Inclusion Checklist

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 Inclusion Checklist

Planning and Organisation

Action / Strategy / Consideration Possible Outcomes / Suggestions / Resources
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Shared success criteria – Assessment for Learning strategies –
1 Are lesson objectives explicit and in child friendly language?
Children can explain their learning
2 Is there a clear visual timetable of the day? Display plan for the day – use symbols and colour
Topic related key vocabulary is displayed – annotated displays
3 Is your classroom a language rich environment?
– word lists – spelling banks – vocabulary books
How will you ensure that all pupils understand the key Assessment for Learning strategies - class definitions – peer
4
vocabulary? talk – Learning Wall
Blooms taxonomy (hierarchy of learning) – open ended –
5 Have you planned questions that will challenge all pupils?
thinking time – challenge identified in planning
Are strategies & advice from outside agencies considered
6 Pupil SEN files – SEN resources – Class Provision Maps
when choosing tasks?
Talk for learning – collaborative tasks – learning partners –
7 Are there opportunities for peer support?
peer reading
Model peer evaluation – mini-plenaries – marking in pairs –
8 Are there opportunities for peer evaluation?
reviewing home learning – collaborative improvement
Tasks consolidate, reinforce & extend whole class learning –
Do independent tasks relate to whole class teacher input or differentiate through support - simplify or extend tasks –
9
shared experiences? Is this the same for all pupils? multiple choice – ICT – alternative texts – additional
instructions - investigations – collaborations - presentations
Annotations – diagrams – sequencing & matching activities –
10 Can this objective be achieved through a range of outcomes?
audio & video recordings - animations – role-play
Are there opportunities to plan outcomes that celebrate Multi-faith calendar - world news – RE & assembly resources –
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cultural diversity? E-twinning – show and tell
Early Learning Goals – NC Levelling Guidance – Age
12 Do you know the level that each group is working at?
Expectation - Benchmarks

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 Inclusion Checklist

Delivery

Action / Strategy / Consideration Possible Outcomes / Suggestions / Resources

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Are pupils given processing time before responding to Advance notice e.g. In a few minutes… - Everyone, think for a
1
questions? minute… -
Do questions target different groups and promote higher De Bono’s Thinking Hats – Blooms Taxonomy – random pupil
2
order thinking? selection – open ended questions
Consider alternatives to questions that demonstrate pupil Discussion – investigations – presentations – hot seating –
3
understanding tableau – non-verbal signals
“What do you think of ___’s answer?” “Put your thumb up if
4 Do questions ensure that the rest of class are listening?
you agree…” - random pupil selection
5 Do pupils know how long they have for their task? Visual reminder of time – clock – timer – verbal reminder
Is scaffolding and support given before responses are Peer talk – success criteria – modelling – prompts – writing
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required? frames
Work through examples - “This is how I would do it”,
7 Can the task be modelled?
visualisers – pupil modelling – online resources
Do active learning strategies engage all pupils and support Accelerated learning – peer talk – Assessment for learning –
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their understanding? Visual Audio Kinaesthetic activities
Do you model and challenge mistakes to address
9 Can you spot the error in my calculation/writing/argument?
misconceptions?
When will learning happen in your lesson? How will you
10 Are you focussed on the learning or the task?
know? Is the task necessary for the learning to occur?

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 Inclusion Checklist

Resources

Action / Strategy / Consideration Possible Outcomes / Suggestions / Resources

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Consider VAK learners – differentiated resources – recognise
1 Have you planned inclusive resources?
cultural diversity of class
Ability groups – mixed-ability – gender – behaviour – ethnic
2 Are the seating arrangements inclusive?
minorities – disability
Resources on table – resource trays labelled clearly – model
3 Do pupils have access to resources to support their learning?
and encourage use of resources such as dictionaries
Consider whether all pupils have equal access to: ICT -
4 Is access to resources equal for all pupils?
Working with TA or OA – art resources – music resources
Could pupils use resources to be actively involved in all parts Number fans – number cards – whiteboards – multilink –
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of the lesson particularly during teacher talk? jottings – matching and sequencing materials
Do pupils have access to resources to jot down ideas and other Whiteboards – display – IWB slides – jotting space on
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visual aids to memory? worksheets
Internet – Network software – cameras, video and sound –
7 How can ICT be used to support and extend learning?
speech production programmes – interactive programmes
Can the learning outcome be achieved without using paper & Drama - art work - ICT – model making – investigation &
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pencil tasks? experimentation
Fiddle toys – Sensory Cushion – pencil grips - ICT resources –
9 Are there any SEN resources you could use?
sound buttons - apparatus from another year group

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 Inclusion Checklist

Teaching Assistants and Other Adults

Action / Strategy / Consideration Possible Outcomes / Suggestions / Resources

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Consider where the TA or OA should be at each stage of the
1 Where will any adults sit?
lesson. Sat on the floor, at a table in class or outside.
Discuss/give planning in advance – direct during lesson – deal
2 Does the TA or OA understand their role in the lesson?
with misunderstandings quickly and sensitively
Provision maps – behaviour plans – gifted and talented
3 Which pupil(s) will the TA or OA target during the lesson?
register – EAL – “push group” – attainment charts
4 What resources will the TA or OA need? Organise additional or inclusive resources in advance.
Share SEN details on any child the TA will work with. Child
5 What information will you share about individual needs?
Protection information is shared on need to know basis.
How will you receive feedback from the TA or OA about pupil Verbal – tick lists – checklists – notes against NC statements –
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progress? observation notes – TA records
What intervention groups are required to meet needs not Social skills groups - fine-motor skills - phonological
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achievable in class? awareness – emotional regulation
Involvement in planning process – delegated responsibility for
8 How can you make use of TA specialist knowledge and skills?
intervention groups – progression records
Home/school books, curriculum newsletters, behaviour plans
9 How will you involve parents in supporting individual needs?
and contracts, advice and resources to support learning
Do you deploy the TA to work with pupils of all abilities so TA supports main class whilst CT works with target, support
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that you are free to work with all groups of pupils? or more able groups.

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 Inclusion Checklist

Pupils

Action / Strategy / Consideration Possible Outcomes / Suggestions / Resources

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Do pupils have a clear understanding of classroom Agreed class rules on display regularly referred to – explicit
1
expectations? lesson objectives and success criteria
Can pupils achieve the outcome using their preferred learning VAK tasks – brain gym – movement opportunities – visual cues
2
style? and clues – peer talk
Are pupils given processing time before responding to Give advance notice of questions – model thinking time – “no
3
questions? hands up” - give advance notice to child
Use praise liberally – proximity praise - reward systems –
4 How is positive behaviour recognised and rewarded?
display work – communicated to parents & other staff
Have you planned strategies to develop concentration and Task boards – achievable tasks – staged praise and rewards –
5
perseverance? timers – movement breaks
What strategies are in place to support pupils with predictable Seating arrangements – suitability of task – deployment of TA
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behavioural difficulties? or OA – pre-empt triggers – quiet area - distraction
Can all pupils understand & express what they need to do to Clear child friendly success criteria – teach skills of using
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be successful? success criteria/task board – peer talk
Can all pupils evaluate their learning and begin to identify next Model and praise self and peer evaluation skills – dedicated
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steps? time in lessons – Two Stars and Wish – EBI (Even Better if)
Consider different learning styles when deciding how pupils
9 Are evaluation skills modelled in ways that engage all pupils?
will evaluate – differentiated approaches to assessment
Peer & self evaluation – praise - record of rewards – display –
10 Will all pupils experience success and reward?
celebration of achievement – achievable tasks & targets
How will use feedback from pupils to develop your inclusive Use pupil evaluations to inform planning – invite and model
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strategies? positive criticism

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