Staff Inclusion

In order to create an inclusive practice across year groups, phases and in the transitional years, the philosophy underpinning a school ethos must be known and shared by all members of staff. It must be supported by appropriate strategies to clarify direction, purpose, process and outcomes.

The expectations placed upon a school by the revised Inspection framework demands that leadership should be demonstrated by all those involved in the learning and teaching process. The effectiveness of this leadership should be monitored though the auspices of the governing body and the schools performance management strategies. Bearing this in mind, all members of staff should be aware of how their role and responsibilities are having a significant and positive impact on whole school development. This cannot be achieved if individuals, phases or coordinators are acting as independent, autonomous bodies.

IMPRIMIS TRAINING can help create the want and need through

• Working with schools to create fully functional teams in order to meet specific objections
• Providing training on how to create an impetus towards a variety of goals which contribute towards meeting the needs identified by the SIP
• Providing training on appropriate selection and role allocation procedures
• Providing support in opening appropriate communication strategies
• Providing training on establishing support mechanisms to advance projects in an appropriate manner
• Providing training on establishing appropriate incentives and reward strategies
• Developing, monitoring and performance management systems which gain 'whole school support' for developments within subjects or aspects of the teaching and learning process