Two factors that are particularly effective in contributing to an inclusive ethos in primary schools in Lagos, south-west of Nigeria, consequent upon ESSPIN interventions are:

1.     Teacher Professional Development

Teachers are learning about child development and individual differences, and how to gauge these with varied assessment practices. Their training covers including girls and boys in classroom activities, keeping children in all parts of the classroom actively involved in lessons, getting children to learn with one another in pairs and groups as well as individually and as a whole class.

Head teachers assist teachers to apply these skills in their lessons through systematic classroom observations and feedback. They run professional development meetings for staff on these topics, and provide academic leadership for these inclusive practices. These efforts are supported by School Support Officers and State School Improvement Teams.

2.     Partnership with SBMC and civil society/government partners

School Based Management Committee members attend awareness raising sessions with civil society/government partners. They have opportunities to apply their insights through school development plans focused on improved access by identifying out-of-school children, intervening to reduce barriers to attendance and learning, and tracking attendance of both pupils and teachers. Women’s and Children’s sub-committees of SBMCs provide a safe space for those stakeholders’ voices to be heard and reflected in the full SBMC’s work.

Wider communities contribute to the drives to enroll out-of-school children and to monitor attendance. Specific support for children living with disabilities to access education is provided where appropriate resources are available (e.g. challenge funds or community contributions) and community members or organisations may invest in upgrading school facilities.

Within the SBMC development programme, a significant number of SBMCs established are actively supporting measures to improve school enrolment and attendance of children in their communities and promoting inclusion.

SUBEB partnership with civil society has succeeded in supporting 1,500 pupils with hearing aids to facilitate learning in school. A number of incremental interventions are progressing, these include: increase in the meal allowance for children with special needs to improve school attendance, academic participation and learning retention; free transport to and from school; improvement in school infrastructure design for wheel chair access; Sign language established in schools to improve interaction for children with hearing difficulties; and, establishing two integrated schools to improve school attendance of children living with disabilities.