Enabling children to thrive through a school’s holistic approach: a case study

Inclusion has been recognised as an ongoing process, reflecting changes in political positions, values, policies and practice. As inclusion in the UK develops from focusing upon children with Special Educational Needs to recognising all children in order to resolve inequalities in society, inclusion in government policy is being equated with educational outcomes rather than the process by which it is achieved. Within a constructivist paradigm, the research utilises a case study methodological approach carried out in one school, sampled for its uniqueness. Shakespeare School successfully supports a diverse group of children, many of whom are seen as vulnerable to underachievement, to make outstanding educational progress. Located within an inner city which currently sits at the bottom of the national educational league tables, this school is rated within the top 5% for academic progress within the country. Therefore, it is of significant interest for this thesis to detail the systematic and scientific inquiry undertaken into the relationship between inclusion and progress within this school. The findings of the research demonstrate that Shakespeare School is a transformational organisation, where all children and staff are welcomed and empowered by and as valued members of a creative, academic, social and emotional learning collective. The research provides new knowledge challenging the way inclusion is currently understood and identifying a holistic model of inclusion and progress that is characterised by an alignment between the school’s philosophy, creative curriculum and leadership in practice. As a result, the research provides practical contributions in the detailing of the school’s bespoke and creative approach in support of positive learning experiences for both the inclusion and progress of all its children so that they can thrive. The research concludes that the methods by which children’s educational outcomes are achieved matters for their treatment, equity, social justice and entitlements. This thesis determines that the relationship between inclusion and progress can be a positive one, particularly when children are placed at its centre.