ECEY6004
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Word count-3630
Inclusive Leadership

Section 1
Firstly, Ellie Collier (2019) explains that Inclusive leadership in the early years is a concept that ensures everyone in early years and schools feel that they belong. Inclusivity embraces the entire early years community in developing comprehensive practices for the benefit of all children and young people.                                                                                                                  Inclusive practice in the early years refers to educating young children on values and how diverse the real world is and therefore promotes inclusiveness for all. The key aim is to ensure that all children, regardless of their background, abilities, or needs, have equal educational opportunities in schools (Arbenyega and Klibthong, 2022, p. 1-17). Similarly, (Early Years Alliance, no date) because Inclusive Practice is not about everyone being treated the same all the time, because this is not always possible. It is however more about treating everyone with fairness and recognising that everyone has their own individual needs. However, Evie Lee (2023) acknowledges that Inclusive practice aims to decrease or eliminate barriers to learning and support to aid the success of all pupils, whilst ensuring that teaching standards remain uncompromised. The plan and distribution of education can sometimes present a range of barriers to learning that affect some learners more than others, and this can result in pupils being unfairly disadvantaged. The (Welsh Government, 2021) has a national strategy “Prosperity for all”, which states it is not just about material wealth but to make sure everyone has a good quality of life and live in safe communities. Inclusive education from the early years will be the foundation for a lifetime of learning and accomplishments, as children’s needs vary at different times in their lives. Furthermore, (Pacey, 2019) states that Inclusive Practice is very important as it provides all children with access to opportunities and support during the earliest and most influential years of their learning and developing. Also enabling children to be confident in who they are and what they aspire to in the future. It requires practitioners and leaders to be mindful, to identify their own tendentious thoughts, and to be aware of their own unconscious biases within the school atmosphere.
Scenario
The scenario which is being reflected on is that of a little girl called Sophie who has been coming to school for a few months, she sometimes does not come into school which is very concerning. Sophie’s mother has explained to us that she has just left her abusive husband and that Sophie is becoming aggressive towards her and now hitting and pushing her fellow peers, whereas she has always been a polite little girl, with complaints now coming from other parents. Mum seems very concerned and upset and is very apprehensive/fidgety around members of staff and other parents when approached.
Sophie
It looks like inclusive leadership has not been placed correctly as the (Welsh Government, 2019) states that being at home where abuse happens, can have a negative impact on children, it creates a stressful and harmful environment which can cause long term adverse effects. The little girl is obviously feeling the effects and Elizabeth Plumptre (2023) acknowledges that Children who witness abuse in the home can encounter many emotions such as depression, sadness, anxieties, fear of the person and other adults, increased anger, and confusion. To provide Inclusive Leadership, the (NSPCC, 2023) states that practitioners should know the signs to look out for with any changes in a child and know how to act appropriately. For example, (MentalHealth, 2016) explains that children need sustainable relationships with peers, practitioners, and families so that they can form bonds and be able to deal with stress as they grow older.
This little girl is acting out learned behaviour and Bandura (1977, cited in Rumjuan and Narod, 2020, p. 85-99) describes the social learning theory that articulates children learn from others, through observing their ways and imitating their actions. Children can react in different ways and (Office for national statistics, 2021) state if these symptoms are not managed correctly, it can also lead to these symptoms in adulthood and therefore be more susceptible to abuse in later years.              Children seem to demonstrate abusive behaviour like hitting, after the domestic abuse had finished and were unlikely to display the behaviour whilst still exposed to abuse (CAADA, 2014).
Therefore, Bronfenbrenner (1979 cited in Ashiabi and O’Neal, 2015, p. no page numbers) states that the personality and behaviours of the child will influence the way peers in the setting will interact towards the child and this would make the child feel isolated and very lonely. However, (AnnaFreud, 2023) states practitioners should make sure both children are ok, sometimes children do not understand that hitting can hurt someone, therefore strategies should be put in place to explain in a calm manner that it is wrong to hit.
A key worker approach should have already been in place at the school, to build trust between a child and practitioner, to ensure that children feel safe and loved within this setting and to support their well-being (Early Years Matters, 2023). As the mother had already approached us (NHS, 2021) asserts children act out due to changes, therefore speaking to the mother and having the same boundaries and stability will help the child, within their next transition. For inclusive leadership to take place, children need to feel at ease and the (British Association of Play therapists, 2013) state play therapy is essential for children who are going through adverse childhood effects due to how it helps children and young people to build healthier relationships with teaching staff and their peers and addresses the needs of children who are at risk. (Ferdman, 2020) acknowledges that to be an inclusive leader you should observe the child, view your concerns, be fair, and address the needs of a child, by implementing these first steps, this is supporting inclusive leadership and aiding the child to overcome their harmful experiences. However, (Early Intervention Foundation, 2023) state if we do not have early interventions with the child, it can cause bigger issues as they grow older, with abuse, their self-esteem, and relationships with other peers. It cannot solve every problem but is vital to minimise the negative impacts on a child and their experiences.
The mother
(Mind, 2023) states that someone who has gone through abuse needs time and someone to listen to them if they feel ready to talk. The mother according to (Domestic shelters, 2019) state that trauma survivors tend to feel unsafe in their own bodies and feel unsafe with relationships with others and inclusive leadership can seem like a barrier because inclusion is that of everyone, but it may seem that the mum just needs time to work through her trauma and not want to associate with other parents. 
Considering this (Ryan, 2006, p. 3-17) states practitioners are there to help parents, but Inclusive leadership can sometimes be seen as being unhelpful and intrusive.   According to (College of Policing, 2022), state they may struggle with regulating their everyday emotions, which they may not associate directly with the trauma. It may take months or even years to regain a sense of safety. Therefore, the mother is fidgety and upset around others, could be because she is afraid of confrontation with what she has been through. Women who suffer from domestic abuse according to (NHS, 2023) suffer from anxiety tend to shake and be visibly upset due to certain triggers, so Sophie hitting out, can be causing flashbacks to her own life. 
Furthermore, (Newstead and Isles-Buck, 2019) refers to Inclusive Leadership as supporting parents and children within the setting, the mother clearly is feeling the effects of her abuse and acknowledges that she wants the help of the setting with her daughter.
Action Plan
According to (Estyn, 2020) As an Inclusive setting taking the mother to a private room to discuss and talk about her feelings and make her feel she is being heard and listened to, considering what she has been through, this will then allow her to lead the conversation. Moreover, A strong relationship is important for sharing information. When women feel ready to talk, you can use the techniques of active listening to ensure that they feel heard and understood. This involves listening with careful attention, and responding in a way that shows the woman you are listening, and to support her to tell more of her story, in her own way (Study, 2023).  Active listening is not judgemental and is not focused on advice giving. Rather it is focusing on enabling a space in which the woman can talk and know that she is heard (Womens Aid, 2019). Parents and carers who raise concerns with you, the foundations of listening and speaking still apply. Respect and sensitivity are still crucial to effective communication. You don’t always need to look for a solution immediately (Raising Children, 2023). Furthermore, asking mum if she is getting the correct help as you can tell guilt is taking over for her child and the (NHS, 2023) states that women who have been subject to Domestic abuse suffer with guilt, can have help from shelters, family members and the government to move forward in life.


Professionals
The role of practitioners is to look after the emotional, physical, and social needs of a child, while creating a positive and safe environment (PACEY,2023). Inclusive leaders need to encourage early intervention, as staff noticed Sophie’s behaviour had changed, it would have been essential to speak with mum earlier on, instead of thinking it is a phase and waiting for mum to approach the staff.
According to Patty Wipfler (2013) children hit out when they are feeling unsafe and frightened, parents and teachers can help and nurture a child who is going through the after-effects of domestic abuse in the household.  Domestic abuse regardless of being indirectly is a safeguarding issue and (The social services wellbeing Wales act 2014) state safeguarding boards need to co-ordinate and co-operate together to ensure the effectiveness of interventions to protect and promote the welfare of children at home and in schools. For Inclusive Leadership to happen the setting needs to make sure all staff are aware if there is a safeguarding issue, all staff have a responsibility to protect the child and everyone who encounters them (Department of Education, 2022). Statistics state from the (National Centre for domestic violence, 2021) that there is a significant number of children who are affected by abuse of some sort and 1 in 5 have lived with a perpetrator in the home. Therefore, Teachers are key to helping a child, as they are the practitioners who are with the child the longest. Multi-agencies and school education facilities can support and improve outcomes for children, young people and their families living with domestic violence (Lloyd, 2018, p. 1-11). However, practitioners need the confidence and ability to help children, therefore training in domestic violence and abuse is a crucial course to obtain (Highspeed training, 2023).
Action Plan
To facilitate a more inclusive approach teachers can interact with social services and play therapists to help Sophie with the trauma of living with domestic abuse (British Association for Counselling and Pyschotherapy, 2023). Rebecca Valdez (2022) states Play therapy can help children deal with the emotions of a harrowing event even if they are pre-verbal or cannot put feelings into words. However, the barriers to this are lack of space in the workplace, lack of funding and lack of time (Play Therapy UK, 2015).  To conclude the (Local Government Association, 2019) explains if interventions are not put in place by teachers, then a child’s mental and physical health can be affected in the long term, thus extra funding to rehome victims and different ranges of support services are key.
Teachers need to help and facilitate change therefore, (EducationScotland, 2023) states regular training for all staff members and regular meetings with multi- agencies are fundamental. Children and young people who experience domestic abuse, their early years and childcare setting, may be the only place they feel protected. Even in a remote learning or blended learning context, staff can provide lifelines to these children and make them feel loved and safe. 


Section 2

The New Curriculum for Wales is a framework, and I am going to critically evaluate to see if this new curriculum includes inclusive leadership within its framework (Welsh Government, 2016) and if the government has made it their intention to provide an all-Inclusive education and to make sure it is being created for all children. (Baldock and Fitzgerald and Kay, 2013) state a policy is a formal indication of a course of action that is required to protect children and people, or guidelines to adhere too. The New curriculum has implemented new changes and (Mitchell and Sunderland, 2020) state that Inclusive education had always been about children with additional learning needs. However, (Hardy and Woodcock, 2015, p. 141-164) state Inclusivity is much more than just being diagnosed with having Additional Learning Needs, it is about someone’s gender, culture or religion and it is about making sure everyone is included regardless of what they believe in and where they are from or what needs they have. Additionally, (Power and Taylor, 2020, p. 177-180) state that a new curriculum allows more power to the teachers, this could seem like a barrier due to a lack of knowledge on some areas and subjects. Also, Steven Weber (2015) states allowing practitioners to lead their own purpose led curriculum may cause barriers due to the lack of confidence in teachers and consistency of the staff. However, (Murray, 2021, p. 229-235) states that Inclusive leaders are always learning, and this new curriculum is a time to advance and progress with their knowledge in a world which is forever changing.
The (Curriculum and Assessment Wales Act) works well with the new curriculum and Inclusive Leadership is implemented in a way that defines learning and teaching in a clear manner. Research on the first wave of the new curriculum in schools (Thomas et al, 2023) acknowledges the child’s voice which was now considered to be paramount in the curriculum design was felt to support a learner-centred education, the curriculum was felt to be catered to the child’s own individuality which allows for an all-inclusive curriculum. The UNCRC states on article 2, every child should live without discrimination and giving a child a voice and speak about their own religion and culture, allows this in the new curriculum (Unicef, 2023). The (Welsh Government, 2019) states: -
The needs and rights of learners will be central and take priority in the teacher’s                                    approach to their job. The teacher exhibits high expectations and commitment to the achievement of each learner.
(Donaldson, 2015, p. 19-31) states how Wales needed a new curriculum due to the last one being in 1999 and mainly following the way England’s curriculum was, it was always about statistics and numbers rather than the culture and history of Wales and the new curriculum has been shaped by the finest ideas around the globe. (Knight and Crick, 2022, p. 258-283) explains while the new Additional Learning Needs structure in Wales focuses on strengthening the curriculum for individuals with established ALNs, it however does not consider the need for inclusive education for every child. Therefore, it is fundamental to look at this to acknowledge how the needs of all children will be met within this new curriculum and Gareth Evans (2015) explains that for inclusive education to be met, that with such power comes great responsibility so teachers need to be well educated, understanding and being diverse for it to succeed. For example, the curriculum has aided (Price of Poverty Wales, 2019) to help children with low incomes or disadvantages families feel included and not be bullied, by having an equity ambassador and parents in the PTA having a voice on their children’s education, help with homework in school hours and enriched activities as the home life can be a barrier to education.
The new Curriculum for Wales considers the learning side, acknowledging that everyone is different and diverse and therefore, teaches children about the world and how differences are celebrated in every area of the world (Estyn, 2018). Similarly, the use of triads where teachers from different backgrounds work together in groups to establish a more inclusive education style seems a positive step forward in the new curriculum (OECD, 2023). In contrast (Gatley, 2020, p. 202-214) explains do leaders have a clear vision on what to change in the curriculum and have they established the right cultures and conditions for change to be diverse in their provisions. Moving on, the (Welsh Government, 2021) states in their report of the new curriculum that progression steps are used because the learners develop at different times and can learn over several years, so they can only broadly correspond to expectations at certain years. The Term Broadly (Cambridge dictionary, 2022) may seem confusing for teachers due to its meaning in general and may not focus on the targets learners need to achieve and establish clearly. However, (Twinkl, 2022) states progression steps included with assessments are key to understanding and supporting the child’s individual needs. Partnerships with learners and practitioners are evident in understanding how the child learns.
To conclude the New Curriculum for Wales (Schuelka, 2018) states that Implementing inclusivity is moving in the correct steps to enable an all-inclusive education. Teachers facilitating their own learning are fundamental to learning about children’s cultures and religions. As the new curriculum is new, there are many suggested barriers that need breaking down. However, as time progresses, people learn, and inclusive education requires transformation and for systems to change to move with the forever changing world.


Section 3
Inclusive Leadership is a fundamental part of education. James Wilshiere (2023) describes without inclusivity or leadership then children will never know how diverse the world is and how differences should be celebrated. Children possibly become narrow-minded and only have the views their parents indent into them (Sinclair, Dunn, and Lowery, 2005, p. 283-289). Therefore, Inclusive leadership is the value of how parents and practitioners work in partnership for the best outcomes of the children (Education support, 2023). Inclusivity can be promoted by having more parent/ teacher meetings, this will allow for a high level of parent interaction as they know the child best. Knowledge is power and by discussing cultures, religions, people’s genders and allowing these conversations everyone benefits (BBCTeach, 2023), as many children around the world are being kept out of school due to poverty, gender, and religions. Therefore, (Rapp and Corral-Granados, 2021, p. 1-17) explains Inclusivity starts with the practitioners and parents, as early years settings start the foundations on how children learn and interact in the world. A fair and equal society benefits and supports the development of children’s well-being, health, and education. As school is where children spend most of their waking hours (Office of National Statistics, 2020).
Having visual displays, resources around the classroom, guest speakers and assemblies will promote inclusive education (Twinkl, 2022). Similarly, (Deoksoon, 2020, p. 519-541) states having visual displays not only helps children understand different cultures and religions but help children with additional learning needs who may have learning difficulties and it demonstrates an inclusive practice. In accordance (Teach Early Years, 2022) state that celebrating awareness days and festivals, and the use of multi-ethnic dolls including down syndrome dolls can start a conversation about disabilities and cultures, this contributes to fun, dynamic learning and having open, sustainable conversations. However, (Brennan and King, 2020, p. 175-193) states the work never stops there, when becoming an inclusive leader as teachers are forever learning, continuous professional development allows to be a more established setting and learning from others will allow for a higher quality setting. According to, (Thornton, 2020, p. 42-57) lack of leadership skills will have a detrimental effect on staff causing low morale. With no motivation to teach the children, this then will affect the quality of provisions and care for children especially those in disadvantaged backgrounds.

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