ASS105-3 Case Study – How might develop strategies that would be more ‘inclusive’?-Bedfordshire University UK

Aims of ASS105-3 Case Study – How might develop strategies that would be more ‘inclusive’? Undertake a critical analysis of a case study to deliver a well-argued and evidenced explanation of how the named school could become more inclusive drawing on relevant theory.

ASS105-3 Case Study – How might develop strategies that would be more ‘inclusive’?

Case Study on How might develop strategies that would be more ‘inclusive’?

The School

Eastfield Secondary School is located in a run-down area of a large urban town serving a post-war estate. The school has been recently refurbished after missing out on a whole school rebuild because of national austerity. The community which the school serves has a sizable Eastern European population. There are also a number of asylum seeking families who have
come to the UK after fleeing conflict. The proportion of Children in Care at
the school is higher than average because alongside other Children in Care there are a number of unaccompanied asylum seeking young people who
attend the school. The previous head teacher only stayed for five terms and permanently excluded over 20 pupils during this time, considerably above the annual national average (under 1 per 1000). Recruitment and retention
of teachers is a challenge – this is reflected by this being the third head in as many years. Despite this the new head is determined to make the new school more inclusive and has begun by holding meetings with staff and pupils to this end.

Your role is to provide advice as to what she should be doing to achieve this
goal of a more inclusive school. You will need to reflect on the general
position above and the specific circumstances of the young people outlined
below.

The young people

Jay is 13 and travels to school from the other side of town. He is currently
living with his uncle because his mother is recovering from a serious illness in hospital. He is a relatively recent migrant to the UK having arrived in year 6 with very limited English however is now fluent. He is generally not disruptive and can work well in class, a number of teachers speak well of him, but does have a tendency to flare up in any altercation with staff or other pupils.There are some concerns of gang affiliation and he is considered to be at risk of exclusion.

Kate is 15 years old and has just started year ten. There are concerns that she is being bullied but the school has struggled to resolve this. She enjoys art and is skilled in English writing. She has poor attendance and currently
spends some sessions in the behaviour support unit to provide a safe space
during PE and Drama in which a number of incidents have been reported to occur. Her mum is highly engaged with the school and is pushing for greater and more appropriate support.

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