Really interested bit Been-there, done-that lobe Evaluating speakers complex Racing heartbeat inhibitor Timing ganglion Conference-goers brain
Inclusion taking positive action and intervening to enable achievement for all acknowledge and build on, social and cultural diversity enable the participation of all learners focus on and address the needs of all learners so that learning is personalised and they are enabled to meet their potential
Equity treating people fairly, not necessarily the same provision of appropriate structures and expectations opportunities to reach their potential by following pathways for progression and with no gaps or dead ends expectations of teachers, parents and others motivate, stimulate, and encourage learners to take advantage of these pathways support endeavours to overcome negative background factors
Closing the Gap Disadvantage starts in the womb Multiplicity of risk factors accelerates lower performance The link between deprivation and attainment persists over time - Born to Fail - but is not inevitable Individual schools and intervention programmes DO make a difference HM Inspectorate of Education
Strengths staff relationships promoting personal development links with parents and carers and other services aspects of transitions support for choices about courses and options future careers. HM Inspectorate of Education
Areas for development roles and responsibilities transitions PSD programmes monitoring and tracking achievements staff development leadership HM Inspectorate of Education
Support and PSD (ISE Report) Often very good (pre-school) Positive ethos promotes PSD very well (primary) Personal support strong but learning and teaching not always suited to aims (secondary) A strength (special schools) - needing further work in EBD schools HM Inspectorate of Education
Access to information Participation High quality PSD Regular review of progress Helps transitions and future planning Provides access to staff Coordinates support Respects confidentiality and gives time and space
Learning! Brain changes A process Teaching What do you think learning is? led by? Do you think learning can be motivating?
Why are 1992 pound coins worth more than 1991 pound coins?
Connections, coherence in inclusive practice Legislation, policy SSS Act; ASL Act, AES Whose job is it to teach PSD?
The big classroom factors? having a positive attitude the development of a pleasant social / psychological climate in the classroom having high expectations of what pupils can achieve lesson clarity effective time management strong lesson structuring the use of a variety of teaching methods using and incorporating pupils ideas using appropriate and varied questioning [David Reynolds]
High reliability organisations define a limited range of goals upon which total success is insisted train extensively have formalised, logical decision-making processes only do initiatives which overcome flaws and generate transformations pay considerable attention to the evaluation of performance are alert to lapses take a stand on the detail are highly co-ordinated and inter-dependent are data rich and continuously monitor their work to improve the quality of their decision making Apply to learning, not to management
What more can we do? Intervene promptly when things go wrong for individuals Get to know the individuals concerned - personalise things Enable more flexible operation of schools Learn from other services successful cross-agency working Provide more OSCAL, more FE outreach Listen to the learners voices Give a voice to those who dont have one …? HM Inspectorate of Education