Page 3 - Belinging Schools Teach First

Briefing "Belonging Schools" Report

Date: 29 February 2024

Subject: Review of key themes and findings from the "Belonging Schools" report, focusing on the
foundations, enablers, and practices of inclusive schools.

Executive Summary:

The "Belonging Schools" report examines the characteristics and practices of six secondary
schools in England that demonstrate relatively good outcomes for both inclusion and attainment.

The core finding of the report is that these schools prioritize a sense of "belonging" as a
foundational element of their inclusive approach, emphasizing human relationships underpinned
by shared values. Inclusion is not seen as a separate initiative but is deeply embedded within the

overall school vision. Key enablers identified include committed governance, transformational,
distributed, and strategic leadership, a balance of consistency and flexibility, professional trust,
effective communication, deliberative sense-making, and outward-facing community links. The
report details various key areas of practice that flow from these foundations and enablers,
including strong pastoral support, proactive early help and multi-agency working, nuanced

approaches to behaviour and exclusion, a focus on curriculum entitlement and enrichment,
valuing student voice and parental engagement, strategic staffing and CPD, and robust feedback
and continuous improvement mechanisms. While these schools demonstrate exemplary inclusive

practices, they also face challenges, particularly regarding SEND funding/managing the impact of
a positive reputation on student intake/resource allocation.

Key Themes and Important Ideas:

1. Belonging as the Foundation of Inclusion:
•The most prominent theme is the centrality of "belonging" in these schools' approach to
inclusion. Rather than solely focusing on specific needs or characteristics, these schools create an

environment where all students feel "seen, known, cared for, understood and supported.“

2. Broad Conceptualization of Inclusion:
•The case study schools view inclusion as a "whole-school focus concerning all children,"

contrasting with a narrower interpretation often seen that focuses on specific groups.

•While inclusive of all, these schools also strategically focus on particular groups or priorities
reflecting their context, with four being particularly prominent: SEND, Social, Emotional and
Mental Health difficulties (SEMH), disadvantage, and discrimination.

•Inclusion is not a separate vision but embedded within the core vision and values of the school.

Teams are central to creating inclusive cultures, providing essential support and building
meaningful relationships with students. Students consistently praised pastoral teams and
identified specific staff members they would turn to for support.