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Enhancing Inclusion in National Curriculum: Principles and Practices for All Pupils

Schools bear the responsibility of providing a broad and balanced curriculum for every pupil. The National Curriculum serves as the foundation for creating inclusive educational experiences that cater to the unique needs of individuals and groups. The Inclusion Statement outlines three vital principles: setting suitable learning challenges, addressing diverse learning needs, and dismantling barriers to learning and assessment. Identifying groups at risk of underachievement, such as minority ethnic students, those with special educational needs, and more, is crucial for fostering an inclusive environment.

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Enhancing Inclusion in National Curriculum: Principles and Practices for All Pupils

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  1. Inclusion

  2. National Curriculum Statutory Inclusion Statement (2000): “Schools have a responsibility to provide a broad and balanced curriculum for all pupils. The National Curriculum is the starting point for planning a school curriculum that meets the specific needs of individuals and groups of pupils.” The Inclusion Statement sets out three principles that are essential to developing a more inclusive curriculum: • Setting suitable learning challenges • Responding to pupils' diverse learning needs • Overcoming potential barriers to learning and assessment for individuals and groups of pupils

  3. Evaluating educational inclusion (HMI 235). Ofsted identified some groups that might be at risk: • Girls and boys • Minority ethnic and faith groups • Travellers, asylum seekers and refugees • Pupils who need support to learn English as an additional language (EAL) • Pupils with SEN • Gifted and talented pupils • Children looked after by the local authority • Other children such as sick children; young carers, those children from families under stress; pregnant schoolgirls and teenage mothers, and any pupils who are at risk of disaffection and exclusion

  4. L4+, Key Stage 2, 2005

  5. What is the position in your school? • What can you find out about underachieving groups in your school? • Which groups have the SLT identified as underachieving? • What does the school’s SEF say about this? • What are the strategies you currently have in place?

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