Inclusive Schools, Inclusive Classrooms Projects 2019 – 2020

1. Havant Strategic Plan 2019 – 2020Every School Good for Every Child Inclusive Schools, Inclusive Classrooms Projects 2019 – 2020 Caroline Wilkins School Improvement Manager Havant

2. Principle 2 For every school in Havant to engage robustly in multi-agency working to enable every child to experience their right to a childhood in school[UN Convention on the Rights of the Child Article 3 The best interests of the child must be a top priority in all decisions and actions that affect children]. We are committed to working together, using funding effectively, ensuring that trained adults are precisely targeted to meet individual need, addressing well-being and mental health needs, ensuring attendance in our schools is high and exclusions are low, especially for SEND, disadvantaged and vulnerable pupils. The Havant Plan 2019-2020 Every School Good for Every Child Targets: % of disadvantaged pupils reaching GLD in EYFS, ARE at KS1 and 2 and P8 at KS4 is increasing over time and close to or exceeding national averages in 2019 % of SEND pupils reaching GLD in EYFS, ARE at KS1 and 2 and P8 at KS4 is increasing over time and close to or exceeding national averages in 2019 % Absence in each school and Havant District is close to or below LA averages by 2019 % of Exclusions reduce over time and is in line with or below LA averages by 2019 Deliver the priorities identified in the Local Children’s Partnership 0-19 priorities for 2018-2019 with a particular focus on Mental Health and well-being • CAMHS Mental Health Project. Schools that successfully bid to take part in Phase 1 project will engage with Mental Health Workers in their cluster groups. Criteria for Success: • Improved mental wellbeing, Reduction in stigma and raising awareness. Reduction in school exclusions. Increase in school attendance. Reduction of A&E / self-harm attendance / admission. Reduction of inappropriate CAMHS referrals. Improved Signposting. • School Clusters (lead school in bold): • Park Community – Riders Infant and Junior, Warren Park Havant Academy - Trosnant Infant and Junior Schools • Hayling College – Mengham Infant and Junior Schools Cowplain Community – Hart Plain Junior, Woodcroft Primary, Rachel Madocks • Warblington School – Fairfield Infant, Bidbury Infant Crookhorn College – Springwood Infant and Junior Schools • Purbrook Junior School – Morelands Primary, Riverside Special, Waterloo School

3. Absence over time in Havant Absence increased in all phases from 2017 into 2018. We have an increase in unauthorised absence at secondary and special phases, primary is stable. We have an increase in persistent absence at primary and secondary and a reduction in special. We need to focus on the reduction of unauthorised absence and persistent absence, especially for SEND, FSM and vulnerable groups.

4. Exclusions over time in Havant Exclusions have reduced in all phases from 2016 into 2018. We have a reduction of fixed term exclusions and permanent exclusions in secondary, special and primary phases. We will continue to focus on the reduction of fixed and permanent exclusions, especially for SEND, FSM and vulnerable groups. Fixed Term and Permanent Exclusions over time (based on data from E&I data analysis team) * excluding Education Centre

6. Inclusion Inclusive Schools are led by leaders who embrace Ethical Leadership Where the language of values and virtues is part of everyday decision-making, at every level Where children and young people come first – always “Accountability is not enough: we have to do good” (Framework for Ethical Leadership in Education. The Association of School and College Leaders (ASCL) Ethical Leadership Commission June 2017. It doesn’t just happen… It needs to be your intention… your passion… your expectation…your policy…your practice.  How we work matters: • How might we typify some of the features of an Inclusive School? It could be one that: • Embraces and delivers from cradle to career? Offers opportunities to every child? Has strong systems for pastoral and support ? Has a strong focus on high quality teaching? Provides a secure base with strong positive relationships? Encourages children to stay in education and refuses to permanently exclude? Seeks to understand the ‘why’ of pupils’ behaviour? Trains and supports well in trauma and attachment? • And also… • Secures the use of specialist staff? Builds the SLT structure around inclusion? • Makes financial decisions and staff appointments driven by need? Embraces difference? Strives to achieve transformational change at grass roots level? • Is willing to say sorry - to apologise for the experiences of members of the community that have fallen short of expectations, has staff who are able to reflect on entrenched inequality, who know their own journey and how privileged they are to have it? Provides a refuge, a safe place, a haven of peace and tranquility alongside quality provision and low-threat, high-challenge cultures? • Where staff work with issues like County Lines and Child Exploitation, Disability, Mental Health, Special and Unique Needs, Diversity, Equality and show children a different way, embracing the challenge of this and going the extra mile to make sure actions speak louder than words? One that gives children choices, finds opportunities, acknowledges the challenge but seeks to remove barriers? • It couldn’t be: zero tolerance behaviour policy schools, off rolling, excessive focus on progress measures and a narrow curriculum… ignorance of opportunity, a lack of skills or expertise Caroline Wilkins School Improvement Manager

7. Inclusion involves a process of systemic reform embodying changes and modifications in content, teaching methods, approaches, structures and strategies in education to overcome barriers with a vision serving to provide all students of the relevant age range with an equitable and participatory learning experience and environment that best corresponds to their requirements and preferences. Placing students with disabilities within mainstream classes without accompanying structural changes to, for example, organisation, curriculum and teaching and learning strategies, does not constitute inclusion. Furthermore, integration does not automatically guarantee the transition from segregation to inclusion. https://alana.org.br/wpcontent/uploads/2016/12/A_Summary_of_the_evidence_on_inclusive_education.pdf

8. Tackling Educational Disadvantage – Making effective use of the Pupil Premium Havant Area Inclusion Teams and Focus Areas The Havant Tackling Educational Disadvantage Project Group is an opportunity to bring together leaders responsible for tackling education disadvantage and the Pupil Premium, providing a supportive network in which to explore common priorities and research evidence, and to collaborate in developing shared goals and successful strategies.   11 schools were involved in the project last year, with all attendees keen to continue and to broaden the network. The group is open to both primary and secondary schools, enabling opportunities for both cross-phase and cluster-based work. This year’s project has been shaped by the 2018-19 group and has therefore been set up to include input from HIAS Inspectors, on bespoke areas requested, and opportunities for the group to meet separately to share progress. Materials: Full suite of TED materials informed by Marc Rowland and created by LA subject leads with SIM for Inclusion / Vulnerable pupils To Join Please Contact:Lorraine.Tuff@crookhorn.hants.sch.uk Primary Schools Horndean Junior Amy Piper SENCO St Johns Rowlands Castle RC Primary Emily Lander DHT Hart Plain Junior Emma Cooper Warren Park Primary Chris Ayling St Albans RC Primary Erika Meads Springwood Federation Jen Thornton Woodcroft Primary Emma Wilkinson Secondary Schools Crookhorn Chris King Cowplain Lindsay Everet Hayling Lorrain Mason Park Jamie Bryce Warblington Cara Chambers SENCO

9. Include Penny Broadhurst Include Service Manager, Laura Chiverton-Clarke Assistant Team Manager, Laura Hamson Education Lead/SENCO Park, Jess Birch Outreach worker) Criteria for Success: Increase in student attendance at school Decrease in student exclusions – internal and fixed period- from school Student accepted in the CAMHS system – demonstrated as meeting the threshold Students granted an EHCP or given access to a specialist provision Improved relationship between home and school Parents engage with the support offered School staff feel supported with students

10. Inclusive Classrooms for SEND pupils Sources of information and support: Education Endowment Fund https://educationendowmentfoundation.org.uk/ NASEN http://www.nasen.org.uk/ SEND Gateway https://www.sendgateway.org.uk/ Support - Guidance for early years providers, mainstream schools and colleges to support children and young people who do not have an Education, Health and Care (EHC) plan http://documents.hants.gov.uk/childrens-services/sen-support.pdf https://www.mentalhealth.org.uk/learning-disabilities/our-work/employment-education/moving-on-to-secondary-school advice for schools on transition to secondary school for children with SEND Cognition & Learning British Dyslexia Association https://www.google.co.uk/search?hl=en&q=british+dyslexia+association&meta=&safe=active&gws_rd=ssl Down’s Syndrome Association - https://www.downs-syndrome.org.uk/ https://www.bdadyslexia.org.uk/ with links to many other organisations Understanding Working Memory – A Classroom Guide - https://www.mrc-cbu.cam.ac.uk/wp-content/uploads/2013/01/WM-classroom-guide.pdf https://www.helenarkell.org.uk/documents/files/What-works-for-children-and-young-people-with-literacy-difficulties-5th-edition.pdf (Latest version 2016) Greg Brooks, Emeritus Professor of Education, University of Sheffield Communication & Interaction https://www.autismeducationtrust.org.uk/ Autism Education Trust provides freely available online training and resources including progression guidance https://www.thecommunicationtrust.org.uk/ a wide range of resources including teaching phonics https://www.rcslt.org/fact-sheets-on-speech-and-language-therapy SALT Therapy Pack – available in schools. https://www.solent.nhs.uk/our-services/services-listings/childrens-therapy-service/ SEMH https://educationendowmentfoundation.org.uk/public/files/Publications/Behaviour/EEF_Improving_behaviour_in_schools_Report.pdf published June 2019, highly recommended Mental Health Toolkit for schools - https://www.annafreud.org/media/4612/mwb-toolki-final-draft-4.pdf https://www.bathspa.ac.uk/media/bathspaacuk/education-/research/digital-literacy/education-resource-introduction-to-attatchment.pdf Physical and Sensory https://www.braininjuryhub.co.uk/information-library/return-to-education/teachers-factsheet Padnell Infant Mandy Grayson Trosnant Federation Ian Waine Prospect Penny Broadhurst Definition A child or young person has SEND if they have a learning difficulty or disability which calls for special educational provision to be made for him or her. • A child of compulsory school age or a young person has a learning difficulty or disability if he or she: has a significantly greater difficulty in learning than the majority of others of the same age, or has a disability which prevents or hinders him or her from making use of facilities of a kind generally provided for others of the same age in mainstream schools or mainstream post-16 institutions Code of Practice for SEND 2014 Criteria for Success: Training staff well to meet the needs of SEND learners Increasing the % of SEND pupils reaching ARE / GDS and with good attendance by using a wider range of teaching and learning strategies

11. Developing a Whole School Culture of Positive Mental Health and Well-being Bidbury Junior School has had a relentless focus on staff and pupil well-being over the past two years. This has transformed the culture of the school and has been successful due to several key initiatives driven by the staff.  Every member of staff has completed mental health training which has upskilled the team on signs and symptoms children may present with, and how best they can be supported in class.  The school has embedded a "Well-being Curriculum": a bespoke way to cover PPA internally and educate children on essential life skills they will need to be mentally healthy adults. The introduction of special days across the year, planned for by senior leaders, enables the staff to teach content that as professionals, they found uncomfortable or embarrassing. These include controversial topics and support the pupils in forming their own opinion because they are well informed and in a safe setting. The school also runs a lunchtime curriculum which is very active and engaging. It teaches pupils how to take risks safely and how to connect with others.  Bidbury Junior Caroline Mason Criteria for Success: Every member of staff receive effective training from external organisation on mental health in children and young people  PPA cover is internal and follows NHS guidance on positive mental health Children know and understand sensitive issues, topical in the media, or that affect them personally Lunchtime curriculum enables pupils to take calculated risks safely A common language is used across the school Staff and pupils are happy to come to school and feel supported Vulnerable parents feel well supported by school 

12. Trick Box A simple, fun and effective whole school, whole family, emotional management and personal development programme. • All staff trained in Trick Box techniques and strategies with regular updates • Parent information sessions well attended (87%) • Trick Box cards available to parents for use at home • Parents have teaching notes to ensure they can support each trick as it’s taught in school • All staff carry coaching cards to ensure continuity of language and strategy • Key staff trained to facilitate the 4 parent workshops in stress, confidence, assertiveness and goals Horndean Infant Jacqui Ralphson Criteria for Success: Children learn the 4 Cs: confidence, communication, calm and creativity Children are better able to manage stress responses and more able to channel energy towards positive action Children build solution based habits to manage emotional responses, challenge and change Self-coaching skills are developed Parents can support their children’s personal development Community feel confident, are resilient and thrive in an ever changing and challenging world

13. Achievement for All Hart Plain Junior Charlotte Faithfull Born to Fail – Sonia Blandford (Book written by CEO of AforA) Criteria for Success: Increasing Attendance for targeted pupils Reducing Exclusions for targeted pupils Engaging the wider professional community and family members to create bespoke support for targeted pupils Increasing % of pupils achieving their personal best, ARE / GDS

14. CAMHS Mental Health Project. Schools that successfully bid to take part in Phase 1 project will engage with Mental Health Workers in their cluster groups. School Clusters (lead school in bold): Park Community – Riders Infant and Junior, Warren Park Havant Academy - Trosnant Infant and Junior Schools Hayling College – Mengham Infant and Junior Schools Cowplain Community – Hart Plain Junior, Woodcroft Primary, Rachel Madocks Warblington School – Fairfield Infant, Bidbury Infant Crookhorn College – Springwood Infant and Junior Schools Purbrook Junior School – Morelands Primary, Riverside Special, Waterloo School Criteria for Success: Improved mental wellbeing, Reduction in stigma and raising awareness. Reduction in school exclusions. Increase in school attendance. Reduction of A&E / self-harm attendance / admission. Reduction of inappropriate CAMHS referrals. Improved Signposting.

15. PBS Mental Health Project Pilot • Helping pupils, parents and colleagues cope with change • Having challenging and creative conversations • Anxiety, Stress and Worries • Understanding transition • Understanding social learning • Emotional health and well-being in schools Jenny Turner PBS team manager Barncroft Julia Roberts Bidbury Junior Caroline Mason Emsworth Primary Four Marks Hart Plain Junior Charlotte Faithfull Holme Horndean Infant Jacqui Ralphson Horndean Junior Amy Piper Liss Infant and Junior Jilly Myers Mill Rythe Junior David Bessant Purbrook Infant Lisa de Carteret Selbourne Primary Claire Murphy Springwood Federation Jo Livingstone Trosnant Federation Ian Waine Warren Park Primary Elizabeth Cooper Criteria for Success: Will train 5 people per school to increase capacity to address mental health issues Empower schools to meet pupil needs Reduce Exclusions Provide key points of contact in every school

16. Having Challenging and Creative Conversations Helping Pupils, Colleagues and Parents Cope with Change Anxiety, Stress and Worries Understanding Transition Understanding Social Learning Emotional health and Well-being in Schools

17. Cultural CapitalThe origins and the controversy. Emsworth Primary Kate Fripp ‘It is the essential knowledge that pupils need to be educated citizens, introducing them to the best that has been thought and said and helping to engender an appreciation of human creativity and achievement.’ Ofsted, May 2019. Criteria for Success: School leaders will be able to articulate what cultural capital means in their context, why it matters (if it does) and what gaps/barriers therefore need to be overcome.

18. Developing Cultural CapitalSecondary Park Community Chris Anders Criteria for Success: Increasing progress and attainment of SEND students Increasing progress and attainment of PP students Improving Transition KS2-KS3 Connectivity with awards we value e.g. RRR, P4C

19. Transition Project Year 6-7 Links with: Effective Infant to Junior School Transition • A programme for leaders of partner infant and junior schools to work together and with other colleagues reviewing and refining strategies for effective transition between Year 2 and Year 3. • Multi-session course for Headteachers and senior leaders of partner infant and junior schools • Facilitated by Clare Williams - Primary Phase Inspector Warren Park Elizabeth Cooper Criteria for Success:

20. Developing Thrive from Pre-School into Year R Purbrook Infant Lisa de Carteret Criteria for Success:

21. Improving AttendanceReducing Exclusion Trosnant Federation Ian Waine Warren Park Elizabeth Cooper Riders Federation Front Lawn Primary James Munt Sharps Copse Primary Mike Elsen Park Community Chris Anders Rebecca Reeve Children and Family Success Criteria:

22. Recommended Reading from the DfE

23. Recommended Books and Websites https://www.thinkinclusive.us/inclusion-exclusion-segregation-integration-different/ https://www.mind.org.uk/ https://www.mentallyhealthyschools.org.uk/ Mentally Healthy Schools brings together quality-assured information, advice and resources to help primary schools understand and promote children’s mental health and wellbeing.