In 8 P. 222) to oversee the

In
accordance with the BERA ethical guidelines set out in the Assessment Guide
(Section 5.3) all names used have been changed.

 

1)   
My
understanding of inclusive practice within a primary school setting

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Inclusive
practice is an approach to ensure all children have equal opportunities
regardless of their background or need for additional support within the
classroom. It is not just children involved, teachers, learning assistants and parents
can also be involved in the process to provide an excellent barrier free education
to all children. If a child needs additional support, this could be due to a
disability, they could learn things at a slower pace than other children or
they could have English as their second language. It is the responsibility of
the school with the support of the SENCO (OU Study Topic 8 P. 222) to oversee
the daily co-ordination of the school’s policies. In Study Topic 8, we read
about learning plans (OU Study Topic 8, P.221) and how they are a key aspect in
providing individuals with the develop in particular areas and give them specific
goals to work towards. Additionally, it is important that all children
attending the school receive equal opportunities regardless of their backgrounds,
race or disabilities in accordance with the Equality Act, 2010- Anti-discriminatory
laws (OU Study topic 7, P.190).

 

 

2)   
Rationale
for additional support

 

In
the ‘EAL Case Study’ (OU Practice-Setting Video Resources) Sammo is a 7-year-old
child who has moved from Czech Republic and English is his second language. He
is considered to need additional support with his learning because Sammo
struggles with forming his sentences and the only time that he speaks English
is when he is at school as neither of his parents speak the English language. Something
that Sammo finds hard is ordering his words correctly which tends to have a negative
effect on his writing abilities.  One of
the main focuses that his teachers mentioned was that they were working with him
on his phonics. This is an important aspect of children’s learning during their
early stages at primary school but due to the recent move to the UK, this is
something that Sammo needs help with to enable him to understand and speak the
English language.

 

The Salamanca
statement, an agreement on the rights for children to participate in schools (OU
Study Topic 1, p.157) states that schools that practice inclusion are the most effective
at putting a stop to discrimination and creating welcoming environments for all
to learn in. Sammo attends an inclusive school that’s approach to education is to
create a learning environment where all the children that attend are hearing,
seeing and feeling what they are learning about to gain a full understanding. This
type of learning helps children that do not learn in the same way or as quickly
as all the children attending. Sammo explains within the video that he likes
going to his school because of the pictures and information that are on the
walls which give the children visual learnings to work with. In the school’s
SEND Policy (Fulbridge Academy, 2017) the school states its aims to ‘raise the
aspirations and expectations of all children with SEND’ which is reflected in
the encouragement and opportunities that Sammo receives. He is encouraged to
contribute in all of the lessons, many that have practical learning aspects
which gives the children the ability to physically show the answer to questions
as well as creatively express themselves in their own ways. Sammo’s school
works to remove the barriers to his learning so that he can learn and
participate within the primary school. For example; sometimes children with
English as an additional language struggle with the vocabulary used is lessons
therefore it is important for them to have visual clues and clearer
instructions to help the children understand the tasks.

 

 

3)   
Approaches
to supporting learning  

 

There
are some different approaches that are used with Sammo’s support as an EAL
pupil. Sammo’s teacher Louise Chatterton in the video explains that many of
these approaches come from the school’s high level of expectations that they
have of the students. This is highlighted in the schools SEND policy (Fulbridge
Academy, 2017).

 

 As discussed in Study Topic 6, Many schools
are now making sure that the changes being made to the practices are not just focusing
on an individual’s needs, but the whole schools (Study Topic 6 p. 168). This is
reflected in the ethos that Sammo’s school follows. This involves ensuring that
all of the children fully engage with their learning. The class teachers have
an important role with the support they are giving and like to set tasks that involve
hearing, seeing and feeling. This is so the children are learning in a well-rounded
and creative manner. I feel that this is an important approach with Sammo as he
is surrounded by the English language daily from his teachers and peers which will
help him learn how to say different words. Additionally, seeing the language on
any displays around the school will help with the spelling of different words
and taking part in lessons using arts and creativity is going to help with his understanding
of what he is writing and speaking because he is able to express himself.

 

In
England, the Department of Education decided to focus on English as the main
language that schools use to teach with (Study Topic 7 P. 201) therefore it is important
that Sammo is given the support to ensure that he is able to take part in the
education he is entitled to. There is some evidence in the video that leads us
to believe Sammo may have an individual learning plan as his teacher explains
that he currently has a particular focus on phonics. The teachers setting
individual goals for Sammo is a useful approach because it means that the
school are considering what areas he needs to develop and so they are catering
to his individual needs to help him with this.

 

Another
approach that is used by the staff to support Sammo as an EAL learner is the
use of drama in lessons. With the task that we watch in the practice setting video,
the use of drama in the English lesson helped Sammo and his class know
understand and know what they needed to write about the Egyptians. This is
particularly useful to Sammo because he faces some challenges with the ordering
of his words which can sometimes affect his writing abilities. The drama task
set by the class teacher encouraged all of the pupils to highlight key words
which then helped with the understanding of the information that they were
using. I think that the use of drama in lessons is an important approach with
Sammo’s learning because the application of actions to specific words will help
him have a clearer understanding of what those words mean. As mentioned in the
module material (Study Topic 7 P. 204) talking is important to help with
children that are developing their use of a new language. It also mentions the
importance of different scenarios where they are able to use this therefore this
drama exercise helps Sammo develop his learning of the new language. It also
gave him the opportunity to work as a member of a group which is another
important aspect to his development because this gives him the ability to learn
from his peers, many of which, may already be bilingual.

 

 The practice video also shows the teacher’s
use of visual clues in the Art lesson where they are focusing on proportion and
scale. As well as the encouragement to be creative and expressive, it also gave
Sammo the opportunity to practice different vocabulary that he has possibly
never come across before. The use of visual learning means that Sammo can be
clearly shown what he needs to do, using clear instructions so it does not
confuse him. Visual learning is important in Sammo’s development because as he
learns new words, it is also important for him to have something visual to
connect it to. This will then allow him to gain a clear understanding of the
word so that if it comes up in class again, he clearly knows the words meaning.

 

The
support that is provided to Sammo by the school is to enable him to understand
the English language that he is surrounded by which will help him for the rest
of his life that he lives in the UK. This is important because in the video (OU
Practice-Setting Video Resources) the principal mentions that 80% of the
children that attend the school, also have English as an additional language
therefore they are giving Sammo the tools to enable him to become an expert so
that he can understand both of the languages well. The support that they are
providing to Sammo is important to the other children because it means that
Sammo and his peers can communicate better with each other. This then means
that it is likely to make it easier for Sammo to make more friends and for him
to be involved more in group work. It is important to the teacher because the
teacher can evidently see when Sammo is making progress which will make it
easier in lessons when explaining tasks as Sammo will begin to understand
better as time goes on. The wider community are benefiting from the support
also because as the majority of the population will speak English, Sammo’s
understanding will make it easier for him and possibly his family to fit in to
society better.

 

 

4)   
Reflecting
on the support

 

There
are a few ways in which I believe Sammo benefits from the additional support
that he has received at his school. The main benefit is that Sammo will
understand the English language better which will help him get along better in
life in the UK. This will also help him in the future as he grows up because he
will be expected to speak English in majority of the situations that he will
face as an adult. Also, I believe this will possibly benefit his family because
he will be able to help them understand the English language better. Another
benefit to the support he is receiving is in inclusion that he is getting
within the school. Much of this support comes directly from his teacher and in
the classroom, around his peers who are learning the same information. I
believe this is a huge benefit to him because he is learning from children that
may have needed the same support in the past. This is why I do not believe that
Sammo’s identity largely impacts his learning. This is partly because Sammo is
so evidently eager to learn but the schools approach to Sammo’s support seems
to primarily involve him working with his peers which I feel is very
encouraging and gives him the ability to learn alongside them. This is a
positive situation because due to the high number of children within the school
that also have English as an additional language many of the children are
likely to know what it feels like to struggle with understanding the language. There
were not tensions that arose for the child receiving the support or any others
within the primary school environment that could be seen during the length of
the video.

 

 

5)   
Conclusion

 

What
I have learnt about supporting the needs of all children is that having high
expectations for them is important. I think this because it gives the children
something to strive towards but also it gives the school clear goals to follow
in order to give to the best education to its attending pupils. I also think
this helps with I have also learnt that supporting a child’s individual needs
does not always necessarily involve the use of a one to one learning assistant
and that a lot of the support can come from the class teacher. Most of this
support can also be involved in the class lesson plans that are delivered to
all children. Inclusive practice is ensuring the involvement of all children, addressing
any additional support that may be needed and carrying out that relevant support
in the best ways to help with whatever the children’s may be. This also means
reducing any barriers to ensure the child’s involvement and making sure that
they have a positive experience whilst getting this additional support. It is
imperative that not only are the children included within a primary school setting
but so are the teaching staff and parents. Everyone must be heard and their
views listened to. 

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