In September, Alva Academy won the secondary school category in the first Success Looks Different Awards, developed by Scotland’s Inclusion Ambassadors to recognise schools that celebrate the non-academic achievements of pupils with additional support needs (ASN).
Rosa More, the principal teacher of ASN, shares the school’s three key principles for successful inclusive practice.
1. Developing the workforce
Inclusive education goes far beyond the physical placement of a child in the mainstream setting. For true inclusion, establishments must dedicate time and resources to nurture the development of teachers and learning assistants. There is a strong partnership between teachers and learning assistants, leading to an enhanced learning experience for pupils with additional support needs, who have reported feeling included, engaged and motivated.
Embracing the core school value of equality, the learning assistant team has embarked on a professional development journey. Created using evidence-based guidance from the Education Endowment Foundation, the school community is evaluating this question: do learning assistants regularly adopt the status of “primary educator” for pupils with additional support needs?
2. Raising awareness
In the quest to develop all pupils’ understanding and appreciation of diversity, schools should plan initiatives that work towards a more just society. For education staff, performance tables and continual attainment data analysis can encourage a limited perspective on the pupils they work with. It is essential that additional support needs are brought to the forefront for educators and families alike.
Awareness-raising events have become part of the calendar at Alva Academy, with pupils reporting a true sense of community, empowerment and inclusion as a result. Each year sees a team of ASN ambassadors plan activities involving the whole school community, to help raise awareness of a variety of additional support needs.
The ASN ambassadors really do involve everyone by, for example: halting subject lessons to deliver pupil-led assemblies; running whole-school pupil competitions; delivering staff development opportunities; interviewing parents and staff; and delivering specialist PSE (personal and social education) lessons.
3. Celebrating success
As part of their work with Children in Scotland and in support of the recommendations of the 2020 Angela Morgan additional support for learning review, the national inclusion ambassadors argue that “there needs to be room for something more - especially for those whose success and achievement does not take the form of test scores”.
As educators, it is more important than ever to support the development of self-esteem, confidence and wellbeing of our young people by recognising and celebrating their successes, to recognise the achievements of those not following a traditional academic route.
Alva Nurture Area (ANA) forms an integral part of this support system at Alva Academy. Parents of one boy said that the “attention to our son’s social and emotional wellbeing that the ANA team provided, helped him regain his confidence….and participate in the wider school community”.
Last year saw the creation of Alva Academy’s balcony garden. Pupils reported an increase in confidence after being involved in the project: “I’ve got work experience next week and I don’t feel as worried about speaking to new adults now.”
The development of practical, social and life skills has also been high on the agenda across the school. Our home economics team, for example, worked with a group of young learners with additional support needs, to plan and prepare a three-course meal for their families.
With the changing profile of children and young people in Scotland, and additional pressures of the Covid pandemic, creating a truly inclusive educational experience is becoming increasingly challenging. Effective inclusive practice cannot simply rely on a policy that is written and filed away. There needs to be commitment at all levels to continue learning, develop practices and resources, invest time in building relationships and celebrate the achievements of all pupils.
Creating a school community where everyone has an awareness and acceptance of differences within society, where the staff are highly skilled, confident and empowered to support the young people is essential - it helps schools meaningfully celebrate the successes of all children and young people in Scotland.
Rosa More is the principal teacher of additional support needs at Alva Academy, in Clackmannanshire.
For more information on Alva Academy’s ASN department, follow @alva_asn on Twitter.
In September, Alva Academy was the winner of the secondary school category in the first ever Success Looks Different Awards, developed by Scotland’s Inclusion Ambassadors to recognise schools that celebrate the non-academic achievements of pupils with additional support needs
