The Inclusion in Schools Programme

 

"I think inclusion means to feel welcomed and not be pressured to be someone you don’t want to be. I want to try a lot of things and the school gives us the opportunities." Josh, Year 9

Learn about the success of our Inclusion in Schools programme

The Inclusion in Schools programme worked with nearly 200 state-funded secondary schools across England, from September 2022 to July 2023, to make them safer, more welcoming and more representative of all students.

Inclusive education involves the whole school community working together to benefit everyone and recognises that we are each unique and that our individual strengths can enrich the experiences of others.

Hear from governors, leadership, parents and students at Mortimer Community College about the important of an inclusive school.

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Assistant Head, Sean Perrotton describes how Inclusion in Schools supported Chase High in engaging students and raising aspirations.

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Anglo European School tell us how developing cross curricular links, as part of their inclusion work, has developed learning links and broadened students future pathways.

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How did Inclusion in Schools work?

Our Programme

We identified action points in four areas that encompass all of school life. Schools had a dedicated consultant who suggested and helped implement different strategies that aligned with the school’s needs, improvement plan and the resources available.

“I’m the one that drives inclusion in the school, so it’s great having an external person checking in on my progress.”

Inclusion in Schools consultant worked with schools to make positive changes to inclusion by:

  • Working with the school to develop a bespoke action plan, that aligned with school priorities.
  • Offering regular online CPD sessions from equality, diversity and inclusion experts 
  • Providing resources and guided learning courses for teachers to develop their EDI understanding
  • Building a library of over 28 hours of recorded CPD
  • Sharing good practice and resources via a weekly newsletter and regular networking sessions

"All of the CPD I have attended so far through Inclusion in Schools had been invaluable, outstanding! Really making my life easier, thank you"

  • 57 CPD opportunities – a total of 77 hours 99% rated CPD as good or very good.
  • 93% of Senior Leaders agreed it contributed to their ability to create a culture of inclusion in their school
  • Recordings accessed over 890 times
  • Nearly 200 schools

Other benefits reported by teachers include:

  • Increased confidence in ensuring resources and displays are inclusive and representative of diversity
  • More aware of their own unconscious bias
  • Making links between curriculum and career
  • Increased Knowledge of inclusive teaching practice
  • Strategies to increase participation in lessons.

To ensure inclusive practice was consistent across the school, raising staff awareness, knowledge and confidence is essential. We provided resources, including self-led learning modules in unconscious bias and Inclusive language, PSHE lesson plans, audit questionnaires and a box of books for schools to start their own staff inclusion library.

"All of the CPD I have attended so far through Inclusion in Schools has been invaluable, outstanding! Really making my life easier, thank you!”

Impact

School environment

School environment:
All students and staff have increased awareness of the different cultures within their school which increases their understanding of people they meet from different backgrounds.

“Staff feel more confident talking about the issues kids are coming across, talking about religion/ethnicity, challenging discriminatory behaviour. Staff are now having these conversations."

Future Pathways

Students awareness around career choices and pathways are increased as careers is a focus throughout their school journey and students are informed about routes into the careers.

“Young people need to see others like themselves in a variety of fields and industries, they need to know regardless of their background, family circumstances, socio-economic situation, they still have the hope of becoming whatever they aspire to be”

Leadership

Leadership are embed a culture of inclusion across the school by allocating staff training time and by engaging with ongoing reflection.

“There is always room for improvement and there’s always more we can do.”

Teaching & Learning

The curriculum challenges stereotypes and provides diverse perspectives reducing the bias in students’ learning and broadening their understanding of the world and their potential within it.

Feedback

Year 9 Student

“I think inclusion means to feel welcomed and not be pressured to be someone you don’t want to be. I want to try a lot of things and the school gives us the opportunities.”

Year 8 Student

We have assemblies about breaking down stereotypes, it’s making people a lot more comfortable with themselves and they’re not afraid to talk about it either.

I know that any job career that I’m interested in, there’s an opportunity for that. There are possibilities and chances.

Joanne Thornton Deputy Head Teacher

All schools need to see inclusion as a priority because these students will be the people making the decisions in the future, the people in our communities who are making sure that everyone is included, the people that are ensuring that difference is celebrated.

"It’s opened my eyes to what we can do within school to promote my subject."