Possible Barriers to Inclusion at Icknield School Physical limitations School building Location within Andover town Catchment area of two counties limits inclusion of parents and families People Parents may have different expectations to school staff Length of time it takes to train new staff Amount of training needed for each staff member Limited time and involvement of professionals including therapists and Educational Psychologists Communication between all those involved with the pupil Resources We have a wide range of resources however we would always like more

Dimension A. Creating Inclusive cultures Building community Indicator A.1.6. Staff and governors work well together. Priority 1. Objective: Staff and Governors feel that collaboration has improved over the last year. Procedure Initial evaluation Adapted questionnaires were sent out to all those involved with the school: pupils, parents and carers, governors and staff. When analysing the questionnaire responses this indicator had less favourable responses than others. We will judge the different responses in terms of a percentage.

Development plan and implementation Each class has a governor assigned to them. The class will formally invite their governor to visit their class regularly including during the ‘parent afternoon’ and to join in with a lesson. A photograph of the governor will be placed in each classroom. Governors will continue to be invited to all school events. Final Evaluation Send out the same questionnaires to be completed individually. Compare the responses in terms of the percentage result.

Dimension C. Evolving inclusive practices Mobilising resources. Indicator C.2.2. Staff expertise is fully utilised. Priority 2. Objective: Staff expertise is shared and well used. Procedure Initial evaluation Adapted questionnaires were sent out to all those involved in the school: pupils, parents and carers, governors and staff. When analysing the questionnaire responses this indicator had less favourable responses than others. We will judge this in terms of a percentage. Also during discussion in our Comenius Project team meeting it was evident that staff had skills and knowledge that was not being shared and used to its full potential.

Development plan and implementation Collaborate and share information of staff skills. In the ‘class meeting’ class teacher to identify areas of interest and strength/skills of each staff member. Compile a list of the various skills to be shared with all. Special interests and skills to be shared and used within school with both staff and pupils. Final Evaluation Send out the same questionnaires to be completed individually. Compare the responses in terms of the percentage result. Photo evidence of the use of staff expertise.