Learning Spaces

Inclusion, integration & design implications for schools

It has been recognised by Government and society as a whole that it is imperative that the education of our children provides equality for all, no matter what the child’s gender, religion, racial ethnicity, physical or cognitive abilities. The Building Schools for Future (BSF) programme, which is well underway, will provide schools for decades to come. With this substantial investment in education it is essential to ensure that these schools are as inclusive as possible, enabling all, including those with profound disabilities, whose physical requirements go beyond the minimum standard, access to educational establishments equally.

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      string(2113) "is intended that work will becompleted to consider disabled children’s needs.Building Bulletins, 90, 91, 93, 94 and 100.There are various Building Bulletins produced by the DCSF.Draft 77, 91 and 94 are soon to be replaced by BB102; the latestdate for publication is autumn 2008. This is a very importantdocument which will advise on both mainstream and specialschools design. BB93 relates to acoustic requirements and BB100to fire. All can be found on the Teachernet website.■■■■■■■Dulux – Colour and Contrast: A design guide for the use ofcolour and contrast to improve the built environment forvisually impaired peopleGuidance on the use of tonal contrast in the built environment,this gives advice on the important elements and how to developan appropriate strategy.MU Access Partnership/Sign Design Society – Sign DesignGuideAn essential document that is a referenced in ApprovedDocument M, this should be used for all signage, internal andexternal schemes.Inclusive Mobility – A Guide to Best Practice on Access toPedestrian and Transport Infrastructure – Department forTransportFor use when considering the external infrastructure andhighways works. It gives guidance amongst other things onfootpaths, lighting, cycle routes and car parking.Guidance on the use of Tactile Paving Surfaces – Departmentof TransportAdvice on tactile surfaces which often prove problematic. Thepublication is quite old and should be used in conjunction withrecent research by the RNIB and JMU.Sport England ‘Access for disabled people’ referencedwithin BS8300, Part M and the Key Design Guidancedocument supplied by the DfES (DCSF).Part M refers you to this document; it is seen as the standard forsports buildings. Mistakenly, some view this document as onlyrelevant when funding has been made available. In any caseunder the DDA it will be seen as the most appropriate standardfor sports facilities.There will be conflicts between school needs, third partyuse and space availability; use this document to inform thebrief and the design.■■■■■"
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Learning Spaces

Inclusion, Integration and the Design Implications for Schoo

6 May 2009

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      string(317) "Every head has the moral responsibility to secure equality, equity and parity of esteem for all pupils. In the first of a six-part series on radical alternative approaches to important educational issues, John West-Burnham considers what this means, and how school leaders can translate these values into workable ..."
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      string(379) "... the school anddevelop scenarios to help all staff understand their contribution to the creation ofthe school as a moral community focused on securing equity and inclusion.Leaders as models – leaders lead by example and are highly visible indemonstrating the practical implications of the school’s core values.Schools as communities ..."
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      string(5725) "the Scandinavian countries tendto focus on wellbeing and social justice, the English system, currently, on performance.Of course most systems are a blend of these elements but one will tend to dominate,and that gives schooling its distinctive nature. Equally, schools will tend to identify withparticular outcomes.Committing to diversityIn many ways, these principles provide a powerful and practical expression of the basisfor any strategy to secure diversity. ‘The heart of the school as a moral community isits covenant of shared values. This covenant provides the basis for determining itsmorality … the virtuous school subscribes to and uses these moralities as a basis fordeciding what its values are and how they will be pursued.’12This has fundamental implications for effective leadership – in essence, it is aboutmoving beyond the historical boundaries of the school as an autonomous institutioninto recognition of a far wider, moral, responsibility.According to Hargreaves and Fink, ‘The hardest part of sustainable leadership isthe part that provokes us to think beyond our own schools and ourselves. It is thepart that calls us to serve the public good of all people’s children within and beyondour community and not only the private interests of those who subscribe to our owninstitution . . . Sustainable leadership is socially just leadership.’13All of this implies leaders who are very clear and have high confidence about whatthey believe and see their role as the translation of principle into practice. If inclusionand diversity are to be embedded into a school’s culture and working practices in aconsistent and sustainable way, then leadership has to focus on the creation of a moralconsensus.This in turn implies that leaders have a deep and authentic commitment todiversity and inclusion as moral principles. This has to be more than a policy to beimplemented – this isfundamental to the integrityof leadership.Effective leadershipemerges from a model similarin principle to figure 2.Leadership has to bedeeply rooted in an ethicalcode, a clear set of principlesthat provide the foundationsfor personal and professionallife. However, most ethicalcodes and philosophies arehistorical and generic andthey need to be applied to aparticular time and place i.e.contextualised into a personalvalues system. The effectiveleader thus takes a genericprinciple and translates it into a personal value that they can live by and one that willinform their leadership decision-taking. However, values have to operate in the realworld and so they have to be translated into moral principles that inform day-to-dayliving.So a school leader who is committed to social justice (ethical principle) translatesthat into a belief that a school has to respect diversity and be inclusive (personaland professional values) which is then reflected in school policies and practice in asystematic and consistent manner (moral practice).This is where school leaders need to create opportunities to spend time inFigure 2: Developing moral confidence41Vol 5.6School Leadership Todaywww.teachingtimes.comLeadershipSkillsRethinkingschoolsandschooling–seriesJohn West-Burnhamconversations and dialogue with colleagues and friends and perhaps a coach, in orderto refine, clarify and explore the implications of their personal values.‘Walking the walk’It is not enough for leaders to argue for certain principles – they have to embody themin their own lives and practice. In other words, they have to be authentic.Authenticity is the result of the interaction of personal and professional values, thelanguage adopted and the behaviours employed. Authenticity is the product of theconsistency of beliefs, language and behaviour – ‘walking the talk’.‘Authentic educational leadership must promote and support the core valuesof schooling. Authentic educational leaders challenge others to participate in thevisionary activity of identifying in curriculum, in teaching and in learning what isworthwhile, what is worth doing and preferred ways of doing and acting together.’14In practical terms, this means that we need to see the ethical dimension ofleadership in terms of the following behaviours and strategies:Dialogue and engagement – leaders develop a shared language and vocabularyso that there is consistent usage of key concepts and shared understanding of theunderpinning values. Leaders tell stories of the preferred future of the school anddevelop scenarios to help all staff understand their contribution to the creation ofthe school as a moral community focused on securing equity and inclusion.Leaders as models – leaders lead by example and are highly visible indemonstrating the practical implications of the school’s core values.Schools as communities – the school works as an inclusive community thatembodies diversity in its day-to-day working. It works as a highly interdependentand interconnected network. Crucially, there is a culture of care and acceptance ofmutual responsibility for the wellbeing of all members of the community.Personalising learning – in order to ensure that diversity and inclusion are directlyexpressed in the actual experience of students, the design of the curriculum andteaching and learning strategies are designed around the needs of the student– the approach is à la carte, not table d’hôte.Student voice and leadership – it is not enough to assume that policies torespect diversity and enhance inclusion are working. There has to be systematicintelligence gathering to ensure that services are being provided"
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Leadership

Rethinking diversity, vision and values

30 Mar 2014

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      string(3601) "whileproviding the best possible space for our pupils andtheir parents.  Our vision was that at the very leastour pupils would have social inclusion and meetmainstream children in the communal areas andat most, be able to spend time in the Prior Westonprimary school classrooms engaged in learning withtheir peers.  We made a promise to our parents thatthere would be no loss and lots of gains.  I confessthat we argued fiercely for what we had promised,■■■■■■■■■■■■■■■55 Volume 3:3  21 Century Schoolsbut we believe that we brought much benefit to theoverall look and feel of the Campus.  The buildingis superbly accessible and very easy for children tonegotiate.  We are downstairs in our well-definedspace and the primary school is upstairs.  We sharereception areas, the administration offices, the diningarea, the school halls, the multi-sensory room, thestaff room and the large central area.  The spaces lookand feel very comfortable without a loss of intimacy.Our parents love the building and are very pleasedthat their concerns were addressed in the new design.Prior Weston School brought wonderful ideas to thedesign process that have benefited all the children.The architects from Nicolas Hare, led by Jayne Bird,have designed a building that has more than metour expectations and demands.   All the needs of thepupils have been met and they delight every day inthe wide spaces afforded to them.  The building isgenerous with remarkably few challenges that stemfrom the design and construction. The adults whouse the building enjoy the light and the range ofdesign ideas including beautiful large windows andinteresting internal courtyards.The brief was challenging and we, as clients, weredemanding for the sake of our students and theireducation. We have been an equal partner with PriorWeston School and the children’s centre and haveappreciated that we have had full involvementin all aspects of the process.  It is significantthat Nicholas Hare and Wilmot Dixon with theproject manager have actively and successfullydeveloped a strong working relationship withthe head teachers and school governors.  Themany discussions and the long, tireless meetingsabout design and fabric have had a very positiveoutcome. From a special school perspective wethink we have the ideal design that suits thechildren’s emotional, social and educationalneeds.  Hats off to the architect who took a difficultbrief and turned it into an all-round success!MAINTENANCE FREE ROOFING SOLUTIONS FORNEW BUILD AND REFURBISHMENT OF SCHOOLSBritmet Tileform have been working closely withschools, education departments and local authoritiesfor over 30 years, providing a total roofing solution,specifically tailored to meet the requirements ofeducational roofing projects and to overcomethe effects of vandalism and weather damage ontraditional slate, felt and concrete roofing systems.All roofing systems come with soffits, fascias andguttering, all manufactured in the same materials asthe tiles, thus providing an anti-vandal roof with theappearance of traditional tiles.We also provide:• On-site surveys• Written Specifications• Free, no obligation written quotations• Guaranteed delivery in 12 working days   from the day of the orderFor more information on our fullroofing solution and productrange, please call our sales andtechnical team on 01295 250998.www.britmet.co.ukBritmet Tileform LtdSpital Farm, Grimsbury, Banbury,Oxon, OX16 4RZ Email: BritmetTileform@hotmail.comFocus on Inclusive Designwww.teachingtimes.co.uk"
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Learning Spaces

A Challenging Integration Project

6 May 2009

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      string(5699) "within and between schools  High levels of competition  Trust-based accountability  Test-based accountability  Values leadership professionalism  De professionalisation  Consistent sustained improvement over time  Addiction to reform  High levels of equity  Obsession with standards Take the national strategies, developed to raise standards in maths and English between 1997–2011. Millions of pounds spent developing resources in how to teach phonics, grammar and basic maths skills through mass-produced lesson plans, schemes and frameworks. Teaching was evaluated using stop clocks monitoring how long was spent delivering mental oral starters or whole class reading comprehension tasks. Teachers became ‘milkmen’—deliverers of nationally defined curriculum statements. We taught to a testing standard rather than to students’ learning needs. Curriculum coverage became the focus rather than depth or quality of learning. Number fans and instructional grammar prompts decorated classrooms. If you didn’t use a counting stick in a maths lesson, your teaching was questioned. Resources became more important than relationships. The result? We saw the biggest increase in education spending in our recent history with a minimal impact on pupil outcomes. (See table below)In the years preceding the National Strategies, our education values steadily eroded. Pupils became products, teaching viewed as a transaction; we valued the measurement of tests, more than the deep experiences of learning. Good teachers became defined by targets achieved rather than the meaningful connections students make between learning and the world. In other words, high stakes testing and accountability corrupted what our pupils most needed, often resulting in poorer outcomes for those students in greatest need of a balanced, rich and diverse education. The impact of test-based accountability on both the teaching profession and our pupils has been significant. Only now are we looking back to scan the horizon. This includes the normalisation of test score inflation, our obsession with outcomes, and narrowing curriculum priorities, driven by anxiety to ensure pupils cross the magical lines of good progress or standards met—sometimes unethically. The measurement of a good school has been calibrated to the data it produces rather than its underpinning education values, behaviours, relationships, inclusion practices and ambition for every single child within its duty of responsibility. Or to put it another way, we now ask more what students can do for our schools, instead of what can we do for our students. In this series of articles, I want to highlight an alternative approach for leading school improvement—one which places relationships and people at the centre of strategy—values led rather than test-based accountability. I want to champion a school improvement story which values teamwork and collaboration as the key to success. It is founded on the experiences of schools from our recently formed charitable trust, the Inspire Partnership, all of whom have improved from a baseline of poor leadership, low expectations and weak outcomes. The learning-centred leadership I want to share with you is not soft and nor is it necessarily comfortable! It causes us to consider more deeply the principles of education and the role we play as educators to ensure pupils can find their place in the world, contribute more meaningfully and connect learning with making sense. I want to present a model which challenges the perception that schools get better through instruction. I will attempt to re-tell the authentic stories of authentic and sustainable improvement. These are stories which celebrate the values and behaviours which our best school cherish. I include in this:1.  Relationships first:Highlighting the importance of ethical leadership, creating a climate where everyone achieves and ways to harness discretionary effort among teams.2.  The power of learning environment as a catalyst for change:How Woodhill Primary School used the learning environment to raise expectations, changing mindsets and embedding an ethic of excellence across our community.3.  The domains of learning:Inspire Partnership schools have all improved by creating enduring education experiences which ensure learners develop ‘nested knowledge’—substantive and disciplinary knowledge embedded across learning domains.  4.  Intelligent curriculum design:Exploring the ‘big ideas’ within curriculum, giving teachers confidence to rediscover the art of curriculum making, differentiating between a curriculum for depth rather than surface reproducing coverage.5.  Learning-centred leadership:Authentic school improvement begins within classrooms; bottom up, rather than top down. Learning centred leadership cherishes collaboration and evidence informed practice. This article will focus on how to build professional learning communities and the potential impact this can have in schools.6.  Going deeper:The final article asks the question what next? If we are open minded to an alternative approach to school leadership, are there implications for teachers and policy makers in how we recalibrate the focus of our work in primary schools. My aim is that the series provide both practical solutions and hope that all schools can and will achieve lasting success if we can recalibrate our core focus for improvement. Together, we have the power to alter the narrative. Education labels, ‘top down’ instructional change"
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      }
    }
  }
}

Leadership

Authentic Strategies for Primary School Improvement

21 Mar 2019