Inclusion Now 52 by ALLFIE

Spring 2019 Issue 52

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A voice for the Inclusion Movement in the UK

Contents

Editorial

School Visit Seven Sisters, Tottenham

Teacher Interview Jayne Grant from West Lodge in Harrow

Illegal Off-Rolling Joe Whitaker reports

Visiting Finland & Canada Tara Flood tells us about her inclusion travels

Ava’s Inclusion Story Her mum Lesley tells Ava’s story

Inclusion in England Richard Rieser rounds up the state of play in 2019

Is Britain Fairer? Joe Whitaker reviews the EHRC’s three-yearly report

News: Day of Action Report from the Day of Action on Disability Discrimination in Education

Legal Question School transport

Editorial In this issue, we cover inclusion from many angles and the articles reaffirm our support and energy in the struggle for our human right to inclusive education. The long hand of segregation of disabled children continues to subvert inclusion, as ably demonstrated in contradictory policy initiatives and their impact in England. Despite these barriers, we show renewed efforts in mainstreaming and inclusion; the article on Jayne Grant and her work with West Harrow Primary; Lesley Gearing’s hopeful yet sad account of her daughter Ava’s inclusion in Nottinghamshire and her short life; the commitment and many layered good practices at Seven Sisters Primary which create the conditions for learning for all and through therapeutic and cognitive interventions compensate for multiple deprivations which prevent a readiness to learn. Further afield, Tara Flood reports her initial findings from Finland and New Brunswick (NB), Canada. In Finland, staff are trusted, highly trained and do not require punitive OFSTED inspections to achieve consistently high results and schools suffused with the joy of learning, although this can be held back by complacency and negative attitudes. In NB, after 30 years of inclusion much good practice is in place; whilst not perfect, the view remains that it is the right thing to do and that whole school approaches need developing to normalise inclusion. The disgraceful saga of Pat’s off-rolling and unlawful practice in Manchester shows the need for eternal vigilance to give disabled young people their right to inclusion in the current obstacle-laden environment.

Richard Rieser, World of Inclusion

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School visit

Seven Sisters Primary

Where the emotional needs of children come first “At Seven Sisters Primary School and Centre, we provide child-centred learning within a stable, consistent and inspiring environment. Our children become independent, creative, innovative and reflective members of society. We nurture and support all abilities. As an inclusive school, we recognise the uniqueness and aspirations of all members of our school family. Through an inspirational curriculum, our children are empowered to exceed all expectations and become lifelong achievers with a love of learning. Every member of our school community is valued, listened to, supported and given skills and opportunities to develop and be the very best they can be. We make a difference to the lives of our community and prepare our children to be part of an ever-changing world.” Emma Murray, Headteacher.

Seven Sisters Primary School because Itovisited I had heard they were doing innovative things include pupils, especially those from severely

families are suffering from the changes in benefits, they cannot afford to pay their rent. In the last year the number eligible for free school meals has come down from 60% to 38% (National Average 14%) but 61% count towards the funding as they were on free school meals in the last six years. This affects OFSTED (2016) describes the school as larger than the amount of Pupil Premium the school gets, most primary schools with currently 482 pupils aged which it has carefully used to address the impact 3 to 11 years (two forms of entry with a nursery and of disadvantage on pupils and families. Violence, a children’s centre, mainly in a 1912 building). The drugs and abuse are part of many children’s majority of pupils are from minority ethnic groups. experience. So Emma Murray, Headteacher, when They are mainly from Turkish, Caribbean and Black she came to the school in 2015 was determined to African heritages. The proportion speaking English prioritise with her initiatives and staff development as an additional language is above average (81% to focus on emotional development. E2L with 35 languages spoken at the school). Mobility is also above average (32%): 36 pupils I heard from Emma and Tara Welch (Assistant Head, were new to the school in the autumn term, over and Inclusion) that the school is developing an approach above their regular intake. There is much temporary focused on the pastoral, reasoning that children housing in the area and the catchment is on the who do not feel safe or lack emotional attachment edge of a major regeneration scheme. Secondly, are not in a position to learn or often even to stay in

socially disadvantaged backgrounds and those with social, emotional and mental health issues. The school is located down a quiet back street near Seven Sisters Road in South Tottenham, a very deprived part of Haringey in North London.

School visit the classroom. The priority has been to build up the capacity of the school with innovative approaches using any funding available from different sources. The pastoral team includes Tara Welch, Sam the SENCO, and a health mentor, Philippe, bought in five days per week from the Evolve Project Hero (www.evolvesi.com/project-hero/) and paid for out of sports premium money. This is the third year of Evolve’s involvement in the school and it has led to a shift to viewing the development of emotional intelligence and wellbeing as crucial. The pastoral team meet every week, pick up on referrals from class teachers and oversee the direction of travel. Also part of this team are Donna, leading on child and family intervention, who has been at the school over 20 years and knows the families and the area very well, having previously led on drugs education; Kate who is the designated safeguard lead dealing with child protection issues; Claire who was outreach worker from the children’s centre which has been de-designated - she is now reaching into the community for Early Years extended services for the under 5s and families, and running Stay and Play and parent workshops; and Billy who is the therapeutic /wellbeing practitioner and mainly works with a range of younger children to understand themselves with different therapies. There is also Alkan, a TA, an art specialist who works on drawing/talking stories for individuals for twelve weekly sessions addressing trauma and attachment. There are two counsellors (from the Tavistock and Hope for Tottenham) who each work The Engine Room

Boys & girls playing on the new astroturf

with five children for one day a week; Reion is a sports instructor specialising in developing social skills through sport, working on self-esteem issues with a group of boys from Black African/Caribbean backgrounds. The school also has access to a speech and language therapist. The school use the Adverse Childhood Experience (ACE) tracking tool based on trauma and disadvantage, developed by Emma. Years 1-6 are tracked against the 44 possible characteristics by true or false answers, eg child in care system, child has SEND, child is homeless, child abused, child in family with substance abuse, child speaks little or no English. Four or more true answers puts the child at risk. In the autumn of 2018, 88 children (25% of the roll) scored four or more and were judged at risk. This is then used to channel children into the different supports and therapies mentioned above. The school is concerned about children’s cognitive development, now measuring this with an app My Cognition. The school is using programmes they have developed over 40 hours per pupil to repair cognitive development impaired by trauma. Latest theories on neuroplasticity show this can be effective. From January 2019 the school are working on a cutting edge project funded by the NHS and linked to ‘Stronger Brains’ based in Australia, aimed at developing mental wellbeing. Twelve children will work for twelve weeks in a room identified as the Engine Room on mindfulness, meditation, brain training, yoga and other interventions. The aim is that this group of children will understand how their brain works and their anger and get back on track. Going round the school it was clear there was

School visit targeted Year 5, £45,000 for Counselling, £11,466 for a free breakfast club and £12,000 for Ipads. The school in recent years has changed its Behaviour Policy to a Positive Relations Policy based on the idea that behaviour is always communication and therefore adults must build positive relations with children, not shout or shame or make them feel worthless. The children deserve to be happy. There are lots of positive rewards and if necessary negative sanctions, but always in the context of trying to get the children to understand their behaviour. There is also room for reasonable adjustments for those children that don’t respond to the standard rewards and sanctions with an emphasis on de-escalation rather than confrontation. Children with identified SEND include 49 on SEN Support, 8 with EHC Plans and 3 more in the a lot of space with old classrooms turned into pipeline. In recent years, the excellent Early Years intervention rooms for Years 5 & 6, Years 3 & 4 facilities and staff have been getting a reputation and Years 1 & 2, staffed by Higher Level TAs and for working with non-verbal children on the autistic an extra intervention teacher bought out of Pupil spectrum. The school also strongly supports staff Premium; there was a therapeutic suite, the Engine training and development. Room, a sensory/quiet room, library and music The school mobilises resources in the community room, as well as a separate room for lunchtime and to improve the school environment. I saw girls and after school clubs. In the corridors were reading boys playing football together on the new mini booths where children could go in twos or threes astroturf pitch in the playground for which they to read. fundraised last summer. See ‘Follow our Dreams’ a Overall there are 40 staff working directly with music video used in the campaign: https://youtu. children as well as another 20 clerical, meals, be/Ar98Z_20FOM?t=9

Emma Murray (L) & Tara Welch (R) with the reading booth

cleaning and site staff. These interventions are bearing fruit in the very low exclusions and the great progress the children make from when they first come to school on attainment and meeting expectations for a ‘Good’ school. The aim is to increase outcomes once a firm emotional stability has been created amongst the children.

The imaginative way the Pupil Premium has been used was interesting. Of the £270,600 for 2018/19 the following were bought in to enhance inclusion in the school, £38,376 for Child and Family Mentor, £86,636 for two specialist teachers in Year 2 and 6, £34,829 for targeted interventions (therapies), £40,829 for Early Years Extended Lead, £12,000 to allow all children to go on residential and day trips, £12,000 for music tuition for all Year 4 and

I came away from my visit impressed and humbled that despite tight budgets and a difficult intake here was a school imbued with an inclusive and child friendly ethos making a real difference to the lives of children and their families (who also get some parenting and language classes at the school) and living up to the school values and motto: “Empowering Learners; Unlocking the Future” The school values are clearly understood and shared by every member of the school community and are at the heart of everything the school does. I saw ample evidence of this on my visit to the school on 11th December 2018.

Richard Rieser

World of Inclusion

Teacher’s voice

Strong leaders, strong relationships

ayne Grant retired from her post as deputy head for inclusion at a North West London Primary School last year feeling exhausted but not yet demoralised - by the unprecedented challenges facing inclusive education. Belinda Shaw met Jayne and heard about how schools have become difficult places to work in and why it is even more important for teachers not to give up the struggle for inclusion.

She says “brutal” cuts and increasing numbers of children experiencing difficulties are significantly affecting schools’ ability to be “as inclusive as they want to be and as they should be”. Schools with a strong ethos of inclusion are “really struggling” to provide the best and most appropriate learning environment for an increasing number of disabled children and those with special educational needs. Even if extra funds can be secured through what too Jayne has worked for 40 years in primary education, often has become a legal battle for an Education the last twelve years at West Lodge Primary School Health and Care Plan, they do not cover the salary in Harrow. The school has a reputation for a strong for an additional adult. ethos of inclusion and since 2015 has developed Lack of disability training, over-emphasis on an additionally resourced mainstream provision for testing, publication of league tables, fragmentation of education including loss of local children with a diagnosis of autism. authority control, competition Up to a quarter of the children in between schools and dismantling every class at West Lodge have of support services add to the additional needs. pressures, as does a gloomy Jayne came to focus on inclusion atmosphere in the wider community in education from a commitment due to a range of social problems to equal opportunities and human and a search for scapegoats. rights, including as a feminist Against this background of a funding crisis and pressures in and outside schools Jayne, who is not lacking in resilience or a stranger to campaigning, has felt the strain in the work she loves. She is concerned children are being let down and that her energy and best efforts to be inclusive, including many hours of voluntary work at holidays and weekends, are being “I remember early in my career having children in depleted. She describes being emotionally drained my class who I knew needed additional support and and realising she couldn’t carry on, even though colleagues telling me they should be somewhere she might like to: “I have to give 100% or more and else. But I remember thinking what’s that about? if I can’t, I feel I am not doing my job properly.” Jayne is proud of the inclusive practice she and her Why can’t we educate all children together?” Jayne says at that time, when the former Inner colleagues built up over the years at West Lodge. No London Education Authority managed inner London pupil has been turned away, no pupil has ever been schools, resources were pooled and directed permanently excluded and detentions no longer efficiently and money never seemed to be an issue. exist. She is sad that relationships with families ILEA was abolished in 1990. Jayne paints a very and authorities which have taken years to build are being put under pressure - even broken down - by different picture of education now. the need to battle for funds and provision. and anti-apartheid and union campaigner, inspired by people rather than books or policies. Working for inclusive education was the natural consequence of a strong sense of justice, a belief in equality and a growing conviction that disability and special needs is not someone else’s responsibility: that every teacher is a teacher of pupils with special educational needs.

[Title goes here] None of this has diminished Jayne’s passion for inclusive education. In fact she feels it has become even more important in these dark, difficult and uncertain times for schools and society.

Teacher’s voice

challenging the situation. “I’m talking particularly about relationships between disabled children and those with special educational needs and their families, teachers, support staff and members of “It’s a way of understanding and living in the real the leadership team including the headteacher. world and how we all participate in society. Inclusive In many schools where I have worked the head education values diversity. This is crucial in times is a somewhat remote figure, only called upon by like these when there is less understanding and teachers to reward or reprimand. Inclusion works best when the head and leadership team build celebration of diversity and uniqueness”. positive relationships with all children particularly Jayne is inspired by the way West Lodge children those with more challenging and complex needs.” “understand and support, acknowledge and celebrate’’ difference rather than being wary and She says the leadership team need to be visible, mistrustful as can be a problem for many adults. available and flexible: eg “meeting and greeting” She sees inclusive education as helping all children families when they arrive and leave school or taking responsibility for a class in situations of challenging become “really decent human beings”. behaviour while the teacher perhaps has a break “Imagine the kind of adults the children I have or the teacher and pupil concerned take time worked with are going to turn out to be. They are out together to repair any potential breakdown in going to be amazing. They are still going to come up relationships. against situations where they are going to have to question and challenge themselves about how they Another key element for being a fully inclusive feel but they have benefited so much from the start school, says Jayne, is commitment to a holistic and creative curriculum all children can access. they have had in an inclusive school”. In many schools the curriculum has narrowed due Jayne believes teachers have a moral obligation to to pressure to achieve specific standards in core be inclusive. That involves discovering the unique subjects. It is also important to recognise that “spark” in each child which lights up them and the children experiencing social and communication world around them - and ensuring all children have difficulties may struggle with the social demands equal opportunity to achieve without discrimination, of the classroom. “Creating a safe and supportive intolerance and other barriers to learning. She is in learning environment is crucial for these children. no doubt about the challenges teachers face and This is not only about having individual workstations that burnout is real, but is still asking them not to with reduced distractions inside the classroom, but give up their chosen paths. enhancing outdoor provision for learning and having “There is always a solution for any challenge and other areas around the school where children there are always wonderful moments to celebrate and staff feel safe and supported. It’s more than every day”. Jayne says that to keep teachers going making reasonable adjustments and differentiating they need to be reminded of these moments, learning tasks. It is about modification of the entire how far children have come and the valuable part learning environment”. they have played in making it happen in difficult Jayne is not sure where she will place her efforts for circumstances. A commitment to inclusion does inclusion in the future and sees herself as probably not mean teachers getting it right all the time needing to finish what feels like a convalescence but a need for reflecting on practice and ongoing period or maybe a gap year before she can decide. professional development and improvement. Inclusion Now wishes Jayne good luck finding her According to Jayne a key component of making way. I asked if we could interview her in a year’s inclusion work is the leadership role of promoting time to check on progress. She did not say no. an inclusive ethos in school and fostering positive relationships at every level, no matter how Belinda Shaw

Policy and practice

Illegal off-rolling - a call to action

fsted, the schools inspection service, have been concerned in recent months at data suggesting some pupils have been moved off the school register and removed from their school. Disabled pupils and those described as having special educational needs, are more likely to be subject to this practice, called “off-rolling”.

This “choice” was imposed upon Pat’s mother by the head of SEN, supported by the headteacher without any consultation.

Pat had three years of 100% attendance at the school and although Pat did not find the school met all their support needs, Pat accepted responsibility and gave a commitment to hard work. This was reflected in Pat’s academic achievements and test results clearly indicated progress year on year.

process of an EHCP review, with representatives from health and social care?

This illegal action from two senior professionals is now being challenged. It is however, expected that both professionals will deny their actions and represent their arguments as “considered advice” This happened to one young person Pat (not their in the “best interests” of the young person. real name) who was recently off-rolled from a state What is disturbing is that if the two senior funded secondary school in Greater Manchester. professionals were confident their judgments were Pat is 14, has a diagnosis of Autism, and also has in Pat’s best interest - why did they not follow the the protection of an EHCP. appropriate procedures and engage in the formal

Why did the SEN local authority lead professional not take into consideration Pat’s views? In fact he has never met Pat. Why have Pat’s teachers, health and care professionals not taken action to An incident occurred when Pat was allocated a protect Pat from this abuse of Pat’s rights and a new support worker. The support person had total disregard of the EHCP? been in post for five days and had no formal What is unforgivable is that the “professionals” training to work with neuro-diverse pupils. The surrounding Pat allowed Pat to be presented as support worker did not know Pat; it was the lack “the problem” and for Pat to take responsibility for of a meaningful relationship with Pat that triggered the abuse of the professionals. Pat’s “meltdown”. Pat is not the only young person being subject Pat will not be the first neuro-diverse person to have to this despicable and systematic professional a meltdown in school and will almost certainly not abuse, but is one of a growing number identified by be the last person to have a meltdown. A meltdown Ofsted. This practice is a consequence of a wider is likely when the school does not anticipate the concerted devaluation of disabled people in the triggers for a particular pupil and has not put UK by this government, which has given licence to appropriate support in place. such malpractice against disabled people. This resulted in Pat being suspended from school What disabled child is safe from the malpractice of for two days. Pat was utterly devastated, uncertain such senior professionals in schools and colleges? what had happened. Pat’s mother attended the What parent can say with confidence their child school to discuss what had happened, she was is safe from being off-rolled by their school? As confronted by the headteacher and the head of a starting point we should encourage every such SEN services from the local authority. incident to be reported to Ofsted and the Governors There was no discussion: Pat’s mother was told of the school. to remove Pat to an “autism school” 35 miles from their home or have Pat “home schooled”.

Joe Whittaker

[Title goes International here] perspective

Finland & Canada: what can we learn? Tara Flood reports back on her travels abroad many readers would agree that progress Ihasthink towards an inclusive education system in the UK got a bit stuck. The UN Disability Committee

agrees and goes further in saying that the UK Government is in breach of its Convention obligations by reversing and restricting the development of inclusive education.

So I’ve been thinking for a while about how to find a positive response to what feels like a very bleak situation. My conclusion was that I needed to look beyond the UK for inspiration bearing in mind that the UK is one of only two countries to restrict its obligations under Article 24 of the UNCRPD. Could I find a more positive approach to inclusive education elsewhere? A colleague told me about the Winston Churchill Travel Fellowship scheme www.wcmt.org.uk - set up for people in the UK to travel abroad to investigate new ways of doing things and bring back ideas to improve practice here. So in September 2017 I applied to visit Finland and New Brunswick in Canada to investigate levels of inclusivity in their education systems. I chose Finland because according to UNICEF it tops the rankings in having happy children. Interestingly for those people who measure success by academic attainment, Finland has also been for a number of years now at or close to the top of the PISA (Programme for International Student Assessment). New Brunswick in Canada is known for taking the brave political decision to close all its special schools in the late 80s in pursuit of a fully inclusive education system. So after months of planning, I arrived in Helsinki for the first part of my trip at the end of August.

University of New Brunswick Children’s Centre

The first thing to report from Finland is that it has all the elements required to deliver an inclusive education system, but sadly it is not fully inclusive. The law and constitution strongly support inclusion. Teachers and support staff are very well educated, trusted and respected – for example there is no OFSTED equivalent. The education system is well funded. In 2014, Finland spent $13,865 per student in lower secondary school, compared to the OECD average of $10,235. Total spending on education represented 5.7% of Finland’s GDP in 2014, compared to the average across OECD countries of 5% in 2014. Funding has declined recently, but is significantly higher than in similar economies. Education at all levels is free and genuinely young person focussed. Schools have complete autonomy over the curriculum and how they assess pupil learning. Children don’t start formal education until 6/7 years with a year of kindergarten before starting school. Class sizes are smaller (average 20 pupils per class) and in all the schools I visited, teachers and support staff focus on getting to know every child to understand their strengths and challenges.

In both countries I had the opportunity to meet disability and human rights activists, parents and families of Disabled children and young people, government representatives, academics, service I was disappointed to discover there are still providers and community support organisations six special schools, but all of those are part of a decade long initiative to become Development and to visit some truly amazing schools.

International perspective Centres with a focus on building the capacity of their local mainstream schools to be more inclusive. Unfortunately because this transition isn’t monitored and there is little political leadership, limited progress has been made. In fact a number of parents I met felt Tara with Martin, volunteer progress towards “grandparent” greater inclusion was actually in decline. This is despite the Finnish Government ratifying the UNCRPD in 2016 and having a new UNCRPD Action Plan with a clear goal for the education system to become fully inclusive of all pupils & students. Finland has around 0.5m pupils & students in full time education and around 43,000 Disabled pupils & students in education (defined as receiving special support), 10% of whom are in special school (Source: Education Statistics Finland). I spent a day at the Granhultsskolan in Grankulla, a Swedish speaking school with 367 1st to 6th grade pupils. I was struck in all the schools I visited by the welcoming environment. Staff and pupils wear socks or slippers rather than shoes. Finnish schools seem very community focussed and Granhultsskolan has a volunteer programme for retired people, known as “grandparents”, to help children in the classroom and provide a family feel. I visited five schools in and around Helsinki and found a strong focus on culture, the arts, handicrafts, community and nature. I found an ethos of learning not for school, but for life. Headteachers all talked about their love for teaching and for their children. Marja Perkkiö, Headteacher, Westendinpuiston koulu in Espoo said “We don’t see difference as a big deal so the children pick up on this - we see all diversity as a good thing - it is just the ethos of the school - children and teachers respect each other”. I was also impressed with the non governmental sector in Finland: it’s incredibly vibrant, well organised and well resourced. Disabled person led organisations, parent led organisations and service

providers seem to work well together, but many talked about frustration with government officials and politicians who are complacent after years of political consensus. Some national NGOs recently set up an Article 24 action group and are lobbying the government to commit to full inclusion. Despite some of the excellent practice I saw in Finnish schools, I arrived in New Brunswick (NB) feeling a bit deflated about the gap in Finland between the vision for educational inclusivity and the reality of Disabled pupils being marginalised due to misconceptions about additional cost and a lack of will across the teaching sector to see they should be teachers of ALL children. New Brunswick has had a commitment to inclusion since the passage of Bill 85 in 1986, a vision maintained by successive provincial governments. Bill 85 effectively outlawed segregated education, with the closure of all segregated provision and a programme to build the capacity of “regular” schools. This was driven by long time advocate for inclusive education and Director of Inclusive Education Canada, Dr. Gordon Porter, with Julie Stone, Ken Pike, Krista Carr, leaders and parents. In NB I visited a children’s centre, two elementary schools (kindergarten to 5th grade), 1 middle school (6th – 8th grade) and 1 high school (9th – 12th grade) and in every school I met staff who spoke with real passion about inclusion and a belief that every student at the school had a right to be there and get the support they need to learn and participate in all aspects of school life. They were honest about the challenges which inevitably include not enough money, but also the need for good practice to be shared and spaces for staff to share ideas, learning and practical assistance. For example I met a 7th grade student (14 years) in Devon Middle School with labels around communication, autism and ‘challenging’ behaviour who was spending most of her time outside the classroom because she finds the noise and movement of others difficult and it was clear she felt more comfortable learning if able to

Tara with Dr Gordon Porter

[Title goes International here] perspective move around or stand. Teachers and resource staff (resource staff are qualified teachers whose role is to capacity build the staff team and provide additional learning support for pupils & students with Individual Learning Plans) were working together but struggling to find solutions. Yet on the other side of Fredericton, I visited Park St Elementary where all the classrooms had a range of seating/standing options, including an exercise bike for students needing to work off extra energy.

separate out certain groups of children. It’s not perfect here but it’s the right thing to do.”

Universal accommodations (adjustments) are at the heart of the NB education system: inclusion is about ALL pupils and students – Disabled, First Nation, LGBTQI. Practically this means any student can take time out of the classroom to study elsewhere in the school; any student can request additional time for assessments. It also indicates a trust in self-directed learning for students.

So where do we need to start, or at the very least refresh our work In the words of Gordon Porter we need to “normalise inclusion”. We need to shift focus away from individualising Disabled pupils & students and take a whole school approach which seeks to construct community in our classrooms. We need to move away from competition and elitism. We need to acknowledge that inclusion isn’t easy and we are unlikely to reach a point where we can sit back and say we’ve done it! Inclusion is a process of continued learning, challenge and evolution AND that’s OK.

I am still writing up my report for the WCMT, but thought it would be timely to share some of my early thinking about what I saw in Finland and New Brunswick and what we can learn from their systems. My report to the WCMT will include ideas for how we put the brakes on Government’s plan to reverse the “bias towards inclusion” and restart progress towards a fully inclusive system.

Realising inclusion in secondary school in the UK is notoriously difficult and the same is true in NB. I spent the day in Fredericton High School which has 1,900 students (not that big by UK standards), where Classroom, Park Street School We need to provide the training they provide a combination of and professional development climate that supports immersive and individualised learning for a diverse teachers to be teachers of all students. We need to group of learners. The Principal, Nathan Langille, ensure families are confident their local school will and his team recognise inclusion isn’t perfect at not only welcome their child, but have the resource the school and they have initiatives to help build and knowledge to support the child to participate in friendships between all students. He was clear that learning. We need to find new ways to mobilise the it wasn’t appropriate to have separate programmes voluntary and community sector to challenge their for Disabled students as this would “build bigger local education providers to become inclusive and barriers between students”. to better reflect the diversity of their community. In NB I had the opportunity to meet senior civil servants at the Department of Education & Early Childhood Development. This was an extraordinary meeting because of the clarity of their commitment to realising inclusive education and their continuing work to develop their understanding of how to support schools as ‘common learning environments’ (Policy 322). Kim Korotkov, Head of Education Support Services said: “We have had an inclusive education system here for 30 years now. We would never go back to a time where we would

For me the Finnish education system sets out what we know must change in terms of valuing ALL children whatever their learning ability or style and that equality and love must be at the heart of any education system. New Brunswick affirmed what ALLFIE has said for many years - that inclusive education requires an end to segregation. New Brunswick is not only the example that proves this, but also the real time case study that shows how inclusive education is possible for ALL pupils & students, is sustainable and anything but static.

Parent voice

Ava’s inclusion story By her mum Lesley Gearing, Nottingham Jan 2019

va was born in Feb 2012 and was diagnosed with Down Syndrome. We were informed of all the things Ava might not achieve, things she might not be able to do and things about her appearance we should be aware of - well clearly they had met their match with Ava. She had the most beautiful thick hair and gorgeous skin. Although the age related targets took a bit longer to achieve, Ava got there in her own time which was also down to her sassy attitude.

She made lots of friends and was very popular; she enjoyed all the same experiences as any child at that age. She couldn’t walk but this didn’t stop her getting around. This was my only concern for mainstream school as the preschool was a big open space and classrooms are smaller. I didn’t want her to be trampled on, then not like school and not want to go. As usual Ava decided when she was ready to walk - the term before she was due to start school. I had a contingency plan where she could attend a dual placement; I soon changed that to just mainstream as I knew she would have no problem socialising and she was very confident and extremely nosey so all the able children would be a massive bonus as Ava would want to know and see what they were doing.

When Ava was diagnosed my first thought was: I’m not listening to what she can’t do or won’t do, I’m going to encourage and push her to achieve everything she is capable of. I never thought she won’t be able to access mainstream schooling, I just thought there might be a few obstacles in her First day in reception went without a hitch. First thoughts from the teacher were about path. her needing slow integration even Ava’s first challenge was to socialise though I said I didn’t want it too slow with other children. Ava was very as she needs to get into the routine happy in her own company. I took as quickly as possible. After some her to lots of baby classes and found persuasion Ava was in full time school we got mixed responses from people within two weeks and she loved it; and that lots of classes do not cater all the children were amazing with for children with additional needs her. They knew she was different but they would rather you go to a special because she would get on with it they SEN class specially for SEN children. made her feel part of it. I did attend SEN classes put on by Ava’s confidence grew daily and her the hospital but I wanted Ava to know desire to try new things. I encouraged she didn’t have to be surrounded by special needs children. I knew as she got older she lots of activities at home and worked closely with would know she is different but wanted her to know the 1-1s in what was happening in school so I could help prepare Ava. She started swimming, which it shouldn’t make any difference. was provided by the special needs school I was I enrolled Ava in the local preschool, a massive going to send her to as part of a dual placement. step for me as I hated leaving her. She always That went well although again she was stubborn needed a 1-1 support worker and they provided and only seemed to enjoy it when she had the pool this. I shouldn’t have worried - she took the whole to herself. experience with a pinch of salt. I had nurtured a confident and I would say stubborn little lady. One The benefits of mainstream for Ava were huge. day turned into 5 days at preschool with no worries It opened up a whole new world. I think children apart from the fact Ava wanted to do her own thing, with additional needs, not just physical needs, can she did have this strong willed side where if she benefit from inclusion as it encourages them to try things maybe they wouldn’t get in a special needs said no you know it’s a no.

Opinion environment. Friendships are a big thing too; they encourage engagement and speech also sharing and understanding. Being surrounded by 30 children instead of 8 helps them learn to wait and share. Ava was getting used to this idea in year 1.

groups - not just her class.

When she passed away I had never seen such an outpouring of grief before from so many people of all ages and parts of the community. We were sent hampers of various things, cards pushed through the door from people I have never heard of, unicorn (her favourite) related items left outside, bags of shopping left on the doorstep - it was endless. The most heartbreaking part of this apart from the loss of Ava was reading all the cards and messages form her school friends from all the different year

child it becomes much more. I learned anything is possible with the right encouragement and guidance. I learned to understand that patience is key. Things might take that little bit longer or need to be taught in a different way.

Donations towards her headstone were pouring in and money was being donated to the Sepsis Trust. But at this time we didn’t want anything from anyone so it was hard. Ava would have loved the attention Ava was like a little celebrity in our area. I couldn’t which I know now she got from everyone she met, walk through Sherwood without and anyone that met her knew she hearing a little voice saying “there’s had left a lasting impression. Ava” or a hello from a parent - I I have worked with SEN children have no clue who they are but they for a long time and already knew know Ava from their child telling the benefits of inclusion but when them what she gets up to. you have your own special needs

We as a whole family learned about bravery and that you should never give up no matter how hard it seems. If there’s a will there’s a way. A lovely quote was sent to us on a poster “though she be but little she is fierce”: that was Ava.

Developing inclusion in England ollowing an autumn of effective campaigning fSecretary by parents and unions Damien Hinds, of State for Education, allocated an

no accountabilities or incentives on schools to be inclusive. Instead a raft of measures have created disincentives: a more rigid national curriculum extra £125m to Local Authority Higher Needs moving away from creative subjects; tougher tests; Budgets for 2018/19 and a similar amount for the loss of National Curriculum levels and P scales 2019/20. Unfortunately this is a sticking plaster for those working below National Curriculum levels; which will not address a double perfect storm the introduction of Progress Eight measures that of a funding crisis for SEND and a crisis of anti- understate progress of pupils from lower levels inclusion, brought about often unintentionally by of achievement; freedom for schools to introduce zero tolerance behaviour policies; growth of free government policies in England. The drivers of this twin crisis are identified in a number schools and academies with their own admission of reports including by the Select Committee on policies; real terms reductions of school budgets Education and the Local Government Association. by 9%; pressures and reductions in Higher Needs Reforms in 2014 extended the age covered by the Budgets; reduction in powers of local authorities to new Education Health and Care Plan (EHCP) from 0 nake provision forcing them to rely on independent to 25 replacing the 3 to 19 Statement. Despite lip providers; reductions in local authority advisory service to the presumption of inclusion, it placed and educational psychology services; inadequate

Opinion CAMHS provision; and lack of training for schools.

we ask most Disabled children and their parents, Some statistics indicate the scale of the problem. they want their child to be happy, not bullied, to The number of children and young people with have friends and be included, to make progress on EHCPs or Statements has increased by 35%, from what they can do rather than be penalised for what 237,111 (2014) to 319,819 (2018). Numbers in they can’t do and to be valued with support and specialist schools and colleges grew by 24% in the adjustment so they can thrive. same period. The number of parents taking Local Children’s learning is continually assessed by their Authorities (LAs) to SEND Tribunal over EHCPs teachers through activities such as class work, has increased from 3,147 (2014/15) to 5,697 homework, reading, and tests. There are also (2017/18) - of those that go to a full appeal 89% external assessments at specific points of a child’s go in favour of parents. In January 2018, 4,152 education, Year 1 Phonics, Year 2, Year 6 etc. children labelled with SEN had not been found The OECD Programme for International Student a school place (up from 776 in 2010). Latest Assessment (PISA) league tables compiled every exclusion data for 2016/17 show 46.7% of all three years have exercised politicians more than permanent exclusions and 44.9% of fixed term inclusivity. Pressure to compete internationally has exclusions are pupils with identified SEN (14.3% of led to many measures that act as barriers to children school population). A NAHT survey of 600 primary with disabilities. This is reinforced by narrow floor heads showed 94% found it harder to resource targets enforced by OFSTED and schools not being SEND than two years ago and only 2% said top up rewarded for the often great progress children with funding was sufficient to meet EHC Plans. SEND make below the normative tests. The Secretary of State’s intervention, which includes £100m for LAs to build extra provision such as mainstream resource bases or more free schools and setting up an advisory panel, are too little too late to alter the imbalances in the education system. These go back to New Labour turning its back on inclusion in 2007, when Andrew Adonis, the architect of academies, told the Select Committee, ‘Labour did not have an Inclusive Education Policy’. This followed the introduction in 1997 by Labour of an inclusion policy that led to 60% of children with statements attending mainstream schools and strong LA support for inclusion. The flight from inclusion was magnified by the Coalition and Tory governments opposing the ‘bias to inclusion’. The Select Committee (July 2018) say government measures inadvertently affected inclusion. The notion of inclusion challenged the medical/special needs label model of the status quo and its vested interests, such as special school heads and proprietors, medical professionals and entrepreneurs moving into SEND provision.

The main pressure on Higher Needs Budgets is from parents abandoning mainstream and seeking often expensive independent placements through the tribunal system. 6% of pupils with EHC Plans in independent schools took 14% of the Higher Needs Budget in 2017/18. The LGA studies identify that if the trend is not reversed with a big boost to inclusion in mainstream (down to 46% of those with EHCPs in 2018), this will lead to the Higher Needs Budget of English Local Authorities being between £1.2b and £1.6b overspent by 2020/21. School budgets are also seriously affecting school SEN support as teaching assistants and mentors are cut to make up the shortfall. The government need to understand the negative implications for SEND and inclusion and go into reverse.

Labour are committed to a fully inclusive National Education Service with restoration of budget cuts and full adoption of Article 24, but even if they form a government change will still be needed in attitudes, practice and policy. However, a Labour government is the best chance of re-establishing These vested interests have been allowed to an effective inclusive education system . develop and market their segregative services to Richard Rieser parents, who increasingly feel the mainstream offer is not meeting their child’s needs. Yet when World of Inclusion

Policy & practice

Is Britain fairer ?

or people subject to discrimination and reliant and benefits. Poverty upon human services, the short answer to results in worsening of living conditions and poor this question would be a clear, No. When a government cuts billions of pounds from health. Even when people local authorities and human services, it is naive to have been denied benefits think this would not adversely affect those people unfairly, or have been reliant on human services. What is unforgivable maltreated, their right is that the systematic reduction of services, as a to a remedy through the political strategy, is resulting in the segregation judicial system has also of greater numbers of people away from ordinary been blocked by severe living and presenting those people as “less than”. restrictions to legal aid. It is important, however, to recognise that the majority of people in Britain do not feel discrimination and are not reliant upon statutory services to live their lives. It is this population who need persuading that particular groups of people in Britain are indeed treated unfairly, by one of the richest countries in the world. The Equality and Human Rights Commission (EHRC) reports every three years on how different groups of people are treated in Britain: https://www. equalityhumanrights.com/en/britain-fairer This report is underpinned by carefully analysed data, providing evidence of unfairness and discrimination against particular groups of people. Although there were some improvements in some areas for some groups of people, there continues to be worrying evidence of discrimination, which for some groups has significantly increased in recent years.

Women and girls continue to be disproportionally affected by sexual and domestic violence. Gypsy, Roma and Travelling people experience discrimination across all areas of living. The level of hate crime for these groups of people and other “identity-based” groups is an increasing concern and further evidence that equality and human rights are being eroded in Britain today. The EHRC made a number of recommendations to remedy discrimination and in particular for disabled people and education: “Government should remove its reservations to Article 24, the right to inclusive education, of the UN Convention on the Rights of Persons with Disabilities.”

The evidence that exposes inequalities will continue to be contested. It is, however, our institutions, the professions, the statutory and voluntary services The report included data on equality and human of Britain who are, by association, implicated in rights across society: in education, work, justice, the deterioration of equality and human rights in security and the living standards of its citizens. Britain. It was disturbing that child poverty in Britain is Britain is debasing human rights, selling them increasing; this one indicator alone will have to the highest or lowest bidder as if they were corrosive consequences for many children now and commercial transactions. This disturbing analysis in their future. This trend is even more troubling for of discrimination requires those who reject a disabled children and those from ethnic minorities. segregated and a “less than” model of society to

Poverty for disabled people is also increasing, use their collective power, ingenuity and reason which is made worse as disabled people are denied to work for an inclusive society that will serve to opportunities of paid employment, and denied enhance us all. access to ever diminishing statutory supports Joe Whittaker

News

Day of action - report ednesday 21 November 2018 saw the UK’s first ever Day of Action for Disability Equality in Education. The event brought together trade unions, disabled people’s organisations (DPOs), teachers and students for a programme of activities around the country. In the evening, it culminated in a lively and well-attended reception inside the Houses of Parliament, hosted by Marsha de Cordova MP, Shadow Minister, Work and Pensions, Disabled People.

The driving force behind the day was Elaine Heffernan: a former student counsellor in further education and now chair of University and College Union’s (UCU) committee of Disabled members. She described how the idea came to her during the National Disabled People’s Summit in November 2017 where she attended a workshop on inclusive education co-run by Tara Flood from ALLFIE and Richard Rieser from World of Inclusion. “Someone at that workshop made a throwaway suggestion about having a national day of action”, she explained, “and I went straightaway and wrote a motion to my NEC.”

Committee Room 10, House of Commons

request reasonable adjustments, it’s because you seriously do need them - and they’re not just some icing on a cake that you can either choose to make a fuss about or not.” Heffernan sees a clear connection between such failures to adequately support staff and the fact that, “Disability has now taken over as the main equality area receiving legal casework support within UCU”.

Following her attendance at the Disabled People’s Summit, Heffernan held meetings with UCU colleagues, activists from other relevant Heffernan’s commitment to inclusive education trade unions and DPOs, to form a coalition of comes from her own experiences as a Disabled organisations keen to participate in such an event. Student Counsellor and through her involvement At the same time, she contacted office Marsha de with UCU. Like so many other teachers and Cordova MP’s office to explore the possibility of education professionals, she found herself having hosting a Parliamentary Reception. to battle with her employer in order to obtain Ahead of the day, participants identified four key essential reasonable adjustments. “Too often, demands: employers don’t seem to understand that, if you • Time limits for the implementation of reasonable adjustments; • A review of building regulations to ensure they meet the accessibility needs of Disabled people; • A statutory right to disability leave; • The right for Disabled people to access mainstream education and a reversal of cuts to SEND provision. On the day, around 30 universities and colleges staged some sort of action. These ranged from small, “know your rights” and networking meetings,

Protestors at the University of Liverpool

News to larger, more dramatic events. At the University of Liverpool, which has a particularly poor record of providing access to students and staff with mobility impairments, there was a rally jointly organised by disabled students and members of UCU. To illustrate their point, protesters barricaded inaccessible areas of the campus, using the same coloured tape that police employ to cordon off a crime scene. As a result of these actions in Liverpool, management have now approached the local UCU branch to discuss improvements to accessibility in their buildings.

was also well represented, with events at many colleges, including Newcastle, Cambridge Regional, Halesowen, New City and Lewisham Southwark.

The Parliamentary Reception took place in Committee Room 10 in the House of Commons, and was attended by around 80 people. First to speak was Marsha de Cordova. The MP expressed her commitment to inclusive education and her continuing gratitude to her mother, who fought successfully to keep Marsha at their local, mainstream school. She was followed by speakers from University and College Union, National At the University of Cambridge, a full day of Education Union, Trades Union Congress, National activities kicked off with the release of a report Union of Students, Disabled People Against Cuts, on wheelchair and step-free access around its World of Inclusion and the Alliance For Inclusive component colleges, entitled “To Boldly Go Where Education. Everyone else Has Gone In addition to Marsha de Before”. The author was Emrys Cordova, three other MPs Travis, the local student union attended the reception: Ellen Disabled Students’ Officer who Smith (Labour); Dr Lisa Cameron explained: (SNP, Chair of Health and Social “The vast majority of the Care Committee); and Tonia colleges don’t actually have Antoniazzi (Labour). a clue how inaccessible they Importantly, this Day of Action are… Putting out that report in served to strengthen bonds the morning, I thought nobody’s between various groups and going to care, because it’s very organisations who all want to Protestors at the University of Liverpool easy for people to ignore these see a more inclusive education sorts of things. But, actually, so many people read system but who sometimes approach the issue it. Lots of people were messaging me and it was from different angles. Rachel O’Brien, NUS Disabled exciting to see that people had hooked onto it and Students’ Officer, noted it had been “particularly cared about the issue.” encouraging and heart-warming to see Disabled At Cambridge, the day’s activities focused on trying to build staff-student networks and included: a “know your rights” session; a bring-your-own lunch, where staff and students had an opportunity to socialise; and an Art for Mental Health event in the evening. Cambridge students also joined a vigil outside the town hall organised by Disabled People Against Cuts, where candles were lit in memory of those who’ve died as a result of benefit reforms.

students, Disabled staff and their respective unions working together so closely”. Everyone agreed the event had been a great success and that we should continue working together for an even bigger and better Day of Action in 2019.

Simone Aspis, ALLFIE’s Campaigns and Policy Coordinator, said: “I think it’s great that inclusive education is getting such solid and unequivocal support from relevant trade unions. Hopefully, At the University of Sheffield, the local UCU branch we can now build on this support, make this Day prepared a written briefing for all its members, of Action an annual event and, in 2019, all unite and there was a lecture and other events based behind a single, written manifesto for inclusive on disability equality in education and Disability education. Mike Lambert History Month. The Further Education sector

Legal question

“

I have two disabled children. Both have a diagnosis of autistic spectrum disorder and have an EHCP. Neither can manage public transport. One attends a mainstream school and the other is at a special school. The local authority have said that we can only have transport for the child who is in special school. How can they justify this and how can I challenge it?”

hildren attending schools in England and C Wales may be able to get free transport to school, depending on how far they live

advice on an individual basis for children outside of compulsory school age as the situation is complex and often highly dependent upon the facts.

from their nearest school and also whether they have special needs and if so, what those How to challenge needs are. All Local Authorities must have their own appeals All children between 5 and 16 qualify for free processes in place which parents can follow if school transport if they go to their nearest their child is refused school transport. This is suitable school and live at least: often a two stage process. Your Local Authority should provide you with details of this process • 2 miles from the school if they’re under 8 in any decision letter refusing transport. This is • 3 miles from the school if they’re 8 or older a process for which legal advice can be helpful. The above distance criteria does not apply Should such an appeal not resolve matters, to children with special educational needs. there may be further challenge. This would often They are entitled to transport if they cannot be by way of judicial review proceedings for reasonably be expected to walk. This includes breach of the Local Authority’s duty to provide by reason of mobility difficulties such as them transport to those who should be considered being wheelchair bound but also other needs. eligible in accordance with legal provisions Something we do see in situations like this is contained within the Education Act and the children with autistic spectrum disorder who do relevant statutory guidance (Home-to-school not have physical needs but cannot use public travel and transport). transport and/or travel at peak times because of various reasons including a lack of awareness Legal aid is still available for judicial review of danger, challenging behaviour and/or sensory proceedings, and assessment for these types difficulties. In such cases, Local Authorities of cases is based on the child’s finances rather should be providing transport. There is no than that of the parent. If judicial review is distinction between whether a child attends a appropriate, action must be taken quickly and special school or a mainstream school in law. The it is therefore important for parents to contact a key question is whether they can be reasonably solicitor as soon as possible for advice. expected to walk. Different rules apply to those under 5 and over 16 years old and we would recommend securing

Sarah Woosey

Partner with Simpson Millar specialising in education and community care law. www.simpsonmillar.co.uk

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This magazine is published by: The Alliance for Inclusive Education (ALLFIE)

A national campaigning organisation led by disabled people. ALLFIE works to change laws, practices and procedures which discriminate against disabled young people and prevent inclusion. ALLFIE works together with allies to build a social climate in which everyone has a valued place. 336 Brixton Road, London SW9 7AA Tel: 020 7737 6030 Email: info@allfie.org.uk Website: www.allfie.org.uk

In collaboration with: Inclusive Solutions

A team of psychologists and associates who specialise in cutting edge practical strategies and ideas for developing effective inclusion in local mainstream schools and communities. We work with anyone who wants to bring about the real systems changes that are necessary to move towards a truly inclusive society. Tel: 0115 9556045 or 01473 437590 Email: inclusive.solutions@me.com Website: inclusive-solutions.com

World of Inclusion

A consultancy that provides advice, resources and training in the UK and around the world to develop equality for disabled people especially in education. Richard Rieser is an expert disabled international equality trainer, consultant, film maker and writer and teacher. Basement, 78 Mildmay Grove South, London N1 4PJ Tel: 020 7359 2855 or 07715 420727 Email: richardrieser@worldofinclusion.com Website: worldofinclusion.com

Disabled people, parents and allies, working together to educate, facilitate and empower everyone who wants to be part of the growing inclusion movement. Together we want to bring down the barriers so all young people can learn, make friends and have a voice in ordinary school and throughout life. For each and every young person, this is an essential human right.

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