Contents
Expectation
Leaders promote positive relationships across all parts of the school community and lead by example so there is a strong partnership ethos.
- Accordion
Why? Evidence base
- Positive relationships are the foundation for an inclusive environment where everyone feels seen, understood, and safe.
- Children’s attainment is positively impacted when they have positive relationships with peers and staff.
How? Whole-school
- Leaders are visible: they walk the school and are present during unstructured times, and at the beginning and end of the day.
- Leaders build strong relationships with parents and carers.
- Leaders seek and listen to staff voice.
- Leaders spend time with pupils during unstructured times of the day to develop relationships.
How? Classroom
- Leaders regularly model aspects of good practice within the classroom.
- Teaching staff are able to work collaboratively to reflect and develop their practice so that they feel skilled and confident.
- Leaders know pupils well and support teachers to plan and implement approaches that support learners.
Resources
Expectation
Leaders are committed to educating all children and young people in their community so that all children are known, belong and feel valued.
- Accordion
Why? Evidence base
- A sense of belonging is essential for learner’s wellbeing and engagement with learning. This supports attendance and academic achievement.
- Children need to be known and feel valued to have a sense of belonging.
- A sense of belonging has been linked to increased student motivation, improved academic achievement, increased staff-wellbeing and retention, and a belief in students and staff that they can make a difference.
How? Whole-school
- Leaders understand the needs within their local community and are aware of the support services available to enable a collaborative response to supporting families.
- Leaders value diversity and ensure that all staff understand the wide-ranging needs of the pupils within their local community.
- Young people are involved in decision making about what school life looks like.
How? Classroom
- Pupil achievements and successes are celebrated in the broadest sense.
- Leaders talk to children and young people in the classroom, connecting with them as individuals.
Resources
Expectation
There is a culture of being inclusive and breaking down potential barriers in all aspects of school life so that children thrive and achieve. The school culture celebrates neurodiversity.
- Accordion
Why? Evidence base
- Inclusive education contributes to equality, wellbeing and academic achievement.
- The Equality Act 2010 means that schools are legally obligated to promote equality and eliminate barriers that hinder learning and participation. All children, regardless of their background, abilities or circumstances have the right to access quality education.
- The SEND Code of Practice (2014) emphasises removing barriers to learning.
How? Whole-school
- Every leader is a leader of SEND and inclusion. All leaders work collaboratively across their different areas of responsibility, for example SEND, safeguarding, and behaviour, to ensure inclusion for all.
- Leaders model respectful language that supports inclusion of all, and there is a culture that challenges non-inclusive practice.
- Decisions about all aspects of provision, including extra-curricular activities and trips, are made with all children in mind.
- Reasonable adjustments are made to whole-school policies to meet the needs of children and young people, including uniform and behaviour policies.
- Leaders collaborate with parent carers to understand barriers to school life.
How? Classroom
- Leaders give teachers confidence and permission to respond flexibly to children and young people’s needs.
- Leaders ensure that staff have the time and knowledge to identify children’s strengths and needs and adjust their teaching accordingly.