Practical whole-school inclusion
Four-week inclusion action planner
Turn a school inclusion priority into one manageable, reviewable change. Use it in a department meeting, year team or student support meeting.
Start with one barrier
Choose a recurring point where EAL learners have less access, participation or belonging. Describe the school routine that can change; avoid framing the learner or home language as the problem.
A four-week starting sequence
| Week | Team action | Useful check |
|---|---|---|
| 1 · Listen | Ask a small number of EAL students what helps or blocks access in the chosen routine. Check with families or interpreters where relevant. | What did learners say? What evidence already exists? |
| 2 · Agree | Choose one change, name the owner, brief the staff involved and provide any translation or resource support. | Can the adults explain the routine in the same way? |
| 3 · Trial | Use the change consistently for a defined period. Keep academic expectations clear and make the support visible. | Who gets more opportunities to take part? Who still waits or opts out? |
| 4 · Review | Look at one observation, a small sample of work and learner feedback. Keep, adapt or stop the change and explain why. | What changed for access, learning or belonging? |