How do we know we are being Inclusive? In order to fully understand about our practice we need to reflect on our own practice and on looking at our environment to ensure it promotes the inclusion of all children.
In order to fully understand about our practice we need to reflect on our own practice and on looking at our environment to ensure it promotes the inclusion of all children.
Reflective practitioners will know what is written in the EYFS development matters about 'what adults could do' and 'what adults could provide' and through reflection will be confident that they embrace all that has been expected.
However sometimes we do need to reflect on our practice to ensure it is of a quality that promotes children's development giving them the best possible start in life.
In Nottingham City we have used as basis of our Quality Improvement Programme the Early Childhood Environment Rating Scale (ECERS) and Infant Toddler Environment Rating Scale (ITERS) which looks closely at Space and Furnishings, Personal Care Routines, Language - Reasoning(Talking), Activities, Interaction, Programme Structure and Parents and Staff. This has enabled Managers and Practitioners to fully reflect on their practice in an objective way and then action plan to improve practice and the learning environment.
The Inclusion Audit Tool
This very much based on the ECERS and ITERS observation which can be undertaken when doing a review of your ECERS or ITERS or could be undertaken purely as an audit of your Inclusive Practice.
The audit is an amalgamation of the relevant points from the ECERS and ITERS audits. However for this audit when it suggests NA (not applicable) is ignored as we are looking at Inclusive Practice, your practice should be providing inclusive practice whether you have a child with SEN in your setting or not.