70% 61%

All Groups 45% 57% 51%

Mixed Race

• Fastest growing EM group• No-one tells you your identity• Perspective and understanding• Advantage of dual heritage

Underachieving groups

• Ethnic groups

• Boys (girls?)

• Faith groups

• Students with EAL (English as an additional language)

• Ability SEN (Special Educational Needs)

• Ability / disability

• Looked after children

• Deprivation (FSM / Free school meals)

• Carers

Entitlement

• Children Act• Every child matters (no child

left behind)• It is the duty of every school to

do everything it can to remove the barriers which prevent each child from achieving her/his potential

What do we do?• Celebrate diversity (of culture, faith, ethnicity,

home language) – [Diversity Awards]• Celebrate culture, faith, ethnicity, home

language, dual heritage• Celebrate / encourage diversity of aspiration • Golden rule principles of courtesy, co-

operation and respect• Measure potential of each student and use

data to keep track of each individual’s progress

• Group students to optimise learning environment (gender, ethnic group)

What do we do? 2• Reflect diversity in curriculum, display etc• Support students with EAL, SEN, G & T,

behaviour difficulties, Activate• Home / school liaison staff (Urdu, Arabic,

Somali)• Homework Clubs before / after school• Breakfast Club• Special focus groups and events• High expectations of all• High self-esteem for all• Meetings with parents

What do we do? 3• Student voice (done together, not done

to)• Out of school activities (youth service

partnership)• Community partnerships (Mosques,

Attock Cricket, Carers Association, Adult Education, Moseley Community Club)

• Mentor team • Learning Support Centre• Inclusion group check progress against

standards and address identified issues

Ofsted judgementInclusion graded as ‘1’ (excellent)‘…every child matters to all

members of staff’‘Achievement is now much better

as a result of improved teaching and a greater focus on the needs of different groups of students’

Interpretation• Tolerated • Accepted • Valued, welcomed, liked • One of the Moseley team • Special

IMPACT ON STUDENT EXPECATIONS!

Where next?

• Personalised learning• Deputy Head Inclusion– Social

Inclusion Group etc• Continued development of

measures above• Leading Edge / Outstanding

Practitioner status?

•No child left behind!

Any questions?