Striving for Outstanding: A Moral Obligation

Inclusion - A Gospel-Centered Approach

"Truly I tell you, whatever you did for one of the least of these brothers and sisters of mine, you did for me." Matthew 25:40

For me, this passage leaves little ambiguity: to fulfil our commitment to Christ, we must foster an environment where every child is valued and given the opportunity to flourish. Our focus on Catholic Social Teaching, especially the principles of Solidarity and the Preferential Option for the Poor, also calls on us to support those who are most vulnerable. By doing so, we show our faith in action.

This means more than words; it’s about actively caring for and standing with those who might struggle the most. When we lift those in need, we honour the dignity and worth of each person, living out the Gospel message in everything we do.

So, by virtue of our Catholicity, our vision must be one of inclusion. But what does this look like in practice? It means that sometimes, we need to invest more resources - both money and staff time - in certain students to ensure they have what they need to succeed. This approach is about equity, not simply treating everyone the same.

Justice isn’t always about fairness in the traditional sense; it’s about giving each child the support they need to thrive. Some students will require more help than others, and we believe it’s our duty to provide it.

This can lead to further challenges.? There can be times when children - and their families - find it difficult to work with school and they can express frustration and even anger despite the support and energy dedicated to them. That can be challenging for us as staff working in schools, putting our hearts and souls into improving the life chances of young people.

It is also true that other children and their parents legitimately think and ask the question: why are you neglecting the needs of higher-achieving or less-vulnerable students by diverting resources and attention disproportionately? This is a question that many schools grapple with.

Equity Over Equality - A Commitment to Justice

There are several ways to address this issue. Focusing on equity means recognising that students have different starting points and challenges, and that tailored support for the most vulnerable students can benefit the whole school community. When we invest in these students and their families, we help remove barriers to learning that can impact class cohesion and overall progress. This approach is consistent with our Catholic values of compassion and justice, creating a supportive environment where every child has the chance to thrive.

Yet, our impact goes beyond the four years students spend with us. Recently, an Educational Psychologist pointed out to me that trauma recovery for children is often measured over 10-year periods. Our time with each child is brief but crucial. Like a mustard seed, small changes can grow into lasting transformation. This means our responsibility stretches beyond the curriculum - we’re helping shape future communities by breaking cycles of disadvantage. Working within our Trust of Catholic schools, we’re also beginning to build an all-through Catholic experience for students that could amplify our long-term impact.

However, we constantly face difficult questions. For instance, how do we balance one child’s needs against the needs of the larger group?

In Frontiers of Justice, Martha Nussbaum explores how to make fair decisions about supporting people with SEND. Her ‘capabilities approach’ suggests that everyone should have access to a minimum standard of opportunity - not as charity, but as a fundamental right. In schools, this often raises questions about ‘fairness’ and resource distribution. For example, why should extra funds go to certain students when resources are limited? Last year, I explained the difference between ‘equality’ and ‘equity’ to our parents and staff to clarify some of these decisions.

For us, inclusion isn’t optional; it’s rooted in the Gospel. Supporting the vulnerable is essential to our school’s Catholic identity.

A Collaborative Approach for a Stronger School Community

Our school community includes 238 pupils, 34 staff, 10 local governors, and over 500 parents and family members. Most of the time, behaviour is excellent, and respect for others is high. However, we recognise the challenges: some behaviour's disrupt learning, while others can create tension between parents and staff. We understand that relationships can be complex and communication can sometimes break down. Our focus is on how we, as a school community, respond to these challenges - both collectively and individually - to create meaningful change.

So, how do we address this?

We take a holistic approach to managing challenges, focusing on support and development. Difficult, anti-social or dangerous behaviors are addressed with a balance of natural, educational, and protective consequences designed to engender positive change over time. Restorative work follows when children are ready, helping to rebuild relationships and increase understanding. This aims to help every member of our community feel valued and supported, even when mistakes are made.

We also believe that building a positive school community requires collaboration. Staff, pupils, and parents all play a role, starting from a foundation of mutual trust and a shared commitment to our Catholic values. Strong relationships create positive outcomes, so we’ve set clear communication guidelines and reviewed key policies to ensure consistency and clarity.

At our curriculum evening this year, I shared our perspective: neither the school’s nor parents’ main role is simply to make children happy. Rather, our goal is to equip them with the skills and values needed to face life’s challenges. We believe this will give them the best chance at true happiness.

To support this view, last year we introduced four core values - Resilience, Empathy, Self-regulation, and Responsibility. These are taught explicitly, reinforced through our behaviour policy, and modelled by staff in everyday interactions. By embedding these values into all areas of school life, we help create an environment where everyone - students, staff, and parents - has the tools to contribute to the flourishing of our community.

Staff Development: The Foundation of Our School Community

Another message we have nurtured is that to achieve the best outcomes for children, we have to put staff first. Tomsett and Utterly outlined this approach in their Putting Staff First: A blueprint for revitalising our schools and promoted the idea that staff have an obligation to develop their own practice. This doesn’t mean working longer, working harder or working at the expense of other important aspects of their lives. But it does mean reflecting routinely on what is working well and what they could do even better. It also doesn’t mean that staff are required to develop on their own: we are a team and each of us has different strengths that we can share and support others with.

Good vs. Outstanding: Why Excellence Matters

In the inspection framework we currently operate within, ‘Good’ implies that some children may still be left behind. For me, this isn’t enough. We should all strive to give every child the chance to flourish academically, socially, and emotionally - to help each one know more and remember more from their unique starting points. I see this as both a moral and social obligation. Together, we are more than the sum of our individual parts, and together, this vision can and will be realised. This can be achieved sustainably, both for individuals and for our organisation, if staff, pupils, and parents unite in this goal. When we all commit to this vision, both our school community and society at large will reap the rewards.