Questionnaire with indicators
You can also download and use this sample questionnaire as a Word document or PDF file.
Please tick the group(s) below indicating your involvement with the school:
▢ Teacher
▢ Teaching assistant
▢ Other member of staff
▢ Student
▢ Parent/Carer
▢ Governor
▢ Other (specify): . . . . . . . . . . . . .
Dimension A: Creating inclusive cultures
Please put a tick in the box that indicates your opinion.
A.1 Building community
A.1.1 Everyone is made to feel welcome.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.2 Students help each other.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.3 Staff collaborate with each other.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.4 Staff and students treat one another with respect.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.5 There is a partnership between staff and parents/carers.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.6 Staff and governors work well together.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.1.7 All local communities are involved in the school.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2 Establishing inclusive values
A.2.1 There are high expectations for all students.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2.2 Staff, governors, students and parents/carers share a philosophy of inclusion.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2.3 Students are equally valued.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2.4 Staff and students treat one another as human beings as well as occupants of a ‘role’.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2.5 Staff seek to remove barriers to learning and participation in all aspects of the school.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
A.2.6 The school strives to minimise all forms of discrimination.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
Dimension B: Producing inclusive policies
B.1 Developing the school for all
B.1.1 Staff appointments and promotions are fair.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.1.2 All new staff are helped to settle into the school.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.1.3 The school seeks to admit all students from its locality.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.1.4 The school makes its buildings physically accessible to all people.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.1.5 All new students are helped to settle into the school.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.1.6 The school arranges teaching groups so that all students are valued.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B. 2 Organising support for diversity
B.2.1 All forms of support are coordinated.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.2 Staff development activities help staff to respond to student diversity.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.3 ‘Special educational needs’ policies are inclusion policies.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.4 The Special Educational Needs Code of Practice is used to reduce the barriers to learning and participation of all students.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.5 Support for those learning English as an additional language is coordinated with learning support.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.6 Pastoral and behaviour support policies are linked to curriculum development and learning support policies.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.7 Pressures for disciplinary exclusion are decreased.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.8 Barriers to attendance are reduced.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
B.2.9 Bullying is minimised.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
Dimension C: Evolving inclusive practices
C.1 Orchestrating learning
C.1.1 Teaching is planned with the learning of all students in mind.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.2 Lessons encourage the participation of all students.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.3 Lessons develop an understanding of difference.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.4 Students are actively involved in their own learning.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.5 Students learn collaboratively.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.6 Assessment contributes to the achievements of all students.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.7 Classroom discipline is based on mutual respect.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.8 Teachers plan, teach and review in partnership.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.9 Teaching assistants support the learning and participation of all students.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.10 Homework contributes to the learning of all.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.1.11 All students take part in activities outside the classroom.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C. 2 Mobilising resources
C.2.1 Student difference is used as a resource for teaching and learning.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.2.2 Staff expertise is fully utilised.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.2.3 Staff develop resources to support learning and participation.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.2.4 Community resources are known and drawn upon.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
C.2.5 School resources are distributed fairly so that they support inclusion.
▢ definitely agree ▢ agree to some extent ▢ disagree ▢ need more information
Priorities for development
- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
Source: Booth, T and Ainscow, M (2002): Index for Inclusion: developing learning and participation in schools. Published by the Centre for Studies on Inclusive Education (CSIE).