Teach Secondary Issue 14.8

CLOSE-UP ON... THE BELONGING GAP Needto know Bridget Phillipson, the Secretary of State for Education, last month used a speech at the Confederation of School Trusts conference to announce plans by the DfE to introduce statutory reading tests for all Y8s. In a written statement issued the following day, Phllipson described how “ Between the crucial staging posts at the end of Y6 and Y11, there is a gap where too many children slip further behind. Some pupils may struggle to catch up, while others who just reached the expected standard then plateau. ” The stated purpose of the new assessment will be to ensure that all children ‘Are on the right track’. Further details regarding the specific arrangements and format of the new assessment will be announced in due course. For now, Phillipson has been keen to stress that, “ This assessment is not about putting you, our incredible teachers and school leaders, under the microscope… it’s about giving you the tools and data you need to identify where children need additional help. ” 13% The average salary increase teachers would need before considering applying for a teaching job in a disadvantaged area Source: Education Endowment Foundation DR NICOLE PONSFORD IS THE FOUNDER OF THE GLOBAL EQUALITY COLLECTIVE, AN EDTECH INNOVATOR, INCLUSION EXPERT AND DOCTORAL RESEARCHER, HAVING PREVIOUSLYWORKED ACROSS THE EDUCATION SECTOR AS A TEACHER, LEADER, TRAINER AND ADVISER. FOR MORE INFORMATION, VISIT THEGEC.EDUCATION When Ofsted’s 2025 Inspection Framework was launched in September of this year, it was made clear that ‘Inclusion’ is now a standalone inspection criterion, and that ‘Belonging’ is a brand new addition. Achievement and safeguarding have long been familiar parts of inspection. ‘Belonging’, however, is a new focus that exposes some urgent gaps in our schools. The Global Equality Collective’s upcoming 26,000 Voices report (see tinyurl.com/ ts148-LL3), drawing on the voices of students and staff in schools using the GEC Platform, highlights the scale of the challenge. Across hundreds of schools, half of students told us that they don’t feel as if they belong. Closing that gap is now central to being inspection-ready. The Education Select Committee’s recent report on inclusion and equity echoes this (see tinyurl.com/ ts148-LL4), pointing to gaps in SEND provision, inconsistent policy and an urgent need to strengthen pupil voice. WHY BELONGINGMATTERS ‘Belonging’ is the lived experience of being seen, valued and respected each day. International research, including my own work across 30 countries, has demonstrated that when students feel they belong, they engage more fully, achieve better and are less likely to be absent. When they don’t, we see disengagement, disconnection and even exclusion. For SEND learners, the belonging gap is often wider. Too many report feeling unheard, invisible in the curriculum or unsupported in class. If adjustments are merely ‘bolted on’, rather than ‘baked in’, true belonging will remain out of reach. THE INTERSECTIONAL DATAGAP The problem is that most school data doesn’t currently capture belonging. MIS dashboards tend to mostly show attendance, attainment and exclusions – all useful, but limited in that they miss what I call the ‘intersectional data gap’ – the overlapping realities of gender, race, class, SEND and more. The Equality Act (2010) requires schools to consider these as protected characteristics, yet many still lack the evidence to see where gaps are opening. That’s why we developed the ‘Inclusion Index’. Based on Kaleidoscopic Data from our GEC platform, it blends quantitative trends with qualitative voice to show how staff and students actually feel about inclusion and fairness. WHATOFSTEDWANTS TO SEE Inspectors will expect schools to evidence how they embed pupil voice in decision- making; reflect diversity in the curriculum; create safe spaces for dialogue around discrimination and wellbeing; and apply policies fairly and consistently. From our work with Inclusion Champions across the country, there are three distinct actions that can help bring this about. 1. Listen differently –Move beyond outcomes to capture lived experiences and act visibly on what you hear. 2. Review representation – Audit your curriculum and environments. Who is missing?Who is stereotyped? 3. Lead effectively –Whether in the context of SEND support, behaviour expectations or flexible working, fairness depends on policies being applied transparently. A PIVOTALMOMENT For leaders, this applies extra pressure – because belonging must now be evidenced – but also opens up new possibilities. Closing the belonging gap with data for inclusion (intersectional and qualitative insights beyond the realm of MIS and AI dashboards) will help schools not just prepare for inspection, but also build cultures in which all students and staff can achieve, belong and thrive. Belonging isn’t optional any more. It’s now set to become the newmeasure of excellence. 92 teachwire.net/secondary