3 Guidance for reviews of all-through, secondary, and large primary schools
Inclusion Reviews
Inclusion review overview
Underpinning principles
Inclusion Reviews sit within Essex County Council's
wider approach to supporting, driving, and
enabling whole-school inclusive practice, as setout in the Education
2021 Position Statement.
Review activity has been grounded in the work
of the Inclusion Strategy, the Disadvantage
Strategy, the SEND Strategy, the Inclusion
Framework, the Ordinarily Available, Trauma
Perceptive Practice (TPP) and the Multi-School
Council. Reviewers will work with school leaders
to evaluate practice, celebrate strengths, and
identify areas for further development. The review
will provide leaders with clear recommendations,
accompanied (where appropriate) with signposts
to further support.
Review foci
Inclusion Reviews focus both on general inclusionrelated
themes (for example, values, vision, and
culture), along with three specific pillars:
Pillar
1
Positive, mutually respectful
relationships and wellbeing
Pillar
2 Attending and participating
Pillar
3
Achieving and moving-on
Review protocols
The review team lead (and, where appropriate,
the team) will:
y be well-prepared and brief the team
thoroughly prior to the review
y involve the Headteacher/Principal as fully
as possible in the planning of the review
y evaluate the work of the school objectively
y report honestly and fairly, ensuring that
review findings are accurate and reliable
y carry out the review with integrity, treating
all those involved with courtesy and
sensitivity
y act with the best interests and well-being of
pupils and staff as priorities
y communicate with staff purposefully and
productively and present evaluations of the
school's work clearly and frankly
y respect the confidentiality of any
information presented during the review
y consider the impact of their verbal and nonverbal
communication on members of the
school community
Review team make-up
The Inclusion Review team will consist of:
y a minimum of three reviewers
y an Assistant Director, Head of Education, or
a School Effectiveness Partner (SEP) as the
lead
y the school's linked SEP and/or Inclusion
Partner, will be encouraged to attend.
y a Governor to join the review as an
observer, if requested by the school