Page 6 - Belinging Schools Teach First

•Feedback and Continuous Improvement: Schools utilize data and stakeholder feedback to

monitor and refine their inclusive practices, demonstrating a commitment to ongoing learning

and improvement. Greenway's "intentional evaluation practice" for new interventions

exemplifies this.

5. Challenges and Tensions:

•SEND Funding and Resource Allocation: Schools with strong reputations for supporting

students with SEND face challenges with funding and resource allocation as they are required to

take on a growing number of students with complex needs. The Headteacher at Jacob Gardiner

describes the school as a "victim of our own success" in this regard, highlighting the strain on
their limited resources.

•Balancing Consequences and Inclusion: Schools grapple with the tension between

implementing necessary consequences for behaviour and maintaining an inclusive environment
for all students, including those who are struggling or at risk of exclusion.

•Defining and Experiencing "Exclusion": Even in schools with alternatives to exclusion, students

may perceive internal alternative provision as a form of exclusion, highlighting the importance of

considering student experiences and not just official policies.

Conclusion:

The "Belonging Schools" report provides valuable insights into the characteristics and practices

of schools that are effectively fostering inclusive environments and achieving positive outcomes.

By prioritizing belonging, investing in strong relationships, and strategically aligning governance,

leadership, and practices, these schools create a culture where all students are valued and
supported. However, the report also underscores the systemic challenges, particularly related to

SEND funding, that can impact even the most dedicated and effective inclusive schools. The

findings offer a compelling case for a broader understanding and implementation of inclusion

that centers on creating a sense of belonging for every child.