Inclusion is a journey, not a destination. Recently, I had the privilege of working with a primary school committed to fostering inclusive and reflective practices. Through one-to-one conversations with teachers and a collaborative staff meeting, we explored ways to enhance teaching and learning by focusing on solution-focused strategies, quality first teaching (QFT), and fostering a positive mindset.

Solution-Focused Conversations: Building Strengths and Strategies

One of the highlights of the day was engaging in one-to-one solution-focused conversations with teachers. These conversations provided a safe and reflective space for teachers to explore their strengths, challenges, and aspirations.

  • Empowering self-regulation: In one classroom, a teacher shared her challenges with a pupil who struggles with self-regulation. We discussed developing a visual hierarchy of trusted adults to support the child when their primary point of contact was unavailable. This strategy aims to provide predictability and reduce instances where the child might feel unsupported.
  • Flexibility in teaching methods: Another teacher reflected on the importance of adapting lessons to suit the needs of all learners. From using iPads and creative tools like PicCollage to engaging students through interactive presentations, we explored how technology can foster inclusion while maintaining learning objectives.
  • Balancing academic and pastoral priorities: A common theme was the challenge of balancing academic rigour with the pastoral needs of students. For example, a Year 5 teacher expressed concerns about fitting interventions like Lexia into an already packed schedule. Together, we identified ways to integrate interventions seamlessly into daily routines, such as using them during transition times or as part of morning activities.

Reflective Practice: A Tool for Growth

Solution-focused approaches are inherently reflective, encouraging teachers to identify what works well and how they can build on it. This day of conversations highlighted how reflection can drive growth and innovation.

  • Creating a bank of strategies: For teachers facing behaviour challenges, we discussed the value of developing a “bank” of proactive strategies. Rotating strategies not only keeps students engaged but also ensures that teachers have tools at their disposal to address unexpected behaviours.
  • Sharing successes and solutions: Reflective conversations also highlighted the importance of celebrating what is working well. For example, a teacher managing a class with diverse needs shared how a success-oriented spelling group had transformed the confidence of lower-ability pupils. By focusing on achievable goals, she created a culture of success and motivation.

Inclusion as a Mindset

Inclusion is more than a set of strategies—it is a mindset. During the staff meeting, we explored how Quality First Teaching (QFT) aligns with the school’s ethos of developing confident, inquisitive, and happy learners.

  • Building belonging: Teachers reflected on how to create a sense of belonging for all pupils. Strategies included using mixed-ability pairings to promote peer learning and embedding small, inclusive practices into daily routines.
  • Transitioning with care: Transition points, such as moving to secondary school, were discussed as moments where inclusion can be especially impactful. Teachers recognised the importance of engaging parents early and preparing pupils for change with empathy and support.

Solution-Focused Strategies: A Bank of Ideas

To inspire and empower others, here’s a bank of solution-focused strategies identified during the day:

  1. Self-Regulation Support:
    • Develop a visual hierarchy of trusted adults for children who struggle with self-regulation.
    • Build preemptive sensory activities (e.g., outdoor running, heavy work) into daily routines.
  2. Flexible and Inclusive Teaching:
    • Use creative tools like PicCollage and iPads to adapt lessons for diverse learners.
    • Introduce mixed-ability pairings to foster peer learning and inclusion.
  3. Intervention Integration:
    • Embed tools like Lexia into morning routines or transition times.
    • Prioritise manageable interventions focusing on key skills (e.g., spelling, handwriting).
  4. Proactive Behaviour Management:
    • Create a “bank” of behaviour strategies to rotate and keep students engaged.
    • Reframe control-seeking behaviour as a need for certainty or responsibility.
  5. Support for EAL and Selective Mute Pupils:
    • Use Widgit communication boards or other visual supports to aid communication.
    • Provide structured verbal interaction opportunities to build confidence.
  6. Technology for Inclusion and Efficiency:
    • Explore AI tools like Microsoft Copilot to streamline planning and reduce workload.
    • Use iPads for self-assessment, enabling students to take ownership of their learning.
  7. Collaboration and Reflection:
    • Build regular reflective practices into staff meetings or individual routines.
    • Celebrate and share successful strategies to create a culture of collaboration.

Final Thoughts

The day was a testament to the power of solution-focused approaches, reflective practice, and a shared commitment to inclusion. By creating space for honest conversations and collaborative problem-solving, this school is taking meaningful steps toward ensuring every child feels valued and supported.

Whether it’s developing a sensory activity timetable, fostering stronger relationships with parents, or embedding inclusive practices into everyday teaching, the work of inclusion is never finished. It’s a journey of reflection, collaboration, and growth—and one that I’m proud to be part of.