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INCLUSIVE MAINSTREAM STRATEGY
Enabling ‘life in all its fullness’ through courageous and future-ready education for everyone.At Three Spires Trust, our vision is rooted in Jesus’ words recorded in John 10:10 - that all may experience “life in all its fullness.” This vision shapes not only what we aspire to for our children and young people, but how we choose to lead and serve. We are guided by the example of Jesus, our model servant leader, who stood alongside those who were marginalised, underrepresented, and in need. His example compels us to build communities where every child is recognised, supported, and enabled to flourish. Inclusion sits at the heart of this calling. It is not an additional priority, but the foundation of our work as a Trust. It requires us to actively remove barriers, champion equity, and ensure that every child - particularly those facing disadvantage or additional challenge - has full access to opportunity, belonging, and success. Our commitment is shaped by our core values: Transform – We believe in the power of education to change lives. Through inclusive practice, we unlock potential, raise aspirations, and ensure that no child is limited by their circumstances. Serve – We act with humility, compassion, and purpose, placing the needs of the most vulnerable at the centre of our decision-making. We listen, respond, and walk alongside those who need us most. Thrive – We create environments where every child feels safe, valued, and able to flourish - in heart, mind, body and spirit - so they can live a full and meaningful life. Our renewed Inclusion Strategy reflects our shared responsibility to live out these values in every classroom, every policy, and every interaction. It challenges us to be ambitious for all, to be relentless in removing barriers, and to ensure that every member of our community truly can experience life in all its fullness. Introducing our renewedIntroducing our renewed Inclusive MainstreamInclusive Mainstream StrategyStrategy Introducing our renewed Inclusive Mainstream Strategy
At Three Spires Trust, inclusion is central to our vision of enabling every child to experience “life in all its fullness.” We believe that every learner – regardless of background, need, or starting point – should flourish academically, socially, and personally within a community where they are known, valued, and supported. Guided by our values of Transform, Serve, and Thrive, we create schools where barriers are removed, ambition is uncompromised, and diversity is celebrated. Our academies are places where learning and challenge flourish, tailored to the abilities and ambitions of each young person, ensuring all can achieve highly. Through high-quality teaching, strong relationships, and a deep moral purpose, we ensure that inclusion is not an initiative, but the foundation of excellence – so that every child can belong, succeed, and truly live life in all its fullness.Executive SummaryExecutive SummaryExecutive Summary Inclusive Mainstream Strategy
Transform “Be transformed in Christ” Serve “Serve as Jesus served” Thrive “Thrive in God’s grace We recognise that inclusive practice begins with transformation – of hearts, minds, systems, and practice. We are committed to seeing every child as capable of growth and change, never defined by need or starting point We continually reflect, adapt, and improve our provision, removing barriers to learning and participation We develop staff who are reflective, skilled, and committed to inclusive excellence. We design systems that locate barriers within the environment, not within the child Through this, we enable all members of our community to be transformed – in heart, mind, body and spirit. Inclusion is lived out through service to others, particularly those who are most vulnerable. We place relationships at the heart of our practice, creating safe, respectful environments We work in partnership with families and professionals, recognising that inclusion is a shared responsibility We ensure that pupils with SEND and additional needs receive timely, purposeful, and compassionate support We act with humility and moral purpose, advocating for equity and fairness To serve is to ensure that every child is not only supported, but truly known, valued, and understood. Our ultimate aim is that every child thrives – academically, socially, emotionally, and spiritually. We create communities where all pupils belong, participate, and flourish together We maintain high expectations for all, ensuring that inclusion and excellence are inseparable We provide a broad, ambitious, and adaptive curriculum that enables success without lowering aspiration We prioritise wellbeing, belonging, and personal development, alongside academic achievement Thriving means that every pupil experiences dignity, success, and a genuine sense of “life in all its fullness.” Our approach to inclusion is rooted in our Trust’s three core values:Inclusion through the eyes ofInclusion through the eyes of our core valuesour core values Inclusion through the eyes of our core values Inclusive Mainstream Strategy
In our schools: Inclusion is evident in every classroom, not an additional intervention Teaching is consistently adaptive and ambitious, meeting the needs of all pupils Pupils identified with SEND and other vulnerabilities achieve well and are fully included in school life Strong relationships underpin behaviour, attendance, and engagement Every pupil feels that they belong to a community and are valued within it Staff take collective responsibility for every child Inclusion is central to our mission because it reflects who we are as a Trust. We are committed to building relational, compassionate, and ambitious communities where every child can flourish. Through our values of Transform, Serve, and Thrive, we ensure that inclusion is not a statement of intent, but a lived reality – so that every pupil, without exception, can truly embrace life in all its fullness. Throughout this document, the IQ numbers on each of the strand descriptors detail where the work supports one, if not more, of the SIAMS inspection questions.‘Inclusive Mainstream‘Inclusive Mainstream Practice’ at Three SpiresPractice’ at Three Spires ‘Inclusive Mainstream Practice’ at Three Spires Inclusive Mainstream Strategy
Theme Indicator Ambitious Leadership and Governance Early Interventions High quality, inclusive teaching and curriculum Accessible and enriching provision beyond the classroom Safe and respectful culture Strong partnerships with families and wider services Inclusive environments and accessibility ALG EI HQITC AEP SFC SPF WS IEA DfE Inclusive Mainstream The Department for Education has introduced an ‘Inclusive Mainstream Fund’ for at least three academic years (we don’t know whether funding levels will remain the same throughout this time period). Every mainstream school must draw up its own inclusion strategy. At Three Spires Trust, we have renewed our strategy and aligned it to the SEN Reform guidance available to us. The Inclusive Mainstream Fund can be spend on any of the seven themes identified in the advice from the DfE. Each of these is highlighted through the Three Spires strategy (on both the strategic pages and the KPI pages) using the shape indicated below:
‘Inclusive Mainstream‘Inclusive Mainstream Practice’ at Three SpiresPractice’ at Three Spires ‘Inclusive Mainstream Practice’ at Three SpiresInclusive Mainstream StrategyCULTURE OF SAFETY, BELONGING AND DIGNITY Inclusion with belonging. Every child is known, valued and supported, within safe, respectful and relational communities.Inclusion means full participation. All children access a broad, ambitious curriculum with no reduction in entitlement or expectation. AMBITIOUS CURRICULUM ACCESS FOR ALLInclusion is evident in every classroom. Teaching consistently anticipates and removes barriers so all can learn, understand and remember. ADAPTIVE TEACHING AND INCLUSIVE CLASSROOMSEarly action reduces future disadvantage. Needs are identified early and addressed with timely, purposeful and effective support. EARLY IDENTIFIATION AND TIMELY INTERVENTIONInclusion leads to equal life choices. Every child is prepared for ambitious destinations with the skills, resilience and independence to thrive. EQUITY, INDEPENDENCE AND PREPARATION FOR ADULTHOODInclusion is experienced through being heard. Every child is listened to, understood and empowered to develop confidence, independence and strong relationships. VOICE, AGENCY AND RELATIONSHIPSSupport enables access, not separation. Barriers are removed so pupils with SEND and additional needs succeed alongside their peers. EFFECTIVE SEND AND VULNERABILITY SUPPORT
Our Inclusive MainstreamOur Inclusive Mainstream Framework explainedFramework explained Our Inclusive Mainstream Framework explained Each strand is articulated using the same format - explained below: This sets out the vision for this strand This outlines why this is important This explains how we will achieve it This is the quantitative data that schools will share about This is the qualitative data that schools will share about
CULTURE OF SAFETY, BELONGING AND DIGNITY Inclusion with belonging. Every child is known, valued and supported, within safe, respectful and relational communities.ALG EI SFC SPF WS IEA Culture of Safety, Belonging and Dignity We create relational communities where every learner is known, valued and supported, and where safety, dignity and belonging underpin all aspects of school life. A strong culture of safety and belonging is the foundation of inclusion. When pupils feel safe, respected and connected, they are able to engage fully in learning, develop positive relationships and experience life in all its fullness. Without this foundation, academic success and personal development cannot be sustained. Establish a relational culture model across all schools (clear expectations for staff–pupil interactions) Embed consistent behaviour approaches rooted in dignity and belonging, not compliance alone Implement regular pupil voice systems (surveys, focus groups, vulnerable group tracking) Ensure all staff understand their role in safeguarding as a lived culture, not just a process Train all staff in trauma-informed and inclusive relational practice Use attendance and behaviour data by group to identify belonging gaps early Develop transition processes (EYFS, KS2–3, KS4–5) that prioritise belonging from day one IQ4 IQ5
Culture of Safety, Belonging and Dignity % of pupils who report feeling safe in school % of pupils who report they feel they belong % of parents/carers who say their child is happy at school % of staff who report a positive school culture Reduction in repeat safeguarding concerns (%) Reduction in behaviour incidents per 100 pupils Attendance rates (overall and by group) Pupil voice: “Do you feel known and valued?” Case studies of vulnerable pupils Behaviour observations (consistency, tone, relationships)
Ambitious Curriculum Access for All We ensure that every learner accesses a broad, ambitious and well- sequenced curriculum, with high expectations for all and no reduction in entitlement. We develop a curriculum which is appropriate for our pupils. Inclusion is realised through full participation in appropriate learning, not through reduced provision. When all pupils access an ambitious curriculum, with appropriate support, they are enabled to build powerful knowledge and achieve highly regardless of starting points. Design and review curricula to ensure they are: * broad, ambitious, and sequenced * fully accessible to SEND and disadvantaged pupils Remove practices that reduce entitlement (e.g. over-withdrawal, curriculum “dieting”) Ensure curriculum plans explicitly identify: * key knowledge * potential barriers * planned adaptations Embed reading and vocabulary development across all subjects Monitor curriculum access through: * timetables * intervention models * pupil experience Ensure subject leaders take responsibility for inclusion within their disciplines Ensure that the NextGEN curriculum is accessed by all pupils, regardless of need or vulnerability.Inclusion means full participation. All children access a broad, ambitious curriculum with no reduction in entitlement or expectation. AMBITIOUS CURRICULUM ACCESS FOR ALL ALGHQITC SFC IEA AEP IQ2 IQ6 IQ1
% of pupils accessing full curriculum (no withdrawal / reduction) % of SEND pupils studying full subject entitlement % of pupils meeting curriculum expectations over time Gap in attainment between disadvantaged / SEND and peers % of pupils reading at or above expected level Pupil voice: “Do you learn the same as others?” Curriculum audits (withdrawal, adaptations vs reduction) Work scrutiny showing access to same knowledge Ambitious Curriculum Access for All
Adaptive Teaching and Inclusive Classrooms We deliver consistently high-quality teaching that anticipates and removes barriers, ensuring that all pupils can understand, apply and remember key and foundational knowledge over time. The classroom is the primary driver of inclusion. When teaching is adaptive, responsive and ambitious, it enables all pupils – particularly those identified with SEND and additional needs – to succeed within the curriculum, rather than being supported outside of it. Embed the Trust-wide adaptive teaching model, For Every Child. Embed consistent use of: * modelling * scaffolding * guided practice * retrieval Train teachers in: * cognitive science principles * adaptive strategies for SEND pupils Use instructional coaching to improve classroom practice over time Ensure teaching assistants are: * deployed strategically * trained to promote independence (not dependency) Monitor the impact of FEC through: * drop-ins * book scrutiny * pupil voice on learning * peer reviewsInclusion is evident in every classroom. Teaching consistently anticipates and removes barriers so all can learn, understand and remember. ADAPTIVE TEACHING AND INCLUSIVE CLASSROOMS ALG HQITC AEP IEA IQ4 IQ7 IQ1
% of lessons demonstrating effective adaptive teaching % of staff meeting Trust teaching expectations % of pupils able to explain their learning % of pupils retaining knowledge over time (assessment data) Lesson visits: consistency of modelling, scaffolding, questioning Pupil voice: “Do you understand your learning?” Book scrutiny: evidence of scaffold → independence Adaptive Teaching and Inclusive Classrooms
Early Identification and Timely Intervention We identify additional needs early and respond with timely, purposeful and evidence-informed support to secure strong foundations for future learning. Early identification prevents long-term disadvantage. When needs are recognised and addressed quickly – particularly in the Early Years – pupils are better able to access the curriculum, develop key skills and make sustained progress over time. Implement robust baseline and transition assessments (EYFS and beyond) Implement robust speech and language screening in all key stages Establish clear graduated response systems (Assess → Plan → Do → Review) Train teachers to identify: * learning needs * SEMH needs * communication needs early Introduce rapid response interventions with clear entry/exit criteria Ensure all interventions are: * time-bound * evidence-informed * evaluated for impact Strengthen parent/carer engagement in early identification Work effectively with external agencies to secure appropriate supportEarly action reduces future disadvantage. Needs are identified early and addressed with timely, purposeful and effective support. EARLY IDENTIFIATION AND TIMELY INTERVENTION ALG EI SFC SPF WS IEA IQ4 IQ1
% of needs identified within first term/year of entry % of interventions with clear entry/exit data % of interventions showing measurable impact Reduction in escalation to EHCP/high-level support Time from concern → action (average days) Quality of graduated response plans Parent voice on responsiveness and support Case studies showing early intervention success Early Identification and Timely Intervention
Effective SEND and Vulnerability Support We provide coherent, high-quality systems that identify and remove barriers to learning and participation, enabling pupils with SEND and additional vulnerabilities to succeed alongside their peers. Inclusive practice requires more than identification – it requires effective, targeted and impactful support. When provision is well- designed and consistently implemented, it ensures equity of access, improved outcomes and meaningful inclusion in all aspects of school life. Develop a clear Trust-wide framework aligned to inclusive classroom practice Ensure provision maps show: intent → implementation → impact Align SEND support with curriculum (not separate from it) Monitor outcomes for: * SEND * disadvantaged * SEMH * LAC Ensure SENCo leadership is strategic, not purely operational Provide targeted CPD for staff on specific needs (e.g. ASD, cognition and learning) Reduce reliance on high-level intervention through strong universal provisionSupport enables access, not separation. Barriers are removed so pupils with SEND and additional needs succeed alongside their peers. EFFECTIVE SEND AND VULNERABILITY SUPPORTALG EI HQITCSFC IQ4 IQ1 IQ2
Progress of SEND pupils vs starting points % of SEND pupils achieving expected / greater depth outcomes (KS2) % of SEND pupils achieving outcomes broadly in line with national SEND outcomes Progress of disadvantaged pupils vs starting points % of disadvantaged pupils achieving expected / greater depth outcomes (KS2) % of disadvantaged pupils achieving outcomes broadly in line with national disadvantaged outcomes Attendance of SEND pupils Attendance of disadvantaged pupils Suspension/exclusion rates for SEND pupils Suspension/exclusion rates for disadvantaged pupils % of provision map targets successfully achieved Pupil voice: “Do you get the help you need?” Parent voice (SEND families) Review of provision map (intent → implementation → impact) Effective SEND and Vulnerability Support
Voice, Agency and Relationships We ensure that all pupils are listened to, understood and empowered, developing confidence, independence and strong relationships within the school community. Inclusion is experienced through voice and agency. When pupils feel heard and valued, they are more engaged in learning, more confident in expressing themselves, and better prepared to contribute positively to their communities. Establish structured and regular pupil voice systems across all phases Ensure vulnerable pupils (SEND, disadvantaged) are: * specifically represented * actively listened to Embed student leadership opportunities across schools Train staff in: * building strong relationships * active listening and responsive practice Enable access to the oracy strand of the NextGEN curriculum Ensure pupils understand: * how to seek help * how to express concerns Use pupil voice to: * shape provision * inform school improvement decisionsInclusion is experienced through being heard. Every child is listened to, understood and empowered to develop confidence, independence and strong relationships. VOICE, AGENCY AND RELATIONSHIPS ALG HQITC AEP SFC SPF WS IEA IQ5IQ1 IQ4
% of pupils who feel their views are listened to % of pupils who say they know who to talk to if worried Participation rates in pupil leadership opportunities Representation of SEND / disadvantaged pupils in leadership roles Evidence of pupil voice influencing change Case studies of pupil leadership impact Staff evaluation of relationship quality Voice, Agency and Relationships
Equity, Independence and Preparation for Adulthood We prepare every learner for successful and fulfilling futures by developing independence, resilience and the skills needed to achieve ambitious and meaningful destinations. The ultimate measure of inclusion is what happens next. When pupils leave with the knowledge, skills and confidence to thrive in further education, employment or training, inclusion has translated into genuine equity and life chances. Implement a coherent careers and progression programme (all phases) Ensure all pupils have access to: * meaningful encounters with employers * further/higher education opportunities Provide strong transition support (KS4 → Post-16 → next stage) Ensure that appropriate gateways are chosen by all pupils. Explicitly teach: * independence * resilience * study skills Monitor: * retention * destinations * NEET figures Ensure those who are disadvantaged or identified with SEND access: ambitious pathways (not limited options) Explicitly teach financial literacy, in accordance with the NextGEN curriculum Use data to ensure equity in destinations, not just participation Ensure all KS4 pupils leave a TST setting with qualificationsInclusion leads to equal life choices. Every child is prepared for ambitious destinations with the skills, resilience and independence to thrive. EQUITY, INDEPENDENCE AND PREPARATION FOR ADULTHOOD ALG EI AEP SFC SPF WS IEA IQ5IQ1 IQ2 IQ4
% of students NEET (Not in Education, Employment or Training) % of students securing first-choice destinations Retention rates in Post-16 Attendance rates in Post-16 Progress measures (value-added) % disadvantaged / SEND accessing higher-level pathways Student voice: “Do you feel prepared for next steps?” Destinations analysis by group Employer / FE / HE feedback Equity, Independence and Preparation for Adulthood
Our Key PerformanceOur Key Performance IndicatorsIndicators ‘Impact is evident in‘Impact is evident in outcomes - experienced byoutcomes - experienced by pupils - and sustained overpupils - and sustained over time’time’ Our Key Performance Indicators ‘Impact is evident in outcomes - experienced by pupils - and sustained over time’ Inclusive Mainstream Strategy
≥95% pupils report they feel safe in school (survey, triangulated by group) 100% safeguarding concerns logged within agreed timeframe Reduction in repeat safeguarding incidents for identified pupils 100% staff up to date with safeguarding training Audit shows accurate, high-quality record- keeping (chronologies, actions, outcomes) Disadvantaged and SEND pupils report equal or higher levels of safety 100% of referrals logged and outcome recorded Data analysed on a half- termly basis with feedback to leaders and stakeholders 100% of Section 175, section 157, and inspections all evidence compliance teamed with positive cultures ALG EI HQITC AEP SFC SPF WS IEAKPIs: SafeguardingKPIs: SafeguardingKPIs: Safeguarding Inclusive Mainstream Strategy
Gap in attainment and progress between SEND and disadvantaged and peers narrows over time 96% of SEND pupils accessing full curriculum (not withdrawn or reduced) Reduction in need for high-level external intervention due to earlier support ≥90% lessons show high quality, inclusive teaching (including effective adaptive teaching) 90% of targeted interventions show measurable impact (entry vs exit data) Provision maps demonstrate clear intent → implementation → impact Senior and exectutive leaders engagewith the local area partnership and understand how to access Experts at Hand and wider support for pupils. There is evidence of pupil and parents voice in at least 85% of SEN individual progress reviews and in all Annual Reviews Whole School SEND reviews demonstrate impact of strategic action in all settingsKPIs: InclusionKPIs: InclusionKPIs: Inclusion Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
≥85% pupils meet or exceed curriculum expectations over time Spirituality and enrichment opportunities are mapped to the curriculun Improvement in literacy access (reading ages, tier 2/3 vocabulary use) Curriculum plans show clear sequencing and barrier anticipation Reviews by peers, senior and executive leaders evidence the For Every Child strategy emerging in all settings Drop-ins show consistent adaptive teaching across subjects in all settings Foundational learning is in place in all settings and in all key stages. Pupils are making demonstrable progress Appropriate gateway selection in place for ≥90% of pupils The use of assessment to inform teaching is seen in at least 90% of lessonsKPIs: Curriculum andKPIs: Curriculum and TeachingTeaching KPIs: Curriculum and Teaching Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
Positive progress measures for all key groups (esp. SEND, LAC, disadvantaged) Closing attainment gaps in core subjects Increased % pupils retaining knowledge (low forgetting rates in quizzes or retrieval) Assessment used diagnostically to inform teaching adaptation All metrics show postiive progress year on year High prior attainment SEND and disadvantaged pupils achieve well The oracy curriculum is used to enhance foundational learning. This is observed on all reviews. Leaders track progress of those with a social workerKPIs: AchievementKPIs: AchievementKPIs: Achievement Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
Attendance ≥ national (or improving trend if below) in all settings, with no settings in decline from previous academic year Persistent absence gap (SEND and disadvantaged) narrowing Reduction in suspensions Reduction in internal exclusions Reduction in behaviour incidents Early identification and support for attendance concerns Reduction in permanent exclusions Relational and restorative practices in place in all settings, evidenced through reviews and behaviour data Restrictive interventions used safely and appropriate in every setting, as evidenced by mandatory reporting, reviews and data analysisKPIs: Attendance andKPIs: Attendance and BehaviourBehaviour KPIs: Attendance and Behaviour Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
≥90% pupils report sense of belonging (survey, triangulated) Participation rates in enrichment activities are equitable across groups Reduction in SEMH- related incidents over time Targeted wellbeing support accessed in a timely way Spirituality is mapped into the enrichment curriculum Vulnerable pupils report strong relationships with staff Gaps in the delivery statutory PSHE content are identified and resolvedKPIs: Personal DevelopmentKPIs: Personal Development and Wellbeingand Wellbeing KPIs: Personal Development and Wellbeing Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
Increased in the proportion of children meeting expected levels in communication and language Narrowing gap in GLD (Good Level of Development) ≥90% children demonstrate secure relationships with adults Reduction in language gap (disadvantaged vs peers) SEND and disadvantaged children access full provision, not restricted zones Timely identification of additional needs (baseline → first term) Increased in the proportion of children meeting expected levels in fine motor skills All children accessing their full timetable offer with integration lasting no longer than 6 weeks Support in place for parents and carers to understand how to help their child to learn wellKPIs: Early YearsKPIs: Early YearsKPIs: Early Years Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
No significant drop-out for SEND or disadvantaged pupils High attendance across all groups Appropriate course placement (right level, right pathway) NEET figures minimal and declining Value-added / progress positive across subjects Regular assessment and feedback driving improvement Enrichmnet offer in place for all students, reflects needs, pathways and next steps 100% of students are accepted onto their next stage of education, if applicable ≥90% students report sense of belonging to sixth form (survey, triangulated)KPIs: Post-16 ProvisionKPIs: Post-16 ProvisionKPIs: Post-16 Provision Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA
All evaluation areas indicate at least Expected Standard and all IQs indicate a J1 trajectory Measurable improvement in outcomes for vulnerable groups Resource allocation reflects need (staffing, funding, intervention) Governors in all settings regularly review inclusion metrics (attendance, behaviour, exclusions outcomes) CPD programme improves adaptive teaching (evidenced in practice) Leaders in all settings track all KPIs by subgroup (SEND, disadvantaged, SEMH, LAC) Feedback from reviews and inspections is acted upon and governors hold leaders to account for this activity There is at least one qualified SENCo in every setting Leaders from all settings participate in the full range of internal and peer reviewsKPIs: Leadership andKPIs: Leadership and GovernanceGovernance KPIs: Leadership and Governance Inclusive Mainstream Strategy ALG EI HQITC AEP SFC SPF WS IEA