Raising the Achievement of All Pupils Within an Inclusive Setting

Schools everywhere are concerned with raising standards according to government requirements, particularly for those pupils who could be termed 'more able'. The key challenges revolve around government initiatives such as Every Child Matters, independent learning, inclusion and differentiation, thus making learning effective and successful for all pupils.

The authors of this highly engaging book carried out extensive analysis of 12 key schools, selected for their representation of common challenging educational circumstances including working with children from:

• multi-lingual and multi-ethnic communities
• low socio-economic and disadvantaged communities
• small rural schools and big inner city communities
• schools with high levels of special educational needs.

All the case-study schools subscribe to the educational ethos of creating an environment for all pupils to discover their gifts and talents, and the authors show clearly how these findings can be applied in any school.

Raising the Achievement of All Pupils Within an Inclusive Setting describes the strategies that have been developed to provide equal opportunities for all pupils, whilst accommodating different individual needs and rates of development. A major focus is on identifying and resolving underachievement in schools.

Drawing upon intensive interviews with staff, pupils, parents and governors, the authors provide practical guidance for successfully raising motivation, achievement and educational standards in any school environment. Teachers, Gifted and Talented Co-ordinators and school leaders seeking guidance and inspiration from real-life schools will benefit from the down-to-earth, achievable advice offered in this book.

Extracts from the full review by Linda D Evans
(Original review in Issue 70 Dec09/Jan10 G&T Update) (www.gifted-talented-update.com)

Inspiration and down-to-earth advice

Some big names in the world of G&T education have come together with practitioners to write this gem of a book. --- The importance of ‘inclusive’ provision is stressed throughout, with clear emphasis on the authors’ belief that ‘it is only life experiences and appropriate opportunities, together with determination and stamina of each individual that will bring potential gifts and talents to fruition’. A major focus is on identifying and resolving underachievement in a range of different settings.

The message of the book is captured in the following key sentences:

• Belle Wallace: There are no quick-fix’ solutions but the major key is through ‘on-going democratic growth managed, encouraged and sustained over several years’. The summary diagram (p30) could be a valuable aid in school discussions, review and action planning.
• Sue Leyden: Unhappy, anxious, unsettled children do not do well at school --- low expectations, poor self-esteem and disengagement are the major causes of underachievement.
• Diane Montgomery: The factors that interact to create links between underachievement and dual/ multiple exceptionalities (DME) are: culture, pedagogy, and personality.
• Carrie Winstanley: The chapter on providing challenge in the classroom, discusses learning activities that will stimulate and ‘stretch’ all learners, including the most able. Three key approaches are described in detail: cognitive challenge though questioning; thinking skills and philosophy for children; independent project work.
• Michael Pomerantz: Developing a student research community can be of great benefit to the school, as well as providing the participants themselves with an outlet for their energies and abilities.
• Sally Fitton: the key features of effective leadership and good whole-school provision are provided.

This book is engaging, practical, well referenced and research-based - go and buy it!