Implementing an inclusion policy in a primary school: findings and recommendations from a case study approach®

Abstract

This article is based on a case study carried out in a small inner-city primary school in the English south midlands. The key determinant of the research was to examine the factors affecting the progress of children in the school, assess the school's response and to make recommendations that would enhance good practice and undertake responsibilities under the Race Relations Act (2000). The focal point was children for whom English is an additional language (EAL). This article considers the relevance of such a study in gathering the views of EAL and minority ethnic parents, carers and professionals and how far it could be utilized by any school as part of a regular check to determine how well it is providing for their children.

Keywords

ethnicity language leadership pupil progress school improvement

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