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REVIEWS
Reviews
INCLUSION – A PRINCIPLED GUIDE FOR SCHOOL LEADERS nclusion is one of those terms that has been around education since the Warnock report back in 1978. The term ‘inclusion’ is unusual in that it can often mean different things to different people and this book seeks to identify the commonalities in various viewpoints and present the different aspects that can make up the components to becoming an inclusive school. The layout of this book enables the reader to take each chapter on its own or to read the whole book. It provides the key themes and evidence and builds in reflection points for you to examine your
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current practice. Clearly articulated within each chapter is the moral responsibility that school leaders have to frame the education that they provide within the right values and practices. One of the standout sentences on inclusive values is ‘If we disagree with the school system we have, then it is our responsibility to change it’. We know that exclusions remain high in England and that there are groups that are disproportionately affected by this. Within the book there are specific chapters looking at SEND, socio-economic disadvantage, culture, language and ethnicity and the more able, which offer the reader further insight into how best to engage these learners and their families
Author: Nicola Crossley and Des Hewitt Publisher: Routledge ISBN: 9780367345280 Price: £22.99 Reviewed by: Zoe Mather, Education Officer at nasen
with school and learning. Every school has a level of inclusion, and I would recommend this guide to any leader who wants to reflect upon how they can develop their inclusivity further.
MIDDLE LEADERSHIP MASTERY
Author: Adam Robbins Publisher: Crown House Publishing Limited ISBN: 978-178583534-6 Price: £16.99 Reviewed by: Andy Smyth, Key Stage 4 Lead, Beverley School, Middlesbrough
Middle Leadership Mastery provides a good overview of middle leadership with a mixture of theory and practical examples to support existing middle leaders or people that wish to move into such a role. The book is split into nine chapters and is equally useful being read cover to cover or being dipped into, depending on the area of interest. There are some real gems in here. The chapter on curriculum is extremely useful. It is here that an early example of Robbins’ pragmatism can be noted; he speaks regularly of ‘opportunity cost’, the idea that when focusing on one thing, inevitably, something else is not being done. This is one of the most pressing issues as a middle leader. The chapters on teaching and learning and on leading others are also invaluable and give much practical help. The cognitive science tables with their implications for teachers and the table of routines were notably insightful in the former and the analogy of the elephant, the rider and the path valuable in the latter. Unfortunately, the quality of the chapters is not maintained throughout and there are some missed opportunities. There is very little focus on SEND and, whilst there are theoretical and ethical questions raised that could lead the reader to consider this area, this is a regrettable omission. Middle Leadership Mastery is a thought-provoking read, with excellent links to research and theory, and a worthy publication. It would be suitable for those already in post and gives an excellent introduction for those wishing to pursue a role at this level in the future.
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