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Every Child Matters leading under pressure: leadership for social inclusion - full report
Author:
Muijs, Daniel; Ainscow, Mel; Dyson, Alan; Raffo, Carlo; Goldrick, Sue; Kerr, Kirstin; Lennie, Clare; Miles, Susie
Subject:
Helping every child succeed
Audience:
Headteachers, Middle leaders and aspiring headteachers
Date of publication:
September 2007 |
File format and size:
PDF, 439 Kb
This report focuses on the role of leadership in relation to social inclusion and it considers the cases of six schools all in disadvantaged communities.
The report starts by contextualising our understanding of what social inclusion is and how it has developed. One of the key areas of priority for developing social inclusion is centred on improving educational attainments for all children, regardless of personal circumstances and family background. Through the removal of barriers to engagement and achievement young people would be able to participate, engage and succeed in various aspects of mainstream life.
In this study, we looked at leadership issues specifically in relation to social inclusion, through a series of six case studies in three districts showing high levels of disadvantage. In these schools, we interviewed the head, senior managers, middle managers, classroom teachers, pupils and where possible, parents.
The findings indicated that schools' views on social inclusion could be mapped around three main concerns.
- Improving achievement and qualifications for all social and ethnic groups.
- Overcoming barriers to learning existing within particular groups.
- Enhancing other capacities and skills of children from disadvantaged groups.
All schools in this study showed elements of all three viewpoints, but some were far more strongly oriented towards one of these foci than to others.
A summary version of this report is also available.
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