School presentations
‘Are We Included?’ – session content
Session 1 - Getting to know each other; Positive role models.
Session 2 - Aspiration: Jobs, career, or courses
Session 3 - Access: Building Confidence
Session 4 - Attainment: The importance of ‘doing your best’ and how you do that
Session 5 - Achievement; Communication.
Session 6 - Celebration event at the University; campus tour, certificate ceremony, recap on what we have learnt
- Students lacking in self-confidence.
- Students who are struggling to engage in the classroom or are demonstrating a wavering commitment to their schoolwork.
- Students who don’t feel included within the school community.
- Students who struggle to regularly attend school and have poor attendance.
Staff comments
I saw a significant improvement in the confidence levels of 2 of our quieter pupils over the programme. It was really great to see them speaking out in groups and laughing with the mentors
This programme is a great tool to build aspirations in our young people and give them hope for the future
Being part of this ground-breaking project has provided me with a valuable addition to my pastoral toolbox, as I am able to encourage students to reflect on their involvement and participation in the project when they have approached me for support in times of anxiety or low confidence
Mentor comments
Being a mentor for ‘Are we Included?’ was a great experience for my own personal growth and for the growth of my mentees. I saw the students become more open and good at speaking in an unfamiliar group, and it was nice to be able to build their confidence in themselves and their skills
My time with Suanne, George, and the mentees I worked with has been nothing short of incredible. I have learnt so many new skills that I will be able to take forward in my future study and career. It has left me feeling very proud that I have played a part in helping young people with their career aspirations, giving them the tools to succeed
There was one girl in particular who exhibited the most change… Her pastoral teacher told me that they had noticed a new openness in her and that she had started working more effectively with the support systems
Pupil voices
I’m thinking more about my future and what I want to do when I leave school. Before I didn’t have a plan; I was like “go to uni… maybe… don’t know!”, but now I have a plan. I want to be a biomedical scientist
My favourite part of the programme was probably speaking about my goals and my achievements in school. I just enjoyed speaking about it to somebody because I don’t usually get to do that
It’s changed the way I feel about myself and what I want to do in the future… it can make you feel better about yourself – that’s what it did for me!
Research and evaluation
- Study 1 comprised a Plymouth-wide assessment of inclusion in the city’s secondary schools. Using questionnaire tools developed by colleagues at Monash University in Australia, we gathered insights into inclusion from Plymouth students, parents/carers, and school staff.
- Study 2 assessed and validated the Monash questionnaire tools for UK use using psychometric analysis and interviews. This study also gained further interview input from students, teachers and parents/carers regarding their experiences of inclusion in school.
- Study 3 has developed a six-week coaching programme aimed at improving access, aspiration, and attainment for secondary school students, boosting confidence, and developing a sense of belonging within the school community. Following a successful pilot in two Plymouth secondary schools during the Autumn term of 2022 (Blandford, Casson, Gibson, Munn and Shute, 2023b), the programme has now been successfully delivered to 10 cohorts of students, across 6 of Plymouth’s secondary schools, with impact evidenced in our termly evaluation reports below (Blandford, Casson, Gibson, Munn and Shute, 2023b, 2023c, 2023d).
- In 2022, our team were commissioned by the Department for Education to evaluate the ongoing impact of Plymouth’s ‘Place-Based School Improvement Strategy’ (PBSI). A novel city-wide collaboration between Plymouth secondary schools, MATs, DfE officials, and Plymouth City Council, the initiative was found to have increased communication, collaboration, and connection between partners, but with more work still to be done.
Read our 2023 report . - Our team has delivered a range of CPD programmes across the city, in partnership with South West Institute for Teaching, Plymouth Learning Partnership, and the University of Plymouth. Topics covered include inclusion, social mobility, parent/carer partnership, SEND, and positive behaviour.
- Study 4: The latest stage of our work has seen the ‘AWI?’ team deliver the UK component of an international C.I.T.E.D study on parent/carer perception and choice regarding mainstream vs specialist schools. Our team distributed Monash devised questionnaire tools to parents/carers of students with Special Educational Needs from across the country. Our UK data is currently being analysed alongside data from 18 other countries, and findings will inform UK and international publications and policy recommendations.
Are we included? Coaching Programme Evaluation
Conferences
Plymouth PBSI Strategy DofE Evaluation
Publications
The ‘Are We Included?’ team
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Dr Suanne Gibson -
Associate Professor of Inclusive Education – University of Plymouth
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Wendy Casson
MBE Special Educational Needs and Disability / Inclusion Advisor
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Professor Sonia Blandford
Professor of Social Mobility - Plymouth Marjon University
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George Munn
Research Assistant – University of Plymouth
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Jen Shute
Research Assistant – University of Plymouth