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THE INCLUSIVE SUPPORT STAFF

THE INCLUSIVE SUPPORT STAFF

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Question 1 of 10

1. Question

The central argument of The INclusive Support Staff is that:

A. Support staff should take on more of the responsibilities held by teachers
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B. Belonging is primarily the responsibility of the pastoral team
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C. Support staff need specialist qualifications to influence pupil belonging
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D. Every adult in a school shapes whether a pupil feels they belong, regardless of job title
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Question 2 of 10

2. Question

The consistency framework in this course describes the adult a pupil can rely on as:

A. Firm, fair, formal, focused and factual
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B. Patient, positive, professional, prepared and punctual
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C. Calm, predictable, reliable, emotionally consistent and respectful
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D. Warm, watchful, willing, wise and welcoming
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Question 3 of 10

3. Question

When a pupil shouts across the dining hall at lunchtime, the first priority of the adult responding is to:

A. Regulate their own response, because a calm adult is what makes de-escalation possible
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B. Issue the sanction set out in the behaviour policy
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C. Ask other pupils what happened before speaking to the pupil concerned
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D. Remove the pupil from the hall immediately
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Question 4 of 10

4. Question

Which of these is the more inclusive language choice?

A. Why are you behaving like this again
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B. I can see something is not right — help me understand what is going on
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C. You know the rules, so you know what happens next
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D. If you carry on, I will have to call someone
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Question 5 of 10

5. Question

Non-verbal communication matters in support roles because:

A. Pupils frequently mishear what adults say in busy settings
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B. It reduces the need for adults to speak to pupils directly
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C. It is required by most school behaviour policies
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D. Pupils read tone, posture, facial expression and proximity, often before they process the words
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Question 6 of 10

6. Question

Active listening is best described as:

A. A soft skill that supports but does not change relationships
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B. A technique reserved for formal pastoral conversations
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C. A practical tool that can change the dynamic of a relationship entirely
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D. Allowing a pupil to speak without interruption until they finish
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Question 7 of 10

7. Question

What is the most important thing an adult can offer a pupil who is identified as vulnerable?

A. Reliable, consistent presence — being the adult who shows up in the same way each time
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B. A reduced timetable and adjusted expectations
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C. Additional academic intervention sessions
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D. Regular referral to external agencies
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Question 8 of 10

8. Question

A pupil arrives visibly upset and refuses to explain why. The most INclusive first response is to:

A. Insist the pupil explains before they enter the classroom
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B. Stay calm, stay present, and make it clear the pupil does not have to explain right now
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C. Send the pupil to a senior member of staff
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D. Record the incident and continue with the session
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Question 9 of 10

9. Question

Small actions create big impact in support roles because:

A. Pupils are more responsive to informal adults than to teachers
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B. Support staff have more opportunities for one-to-one contact than teachers
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C. Small actions are easier to record for monitoring purposes
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D. Belonging is built through the accumulation of ordinary, repeated moments rather than single interventions
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Question 10 of 10

10. Question

What do pupils most reliably remember about a trusted adult?

A. The subject knowledge that adult was able to share
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B. The rewards that adult gave them
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C. That the adult noticed them, stayed calm for them and showed up for them
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D. The sanctions that adult chose not to apply
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