Learning and inclusion : the Cleves School experience PDF
Preview Learning and inclusion : the Cleves School experience
ROUTLEDGE REVIVALS Learning and Inclusion The Cleves School Experience Priscilla Alderson Routledge Revivals Learning and Inclusion Mainstream schools are consistently faced with numerous and often contradictory requirements, both to achieve high results and to be inclusive and incorporate children of every ability. This title, first published in 1999, describes how one renowned inclusive community school, Cleves School, responds to the challenges faced by themselves and other schools. Specifically, Priscilla Alderson shows how methods of inclusive learning can be incorporated with those designed to improve stan dards of achievement for every child. Practical and comprehensive, this title remains applicable to the challenges currently faced within the British education system. This page intentionally left blank Learning and Inclusion The Cleves School Experience Priscilla Alderson ¡3 ; Routledge ■ a § m J Taylor & Francis Group First published in 1999 by David Fulton Publishers Ltd This edition first published in 2013 by Routledge 2 Park Square, Milton Park, Abingdon, Oxon, 0X14 4RN Simultaneously published in the USA and Canada by Routlcdgc 711 Third Avenue, New York, NY 10017 Rout I edge ts an imprint of the Taylor & Francis Group, an informa business © 1999 Priscilla Alderson The right of Priscilla Alderson to be identified as author of this work has been asserted by her in accordance with sections 77 and 78 of the Copyright, Designs and Patents Act 1988. All rights reserved. No part of this book may be reprinted or reproduced or utilised in any form or by any electronic, mechanical, or other means, now known or hereafter invented, including photocopying and recording, or in any information storage or retrieval system, without permission in writing from the publishers. Publisher’s Note The publisher has gone to great lengths to ensure the quality of this reprint but points out that some imperfections in the original copies may be apparent. Disclaimer The publisher has made every effort to trace copyright holders and welcomes correspondence from those they have been unable to contact. A Library of Congress record exists under LC control number: 00551352 ISBN 13: 978-0-415-72254-4 (hbk) ISBN 13: 978-1-315-85822-7 (ebk) LEARNING AND INCLUSION The Cleves School Experience Edited by Priscilla Alderson. Written by staff and pupils of the Cleves School, Newham, London David Fulton Publishers David Fulton Publishers Ltd The Chiswick Centre, 414 Chiswick High Road, London W4 5TF www.fultonpublishers.co.uk First published in Great Britain in 1999 by David Fulton Publishers Note: The rights of Priscilla Alderson to be identified as the authors of this work have been asserted by them in accordance with the Copyright, Designs and Patents Act 1988. David Fulton Publishers is a division of Granada Learning Limited, part of Granada pic. Copyright © Priscilla Alderson 1999 British Library Cataloguing in Publication Data A catalogue record for this book is available from the British Library. ISBN 1-85346-609-3 Pages from this book may be photocopied for use only in purchasing institution. Otherwise, all rights reserved. No part of this publication may be reproduced, stored in a retieval system or transmitted, in any form or by any means, electronic, mechanical, photocopying, or otherwise, without the prior permission of the publishers. Typeset by Textype Typesetters, Cambridge Printed and bound in Great Britain Contents 1. Introduction 1 2. An inclusive community school 6 3. Active learning 27 4. Being friends and being equals: relationships and rules 44 5. Fun 64 6. The Cleves School experience: conclusion 73 Appendices: 1. Implementing the aims of Cleves School 75 2. Extracts from the 1998 OFSTED Report 79 3. The Newham LEA Inclusion Charter and extracts 84 from the Audit Bibliography 90 This page intentionally left blank Chapter 1 Introduction New challenges to schools can be seen as attempts to stretch Facing new schools in opposite and even contradictory directions. The challenges National Curriculum over the past decade has expanded the areas of formal knowledge which children have to learn, and the abilities they have to demonstrate during assessments. Schools are expected to achieve the best possible average results in tests and exams (DfEE 1997a). This can seem to conflict with policies to include every child, of any ability, in mainstream schools (DfEE 1997b). The school day must be highly organised if the curriculum is to be covered. Each primary school teacher must have a breadth and depth of knowledge of many topics. Here, the flow of knowledge is mainly seen as from adults to children. Yet teachers also have to encourage the children's original and questioning thinking, their creativity and social, moral and spiritual awareness. All these flourish in less formal settings, with time to reflect and explore, drawing on children's own ideas rather than 'delivering' education to them. Schools are expected to encourage a strong sense of corporate identity and loyalty yet also to welcome outsiders and newcomers. There are tensions in many school prospectuses between their stated aims that pupils must conform to strict rules and behaviour codes, but also expectations that children will become responsible and independent, able to think critically and to take initiatives (Griffith 1998). This book describes how one primary school approaches these challenges and works to resolve the tensions in ways that can benefit every child and teacher. Methods of raising standards in one area, such as literacy, behaviour, the inclusion of disabled children, or induction and continuity when new staff and pupils arrive, can work to the benefit of all the other areas. i
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