To evaluate progress towards an inclusive setting

Aim

To evaluate progress towards an inclusive setting.

Evidence and reflection

There are many indicators which might be considered – for instance:

1. Are children helped to learn to respect each other? Which is emphasized most, the achievement of children or the learning efforts that are made? Are older children supported to be helpful and play with younger children rather than them always being separated?
2. In decisions about the curriculum, are the interests of each of the children recognized and given appropriate attention? Is the children’s previous experience drawn on in your planning?
3. Are the children supported to develop an understanding of their own cultures, religions, communities?
4. Are dimensions of difference (see Chapter 15) recognized and celebrated? Are children supported to understand that others have needs, views, cultures and beliefs different to their own?
5. How wide‑ranging are the achievements which are valued? Does every child experience at least some success to reinforce their self‑belief and commitment to learning?

Extension

Having completed your review, what can you do to increase the sense of inclusion of all children? How could you develop the setting climate to increase children’s confidence as learners?

More in this chapter

• To consider the ‘key person’ role in your setting
• To review how language is used to support relationships in your setting
• To consider how children are supported to feel secure when tackling new tasks
• To gather information on how children feel about activities which they undertake
• To identify the traits practitioners need to support and teach the children in your setting
• To monitor and place in perspective your own feelings about staff relationships
• To evaluate and understand the social and emotional climate of your setting
• To evaluate progress towards an inclusive setting in your own setting