Case Study – Enlighten Learning Trust

To explore how the Surrey Inclusion Framework could be effectively used within a Multi Academy Trust setting to see how we could:

We worked with 3 infant / primary schools to trial our own approach.

The Director of School Improvement distributed the Inclusion Framework questions in an ‘electronic forms’ document each school to a staff and governor group as defined by the Headteacher in each school. In each school the group chosen was different. One Headteacher decided to share the questionnaire with all staff, another identified representative groups. The key was that we gained a full picture of the wider understanding of inclusion across the staff. Where representative groups were used, these included TA and admin staff.

The Inclusion Lead in each school explained the project to staff involved and described each step of the process. An example communication between Trust staff and the Inclusion Lead can be seen in Appendix A.

Director of School Improvement (Trust) and Inclusion Lead (School) analysed the outcomes to identify strengths and areas for development
Staff and Governor group met to review findings and discuss.

A presentation was prepared and shared by the Director of School Improvement for Staff and Governors to highlight key strengths and areas for development
Further questions emerged for consideration.

Key priorities for the SDP were agreed around the issue of Inclusion.

Having carried out the process, it is our intention that the Inclusion Lead will complete the ‘on line’ version of the format so that a true reflection can be recorded. We chose to work in this way so that we did not rely on the knowledge of the SENCo or Inclusion Lead to give an unintentionally biased view of current provision.

• Staff and Governors said that they had a better understanding of the breadth of issues involved in inclusive provision
• There was clarity for Leadership team members regarding the level of knowledge and understanding of staff and Governors around the issues. It was important to note that there were significant gaps in understanding from many support staff (admin and TA’s), governors and some teachers who are frequently dealing with issues in the first instance.
• Governors responsible for SEND and wider Inclusion noted that ‘I now know what I don’t know and so I can ask the right questions and find out. This has been really useful’.
• There is an enormous amount of data produced and so it was helpful and necessary to work with the Inclusion Lead in each school to sift through the outcomes and make it more manageable. This informed my understanding and the understanding of leaders in schools. We now have a shared understanding.
• There were mixed responses to many questions which indicated a lack of coherent and consistent understanding in all schools.
• As a result of the process, the Trust has identified ‘Inclusion’ as their main key issue for the coming 3 years. All schools have been asked to have a clear inclusion strand within their own SDP’s and to use the findings of this process as their key issues. The Trust organised an ‘inclusion’ focus for their Trust INSET day which was attended by all staff across all schools and some Governors and Trustees. A CPD inclusion series of conferences, sponsored by ACS have been organised by the ELT as a follow up to the outcomes found.
• Each school has a SDP Inclusion Strand directly arising from the Inclusion Framework.

Appendix A: Email from Director of School Improvement to Inclusion Lead within school

Aim:
1. To carry out a self-evaluation exercise which looks at inclusion provision at *** school using the Surrey Inclusion Framework as a tool.
2. To use the Surrey Inclusion Framework to consult with members in the school community to seek their views
3. To use discussions resulting from the data we collect and wider knowledge, to raise awareness about strengths and areas for development in our Inclusion provision. To consider any areas of uncertainty. What wider research needs to be done?
4. To draw up a strategic plan which is well matched to the school and that meets the broader aims of the Enlighten Learning Trust

Timeline:
WB 19th Feb : ** to gather team together very briefly, to share aims for the Inclusion Project (see above). The team will be: Head teacher, Helen Gregory (School Improvement Partner), SENCo, Inclusion Lead, at least 2 members of teaching staff (one from KS1, one from KS2), 2 TA’s, a representative from support staff, a Governor.

WB 26th Feb: share the questionnaire via ‘Microsoft Forms’ with all members of the team and request completion by the end of the week.

WB 4th March: Director and School Improvement and Inclusion Lead in school to collate and analyse data. Identify areas of strength, areas of development and areas of unknown / uncertainty.

7th March: SENCo network meeting : review data outcomes and plan for shared meeting. What could the strategic priorities look like? Share findings with other schools.

21st March (3.30 – 5pm): shared meeting with the original Inclusion group who completed the questionnaires, to discuss findings and decide on priorities for SDP 2024. Presentation findings shared but Trust Leader.

April: SDP written to include Inclusion focus depending on outcomes.