Policy; Interpret the broader policy into a shortened series of memorable statements. Translate as needed for any significant heritage groups. Display expectations clearly around the school and refer to them regularly, in class or in assemblies.
Clear lines of responsibility are essential. Good record keeping at all stages is a hallmark of effective, supportive practice. Record keeping should be streamlined, but be easy for staff, parents and external expertise to effect and be seen to have impact in supporting the school's ability to support the children.
Communication in all its forms is the bedrock of successful inclusion, between all parties. Ease of access for parents to key teaching staff can limit the impact of potential issues. Reduce the time for parents to brood on a possible problem. Parents can be the key to successful Inclusion; it is essential that children see the school and parents working together with a common purpose.
Know your children really well, the identified vulnerable ones, but also knowing what to look out for, so that none slip through the net. Know their personal situations as well as their academic achievements. Ensure that this information is known by those with a need to know, classroom teachers as well as mentor staff.
Plan for individual personal support. Allocate a specific member of staff to be the front line mentor and support. Where there are a number of vulnerable children, ensure that each mentor has a manageable number to monitor.
Teachers differentiate appropriately in academic situations. This can take a variety of forms, but should provide challenge, as well as opportunities to succeed, to all abilities. Descriptions of different differentiation approaches are described in this article. http://chrischiversthinks.weebly.com/blog-thinking-aloud/differentiation-explored
Personalise teacher response to children's needs in learning situations.
This can be seen in:-
Inputs which allow for the breadth of ability, through careful vocabulary selection, use of appropriate resources, use of metaphor or reference to prior learning.
Questioning quality, initial and scaffolded subsidiary questions.
Oral feedback, within the lesson should provide support and guidance to the next learning steps.
Marking which adds value to subsequent learning and which is enacted quickly to have impact.
Evaluate and reflect on the system regularly, from individual examples to corporate level, to quality assure the whole system, seeking and utilising feedback from everyone concerned.
Inclusion is embedded in all the Teaching Standards 2012. Inclusion is, in reality, doing your job, really well, for each and every child for whom you are responsible. Know the standards.