Inclusion

Introduction

The Inclusion Working Group, after a lot of thought and discussion, decided to focus our work on the London Inclusion Charter.

  • The Charter prioritises education that is fully inclusive, fair and available to all.
  • The Charter recognises that teachers, school staff, governors and trustees want the very best for the children and young people in their care and the Charter will work to empower and enable all those involved in the education of London’s children and young people.
  • The Charter promotes and invests in inclusive practices. It will tackle stark disproportionalities and work with schools to embed anti-racism across education. Children’s rights and the experience of teachers are at its heart.
  • The Charter shines a light on promising practice and celebrates inclusion already flourishing in many parts of London. By working in partnership with schools and local authorities already demonstrating inclusive practice, we will all work to increase young people’s sense of belonging and safety so that they can thrive.

Principles of Inclusion

Part of our vision for Inclusion in Croydon is that every school and every educational setting, including their students, should sign up to the Charter and embed its Four Principles of Inclusion:

Embedding Equity and Diversity

This is about integrating approaches to ensure students from all backgrounds feel welcome and valued in schools and all educational settings.

Students as Active Citizens

This is about collaborating to create a sense of shared responsibility and accountability for the whole school community. It involves working together with young people, school staff, families and local communities on issues that matter to them.

Being Adaptable and Reflective

This is about creating a supportive culture where educators are empowered and enabled to innovate, experiment and refine their practices to meet the diverse needs of all. Enabling staff to continually reflect on and adapt their practice and provision ensures that children and young people can thrive.

Beyond Academic Achievement

This is about enabling young people to achieve by giving them opportunities to flourish. It's not just about what happens in lessons, but also the activities the school offers outside of lessons and the opportunities for stimulating trips and experiences.

How will we work towards the Four Principles?

Through the following:

  • Sharing examples of good practice (case-studies, photos, videos, success stories)
  • Encouraging greater student participation
  • Creating Inclusion Ambassadors in schools and colleges
  • Developing allyship
  • Encouraging Action Research projects
  • Linking to other Croydon initiatives
  • Ensuring there are excellent recruitment practices particularly around diversity

Moving Up to Secondary Transition Project

Overview

The Moving Up to Secondary Transition Project supports Year 6 pupils as they prepare for the move to secondary school. Delivered through an 8-week programme by the Croydon Education Behaviour Team, alongside an interactive theatre production, the project focuses on building emotional resilience, confidence and practical transition skills.

By addressing common concerns and promoting positive expectations, the programme helps pupils feel more prepared, secure and ready for the move to Year 7.

Impact

The project is designed to deliver positive outcomes across key areas:

  • Pupils: Increased confidence, reduced anxiety and improved readiness for secondary school
  • Workforce: Greater confidence in supporting transition and reduced behaviour concerns linked to anxiety
  • Families and Schools: Stronger relationships and reassurance around the transition process

The programme also provides targeted support for more vulnerable pupils at risk of disengagement.

Sustainability

The project supports longer-term impact through:

  • sharing workshop materials and resources with schools
  • informing borough-wide transition strategies
  • strengthening collaboration between schools, behaviour services and creative partners
  • identifying future training and support needs

Strategic Vision

By supporting pupils at a key transition point, this project promotes wellbeing, reduces anxiety and helps ensure a positive and successful start to secondary education for all young people in Croydon.

Supporting Demand Avoidant Learners – PDA Training

Overview

This project supports Croydon schools in improving inclusive practice for learners with demand avoidant (PDA) profiles. Delivered through expert-led online training and cascade materials, the programme aims to reduce school-based distress, promote emotionally safe environments, and build staff confidence in supporting neurodivergent learners.

Impact

The training is having positive effects across pupils, staff and the wider school community:

  • Pupils: Reduced anxiety, fewer behavioural escalations and exclusions, and improved engagement and wellbeing
  • Workforce: Increased staff confidence, practical strategies for supporting demand avoidant learners, and scalable ongoing professional development
  • Families and Communities: Stronger school-family relationships, greater awareness of neurodivergent needs, and more inclusive, psychologically safe school environments

Sustainability

The project ensures lasting impact through:

  • lifetime access to the online course for schools
  • cascade packages to embed training within CPD cycles
  • ongoing availability of related courses to support continued professional development
  • using feedback and data to inform future inclusion strategies across Croydon

Strategic Vision

By equipping staff with evidence-informed strategies and promoting emotionally safe, inclusive school cultures, this project improves outcomes for demand avoidant learners while supporting staff wellbeing and long-term systemic change.

Including Croydon: Inclusion Action Research Programme

Overview

Including Croydon is a 12-month programme (July 2025 – June 2026) led by the Croydon Education Partnership to strengthen inclusive practice across schools.

The project supports up to 20 teachers to undertake accredited, master’s-level action research aligned with the London Inclusion Charter. It focuses on developing practical, context-specific approaches to inclusion, while building professional knowledge, research skills and collaboration across the borough.

Impact

The programme is expected to deliver meaningful impact across three key areas:

  • Children and Young People: More inclusive teaching approaches, improved engagement and better support for diverse learning needs
  • Workforce: Increased teacher confidence, expertise in inclusion and experience in action research
  • Schools and Communities: Stronger collaboration between schools, improved relationships with families and wider sharing of effective inclusive practice

Sustainability

The programme is designed to create lasting impact through:

  • a Croydon Educator Research Network to sustain collaboration
  • an Action Research Guidebook to support future projects
  • ongoing dissemination of findings across schools and beyond
  • integration of research into school improvement planning

Participants will also gain master’s-level credits, supporting long-term professional development.

Strategic Vision

This programme strengthens Croydon’s response to the London Inclusion Charter by placing teacher-led research at the heart of improvement- building inclusive school cultures and improving outcomes for all children and young people.

Waiting Well: Mental Health Partnership Evaluation

Overview

Waiting Well is a 12-month evaluation of the first year of the Croydon Mental Health Partnership Project (CMHPC), led by the Croydon Education Partnership.

 

The project focuses on young people aged 15–19 who are experiencing poor mental health and are waiting for CAMHS support or do not meet thresholds. Using participatory approaches, including youth voice and creative methods, the evaluation explores how community-based support helps young people stay safe, connected and supported while they wait for specialist services.

 

Impact

The evaluation is highlighting important impact across the system:

  • Young People: Improved wellbeing, resilience and engagement, with reduced risk of mental health deterioration
  • Workforce: Greater confidence among professionals and improved collaboration between schools, services and community organisations
  • Communities: Increased awareness of support available and stronger partnerships between local services and families

 

Sustainability

The evaluation will inform the ongoing development of the three-year CMHPC programme by:

  • identifying effective early intervention approaches
  • supporting future service planning and funding
  • strengthening partnership working across Croydon
  • contributing to long-term research, including a linked PhD study

 

Strategic Vision

Waiting Well supports a more joined-up, preventative approach to mental health, ensuring young people receive timely, community-based support and improving outcomes across Croydon.