Inclusion
At True Learning Partnership, we believe that inclusion is not an additional responsibility or a separate area of school improvement. It is central to how we lead, teach and support children and young people across all of our schools. Our commitment is that every child should be known, valued, included and able to succeed.
For us, inclusion extends beyond Special Educational Needs and Disabilities (SEND). It encompasses the whole experience of school: teaching and learning, relationships, attendance, behaviour, wellbeing, curriculum access, participation and belonging. We want every pupil to feel safe, respected and connected to their school community, to participate meaningfully in learning and wider school life, and to have the support they need to thrive.
Our Approach
Our shared approach is built around the TLP Inclusion Pathway:
Relationships → Belonging → Engagement → Participation → Achievement and Success
We believe that strong, positive relationships provide the foundation for inclusion. When pupils feel that they belong, they are more likely to engage positively with learning, participate fully and experience success. Importantly, success is not limited to academic outcomes; it also includes confidence, wellbeing, communication, independence and preparation for future learning and life.
This means our schools seek to understand and remove barriers rather than responding only to the difficulties we can see. Where a child is experiencing difficulties with learning, attendance, behaviour, wellbeing or participation, we seek to understand what may be getting in the way and respond early and appropriately.
How We Deliver Inclusion
High-quality, inclusive classroom practice is the foundation of our approach. Across the Trust, we place a strong emphasis on ambitious teaching, appropriate adaptation, positive relationships, accessible learning environments and the early identification of need. Additional or specialist provision should build upon strong universal provision, rather than replace it.
Where pupils need additional help, our schools use a graduated and responsive approach. This may range from high-quality universal provision, through enhanced classroom support and SEND Support, to specialist advice or provision where required. Support is based on identified need rather than labels alone and is regularly reviewed to understand the difference it is making.
We also recognise that successful inclusion depends upon partnership. Pupils should be listened to, parents and carers should be meaningfully involved, and schools should work closely with families and external professionals where appropriate.
One Trust, Different Schools
Our schools serve different communities, age ranges and pupil populations, so inclusion will not look identical in every setting. We therefore seek consistency of entitlement and ambition, with flexibility of implementation. Each school is able to develop approaches that reflect its own context while working within a shared Trust vision, common principles and high expectations for every pupil.
Across every TLP school, families should be able to recognise the same core commitments: inclusion is everyone’s responsibility; high-quality teaching is the foundation; barriers are identified early; support responds to need; pupils and families are involved; and participation, belonging and independence matter alongside academic success.
Trust Leadership For Inclusion
Inclusion across True Learning Partnership is strategically led by Craig Lomas, Deputy Director of Education, who has Trust-wide responsibility for SEND, Inclusion and Professional Development and also serves as the Trust SENCO. Craig works closely with headteachers, school leaders and SENCOs to strengthen inclusive practice, develop staff expertise and support continuous improvement across the Tartnership.
Our shared commitment is to build strong relationships, create a genuine sense of belonging, remove barriers to participation and enable every child and young person to thrive and succeed.
