{"id":247480,"date":"2026-06-11T23:01:05","date_gmt":"2026-06-11T22:01:05","guid":{"rendered":"https:\/\/schoolsweek.co.uk\/?p=247480"},"modified":"2026-06-11T11:02:52","modified_gmt":"2026-06-11T10:02:52","slug":"all-children-are-entitled-to-inclusion-with-ambition","status":"publish","type":"post","link":"https:\/\/schoolsweek.co.uk\/all-children-are-entitled-to-inclusion-with-ambition\/","title":{"rendered":"All children are entitled to inclusion with ambition"},"content":{"rendered":"

Inclusion is too often discussed in terms of what happens when pupils struggle. The intervention, the adaptation, the pastoral response, the support plan. These things matter, but they are not the whole story.<\/p>\n

In a previous Schools Week<\/em> article, I argued<\/a> that key stage 3 had become \u201cthe wasted years\u201d for too many pupils.<\/p>\n

The responses since then have confirmed something I suspected. The problem is not just about curriculum design. It is about what we believe pupils deserve.<\/p>","protected":true},"excerpt":{"rendered":"

We must ask more searching questions about how best to help pupils at key stage 3<\/p>\n","protected":false},"author":311127,"featured_media":247442,"comment_status":"open","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"om_disable_all_campaigns":false,"footnotes":""},"categories":[6],"tags":[],"post-theme":[],"class_list":["post-247480","post","type-post","status-publish","format-standard","has-post-thumbnail","hentry","category-opinion"],"acf":[],"aioseo_notices":[],"aioseo_head":"\n\t\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t\n\t\t