1. Progress made with our two chosen indicators from the Index of Inclusion

2. 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. Development plan and implementation Each class has a governor assigned to them. The class has formally invited their governor to visit their class regularly including during the ‘parent afternoon’, to join in with a lesson and to pop in after one of their meetings at school. Most of the governors have visited their class. A photograph of the governor has been displayed in each classroom to include them as a valued member of the class Dimension A. Creating Inclusive cultures Building community

3.  The same questionnaires that were sent out last year to all those involved in the school: pupils, parents and carers, governors and staff were sent out in March 2014.  There was no marked improvement (in percentage terms) in the responses in the questionnaires relating to the working relationship between staff and governors.  However members of our school Comenius group felt that collaboration had started to improve and that we should continue to strive to make further progress. Results and conclusions

4.  Geoff the Chairman of the Governors is attending the last meeting in Latvia with teaching staff and will be actively involved in the meetings and inclusive activities.  Jenny (Class 1 teacher) has sent Karolyn (Class 1 governor) an invitation to the opening of their new playground, Karolyn intends to attend and is very much looking forward to it.  Rose (Class 4 governor) and Annette (F.E. Centre governor) attended the St George’s Day Afternoon Tea Party on the 23 rd April 2014. Improvements in collaboration

5. Next steps… The interests and skills of the governors will be added to the ‘Skills list’ and therefore known. Governors will continue to be invited to all school events. They will be invited to join their class for a variety of activities including sharing their own interests and skills with pupils and staff where they can be valued. Teachers will stay in contact with their governor by email once a half term and by other forms of communication produced by the class such as a card, picture made by a pupil or photographs. A governor will give a short talk at a whole school staff meeting describing their role and responsibilities within school. Governors will have an opportunity to share in-service training with staff.

6. Indicator C.2.2. Staff expertise is fully utilised. Priority 2. Objective: Staff expertise is shared and well used. Development plan and implementation At a whole school staff meeting teachers and classroom assistants discussed in their class groups their skills and interests which were then put into a list and distributed to each class. Special interests and skills have started to be used within school with both staff and pupils. Dimension C. Evolving inclusive practices Mobilising resources.

7. The list of ‘Amazing Staff Skills ’

8.  The same questionnaires that were sent out last year to all those involved in the school: pupils, parents and carers, governors and staff were sent out in March 2014.  There was no marked improvement (in percentage terms) in the responses in the questionnaires relating to staff expertise being shared and well used.  However members of our school Comenius group felt that several teaching assistants had begun to use a particular skill within their own class that they had not used for the benefit of pupils and staff before and that we should continue to strive to make further progress. Results and conclusions

9. We are collecting photographic evidence of the use of staff expertise within school.

10. Next steps… Add to the skills list in the summer term to include lunchtime supervisors, the cook and governors. Update the skills list during a class meeting in the autumn term 2014 to include new members of staff who have joined the school and add any new skills acquired by staff since the last list was compiled. Staff to try a skill within their class. Staff who have become more confident using their skill in their own class to share with another class across the school. More staff to be encouraged and given opportunities to use their skills in school.