|
Social Inclusion - Good Practice
|
Key Principle |
What schools can do |
What
carers can do |
| Set
good habits early |
School's expectations need to be made explicit to pupils and carers on admission. |
Back
up school's expectations, e.g. checking/supporting
homework, help pack bag the night before, attend open days/meetings
to keep abreast of changes to expectations. |
| Early
intervention |
Make
plans to resolve a problem as soon as it becomes apparent. |
Talk
to school to clarify problem looking at the cause, its effect and
the resolution and the final outcome
|
| Reward
achievements |
Set
targets with tangible rewards e.g. certificates, trips, activities. |
Praise
and encourage young person to meet their targets. Recognise small
steps, add to school's rewards. NB rewards need not be big and material
|
| Involve
pupils |
Include
pupils in planning, setting and evaluating their own targets. |
Ask
young person what they would like to achieve and how they would
like to be rewarded i.e. give choices. Listening and communication
essential.
|
| Commit
to equal opportunities |
Have
an equal opportunities policy, and ensure it is followed in practice.
|
Listen
to young person: challenge prejudice and offer guidance. Work with
school to meet the individual's needs. |
| Study
support |
For
example, homework clubs availability of staff. |
Carers
can provide:
Time
Space
Routine
Help with Homework
Advice
Resources, including access to the local library
Praise
Rewards
Carers
need to:
Check
and write in planner
Keep contact with school
Ask about homework clubs
Carers
could:
Learn
alongside young person, e.g. take a class in I.T. skills (computers)
or a foreign language.
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