The Inclusive Teaching Network & Forum brings together colleagues to develop and refine classroom practice through a structured and evidence-informed approach.
It combines:
- STEPLAB-supported professional development
- A purposeful professional network across schools
- A disciplined cycle of data, pupil voice and practice
The intention is simple: to ensure that strong professional learning leads to consistent, high-quality teaching in every classroom, particularly for those pupils who need it most.
There will be six carefully sequenced sessions across the year. Each cycle will draw on performance data, pupil voice, classroom practice, and a consistent rhythm of review, collaboration, and refinement. Our aims are as follows:
- Greater consistency in classroom practice
- Improved clarity and access for pupils
- Stronger outcomes, particularly for SEND and disadvantaged learners
- A professional network that supports ongoing improvement
Inclusive Teaching Network & Forum Cycle of Business and Planned Dates
- 30th September 2026, 9am – 12pm
- 25th November 2026, 9am-12pm
- 3rd February 2027, 9am – 12pm
- 10th March 2027, 12.30pm – 3.30pm
- 16th June 2027, 9am – 12pm
| Focus | Autumn Term 1 | Autumn Term 2 | Spring Term 1 | Spring Term 2 | Summer Term 1 | Summer Term 2 |
| Governance | Welcome / updates / minutes / actions Set purpose and priorities |
Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions | Welcome / updates / minutes / actions |
| Data (KPI / Performance) | Analyse GCSE, STARS, GL baseline Identify SEND/PP gaps Define inclusion priorities |
Review early indicators (attendance, behaviour, engagement) Link patterns to pupil experience |
Review interim data for priority groups Check alignment with implementation |
Mid-year KPI review Evaluate impact of strategies |
Updated internal data Compare across groups and classes |
Final evaluation of outcomes Gap closure and impact analysis |
| Pupil Voice (Stakeholder Experience) | — | Conduct pupil voice (focus groups / survey) Identify barriers to learning and participation |
— | — | Repeat pupil voice cycle Evaluate consistency and improvement |
— |
| Practice (Monitoring / QoE) | — | — | Work scrutiny + curriculum review + learning walks Focus: routines, instruction, scaffolding |
— | — | Work scrutiny + teaching review Focus: consistency, embedding, accessibility |
| Professional Network – School Spotlight | Share baseline effective practice (e.g. routines / culture) | School spotlight: communication, explanation, modelling | School spotlight: scaffolding, checking understanding
|
School spotlight: adaptive teaching | School spotlight: embedding inclusive practice | School spotlight: sustained excellence / case studies |
| Professional Network – Discussion / Training | STEPLAB (whole group): culture, attention, routines | STEPLAB (whole group): communication, modelling, explanation | Guided discussion: implementation challenges and successes
|
Focused training: addressing gaps identified in data | Collaborative discussion: consistency and refinement | Strategic reflection: what works and why |
| Professional Network – Resource Sharing | Share core routines and expectations | Share models of explanation, vocabulary, scaffolds | Share curriculum adaptations and scaffolding approaches
|
Share targeted interventions and strategies | Share refined resources and best practice | Final resource bank and exemplification |
| Professional Development (STEPLAB) | Whole-group STEPLAB engagement | Whole-group STEPLAB continues | Guided STEPLAB linked to priorities | Increasing independent STEPLAB pathways
|
Independent STEPLAB refinement | Review of participation and impact |
| Collaboration (Between Meetings) | Set up shared platform (Teams / Drive) | Ongoing sharing of resources and discussion | Cross-school collaboration / visits (where appropriate)
|
Continued professional dialogue | Sharing refined practice across network | Consolidation of network knowledge |
| School Improvement (SIP / TSEF) | Define inclusion priorities for SIP | Refine priorities using pupil voice | Evaluate implementation and fidelity
|
Update SIP actions and focus | Evaluate effectiveness of strategies | Final evaluation → next priorities |
| Outputs / Impact | Inclusion priorities agreed | Refined priorities and barriers identified | Triangulated evaluation (data + voice + practice) | Mid-year impact review | Evidence of improvement in experience
|
Final evaluation report and next steps |
| Links to Governance (LGC / CTS) | LGC: KPI, pupil progress CTS: baseline performance, TSEF |
LGC: stakeholder engagement CTS: equality and experience |
LGC: monitoring visits, QoE CTS: teaching and curriculum |
LGC: KPI update CTS: progress review |
LGC: stakeholder review CTS: experience evaluation |
LGC: final evaluation CTS: TSEF and impact reporting |