Moseley School A Language College

1. Moseley School A Language College Inclusion (Done together, not done to) David Peck - Headteacher

2. Know your audience • Schools? • Phase? • Job roles? • School population? • Intellect?

3. Disclaimer We do not know all the answers BUT… ..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

4. 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

5. 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

6. 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

7. Historical Approach ‘We are fully inclusive – we treat everyone the same’

8. 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.

9. % 5 A*-C Birmingham

10. % 5 A*-C Birmingham

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

12. 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

13. 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

14. 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)

15. 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

16. 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

17. Ofsted judgement Inclusion 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’

18. Interpretation • Tolerated  • Accepted  • Valued, welcomed, liked  • One of the Moseley team  • Special  IMPACT ON STUDENT EXPECATIONS!

19. 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!

20. Any questions?