Case Study – Buckland Primary School and Clarendon Primary School

Embedding Inclusive Practice through Supported Peer Reviews (SPRs)

Outline and Intent

Both schools are part of a cluster group. SPRs occur annually with the focus during 2022/23 linked to inclusive practice. Buckland had worked with Kenny Wheeler focusing on Whole School SEND and Inclusive practice. Specific areas from the Inclusion Framework were considered during the SPR day.

  • The school’s curriculum intent and implementation for learners with SEND are embedded securely and consistently across the school.
  • LSAs are deployed in ways that supplement teaching rather than replace teachers. This ensures that teachers are able to provide targeted support for learners with SEND promoting the school’s inclusive ethos.

Implementation and Engagement

The cluster group agree to work collaboratively annually – with a proven track record of support and challenge – utilising a Memorandum of Understanding which is shared with governors. Prior to the review day schools share data, School Evaluation Forms, School Development Plans and other relevant resources linked to the agreed focus (in this case outcomes from the school’s analysis of the inclusion framework).
As the reviews take place within an established protocol and reviewed annually, possible obstacles and outcomes are overcome collaboratively e.g. following COVID, reducing staff anxiety, impact of increased SEND needs.
The school’s self-evaluation and identification of key priorities informed the specific focus and activities that were undertaken during the review day. The impact of this is all agreed actions, where relevant, are built into the school’s SDP.

Who was Involved?

Across a review day host schools lead with an agreed timetable in place to facilitate the completion of all activities. These include:

• Headteachers and Deputies (SLT member) who take turns leading a review
• Meeting / talking with parents, pupils and governors
• Learning walks (this includes looking at pupil books)
• Meeting with staff (all levels)

The review team meet, led by a nominated lead reviewer, to write a report which includes strengths and areas for reflection. Feedback is given to the host school at the end of the day, a draft report is sent and agreed which is then shared with staff and governors.

Impact and Outcomes

Host school: Key actions:

• Continued use of inclusion framework as a tool to inform ongoing school development which build into the SDP
• Effective deployment of staff led to a reduction in pupils being absent from school and greater inclusion with all lessons.
• Targeted ongoing professional development for staff has led to an increase in the school managing needs and knowing where/who to turn to for advice including our wider professional community.

Wider partnership work:

The reviews continue to strengthen partnership work, as critical colleagues, as well as develop strategic reflective practice focused on further developing our inclusive practice.
The reports validate individual school’s practice which builds the confidence of school teams and provides valuable insight and evidence for other external reviews.