Developments

Beyond the Scheme™ — pilot development

The Beyond the Scheme™ diagnostic is currently being piloted across a range of schools. The pilot phase is generating detailed findings about how the evidence-trail approach works across different year groups, subjects and school contexts. These findings are informing the refinement of the diagnostic before its wider release.

Schools involved in the pilot are contributing to the development of the framework through their participation in structured conversations, feedback and collaborative review.

The findings will support future curriculum development and inform the wider release of the diagnostic.

Inclusion Strategy Toolkit

Drawing on my existing work with schools, I am developing a practical toolkit to support leaders in creating a meaningful inclusion strategy. It begins with the child: establishing pupils' starting points, identifying barriers to learning and participation, planning purposeful action and evaluating what is changing for individual pupils.

The toolkit includes an expanded version of the DfE's suggested template, a detailed worked example and practical companion guidance.

This work will inform future resources and consultancy across a wide range of school settings.

Attendance and Inclusion resources

A set of professional resources is being developed to support school leaders and inclusion teams in understanding the relationship between attendance, belonging and curriculum access. The resources are grounded in direct consultancy experience and are intended to complement existing school self-evaluation processes rather than replace them.

The resources will provide practical support for schools where attendance and inclusion are closely connected.

Specialist curriculum development

Ongoing work with specialist and special school settings is informing the development of curriculum frameworks that reflect the distinct needs and priorities of these environments. This work recognises that high-quality curriculum design in specialist settings requires a different starting point — one that begins with the individual pupil's experience and builds outward from there.

This work will contribute to a clearer evidence base for curriculum design in specialist and special school contexts.

Future publications and professional resources

A number of professional publications and resources are planned for release over the coming year. These will draw on the consultancy work, pilot findings and professional research that have been accumulating across the practice. Further details will be shared here as they become available.

These publications will make the evidence-trail approach more widely accessible to school leaders and practitioners.