| Our school has formulated a vision of an inclusive and safe school climate as a strategy to support broad development of all talents of the learner. |
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| Our school has formulated a vision of an inclusive and safe school climate and of the value of career guidance for all learners to contribute to this. |
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| Our school has formulated a vision of an inclusive and safe school climate as a strategy to support smooth transition to further education. |
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| Our school has formulated a vision of an inclusive and safe school climate and on the use of systematic individual monitoring of progression and early signalling of learning difficulties to achieve this. |
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| Our school has formulated a vision of an inclusive and safe school climate related to the creation of structural conditions for parental involvement at school and at home. |
To support the vision of an inclusive and safe school climate and to have strong commitment among the staff, the school board and the school management actively promote the school’s vision and demonstrate exemplary behaviour.
| Therefore, in our school: the school board and school management periodically promote the school’s vision and its objectives. |
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| Therefore, in our school: the school board and school management demonstrate exemplary behaviour regarding inclusiveness and safety issues |
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| Therefore, in our school: the policy is implemented in a way which makes each staff member aware of his/her own responsibilities for school climate and career guidance. |
The school’s vision on inclusiveness, talent development, image and parental involvement is translated into long-term plans containing information on activities and allocated resources as well as intended effects and the way they are monitored. Part of it is structural attention for career guidance and support.
| Our school has: a long-term policy plan for the implementation of its vison and its intended effects on learners, parents and staff. |
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| Our school has: formulated clear objectives of this policy, with a specification of broad talent development, learners at risk and parental involvement. |
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| Our school has: communicated and shared this policy and objectives with all its staff, all parents and all learners. |
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| Our school has: a structural reservation of resources to achieve this. |
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| Our school has: a procedure to monitor and review the effectiveness of its policy at all levels (staff, board, learners, parents). |
Regarding the school climate, career guidance, learners support and parental involvement, the school has drawn up a one-year (action) plan as a means to implement the long-term plan.
| In our school: all staff members have a defined task and responsibility for the development and maintenance of the school climate. |
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| In our school: there is a work plan describing the objectives of career guidance and its relation to the vision and objectives of the school. |
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| In our school: Intra- and extracurricular activities are offered to help learners explore and develop their talents. |
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| In our school: there is a work plan describing the expertise and activities offered to help learners overcome their learning difficulties. |
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| In our school: there is a work plan describing how parents are involved and instructed when there are development concerns. |
Systematic monitoring of learner progression and early signalling of learners at risk is a vital part of a school aiming at inclusiveness. Such signalling needs to be followed by arranging for the appropriate support at school but also at home by the parents.
| Our school has: a monitoring system which registers progression as well as provides early warning signals for learners in need. |
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| Our school has: a monitoring system which also registers career orientation and talent development of all learners in a broader sense. |
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| Our school has: a clear protocol on how to deal with early warning signals and career orientation issues. |
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| Our school has: assigned role and responsibility of staff to contact and inform parents of learners at risk, and provide them with supporting information. |
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| Our school has: a periodic review of the system and the effectiveness of support given to learners and parents. |
A cornerstone in the road to further education is formed by proper and timely career support. An inclusive school arranges for career support that is well-integrated in the whole curriculum and supported by all teaching staff, gradually developing the learners career awareness as well as supporting the engagement of parents in this process.
| In our school: career guidance and orientation is a standard and recurring subject in all curricula and in all years. |
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| In our school: career guidance and orientation is organised on a practical basis. |
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| In our school: career management competences are trained in an activating way by all teaching staff. |
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| In our school: specialised career guidance and support is offered to all learners in need. |
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| In our school: all career guidance and support programs have formulated objectives on parental involvement (what, when, how). |
A school learners and parents can be proud of is a school in which all learners feel at home regardless their socio-economic background, culture or interest. A school which offers learners the opportunity to develop all their talents, not just those related to the compulsory contents related to national exam standards.
| In our school: extracurricular activities are offered which inspire and contribute to broad talent development of all learners. |
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| In our school: extracurricular activities are accessible for all learners. |
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| In our school: measures are taken to ensure access for learners in need. |
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| In our school: all parents are informed about extracurricular activities offered and about the possible role they can play in them. |
An inclusive school is able to offer the proper support to all learners in need regardless of their socio-economic background.
| In our school: guidance and support in homework is offered to all learners in need. |
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| In our school: study facilities (space, pc access) are offered and made available for all learners in need regardless of their background. |
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| In our school: arrangements are made in regular classes and in exams for learners with congenital learning disabilities. |
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| In our school: arrangements are made for psycho-social support accessible for all learners in need. |
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| In our school: all learners with congenital learning disabilities have access to structural support helping them to deal with these disabilities. |
An inclusive school has a description of the responsibilities of both teaching and support staff that is related to the school’s vision of climate, teaching process and the teacher -student relationship. Staff know what is expected of them.
| Our school: makes expectations regarding all tasks and responsibilities transparent for all staff. |
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| Our school: only appoints staff to tasks they have the competences for, in line with the vision of our school. |
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| Our school: sets clear goals related to the school’s vision to be achieved by all staff. |
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| Our school: periodically appraises staff goals and follow-up actions are planned for. |
In an inclusive school all learners feel safe and this climate is protected by a set of behavioural rules everybody knows and follows. Management demonstrates exemplary behaviour.
| Our school: has a set of behavioural rules (incl. anti-bullying protocol) which is communicated to all staff, learners and parents. |
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| Our school: learners as well as staff are addressed consequently when they do not comply with these behavioural rules. |
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| Our school: learners have a learner board/council or other representing body which addresses bullying issues and arranges for mediation. |
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| Our school: when it comes to respect and safety, management demonstrates exemplary behaviour. |
In an inclusive and safe school special attention is paid to those staff competences which contribute to the achievement of the intended school and learning climate. The teaching staff is capable of building and maintaining a positive relationship with learners and their parents, regardless of socio-economic or cultural background.
| In our school: the teaching staff is competent to apply a variety of teaching methods meeting the learning needs of the individual learner. |
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| In our school: the teaching staff is competent in creating and maintaining a positive relationship between learner, teacher and parent. |
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| In our school: the teaching staff is competent to deal with different cultural backgrounds. |
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| In our school: the teaching staff is capable of contacting, informing and supporting all parents of learners in need. |
The inclusive school has a policy in place to organise structural parental involvement in the school, thus ensuring for formal input of and contributions of parents to the inclusive school. Also, the school arranges the required parental involvement in informal school activities (such as study trips, sports, supervision etc).
| Our school: has a parent board / parent representatives who provide input on inclusiveness, extracurricular activities and parental involvement. |
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| Our school: periodically evaluates the school policy and the goals achieved with the parent board / parent representatives. |
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| Our school: Informs all parents about parent board’s/ parent representatives’ feedback. |
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| Our school: The parent board members / parent representatives reflect the different backgrounds of the school population. |
An inclusive school uses ideas and suggestions of active parents (representatives) to increase the effectiveness of communication with all parents regarding school expectations, learner progress, extracurricular activities and the role and responsibility of parents. An inclusive school uses a variety of communication channels, including home visits which are tailored to the characteristics of the school population and different needs.
| Our school: has a staff member responsible for defining priorities and activities to inform parents and enhance parental involvement. |
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| Our school: reviews school policy on parent involvement and results achieved together with parent representatives. |
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| Our school: adjusts the communication channels to characteristics of the school population and the urgency of the message. |
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| Our school: organises periodic individual teacher-parent contact moments on school progress with all parents. |
An inclusive school pays a lot of attention to communicate and clarify the role and responsibility of parents in the school career and future of their children.
| Our school: together with parent board / parent representatives decide on what parents need to be informed about and how. |
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| Our school: sets up queries to get information on parent needs and interests regarding talent development and the school career of their children. |
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| Our school: periodically reviews its information strategy and its intended effects. |