Learn about the new Ofsted framework and its approach to PP and Inclusion. Develop an evidence informed approach and strategies to close the gap, and providing a whole school approach to inclusive practice, enabling every learner to be successful.
This course provides a comprehensive exploration of how schools can understand, address, and overcome disadvantage within the context of the new Ofsted framework. Participants will begin by unpacking what “disadvantage” truly means—examining the various forms it takes, from socio-economic factors and Pupil Premium status to other vulnerabilities that impact academic and social outcomes. Through discussion and data analysis, the course will highlight the key barriers faced by disadvantaged learners, including attainment gaps, attendance issues, and behaviour challenges. It will also clarify Ofsted’s expectations around inclusion, ensuring that school leaders and staff are confident in aligning their practices with a culture of equity and opportunity for all pupils.
Building on this foundation, the course will guide participants through practical strategies for creating an inclusive school culture and delivering effective teaching and learning. From leadership approaches and staff training to classroom pedagogy and pastoral systems, participants will explore how to cultivate high expectations, foster belonging, and support every learner to thrive. The final sessions will focus on targeted interventions and partnerships, including the effective use of Pupil Premium funding, multi-agency collaboration, and transition support. By the end of the course, attendees will have a clear framework for implementing sustainable, evidence-based approaches that reduce barriers, close gaps, and empower disadvantaged pupils to succeed.
KEY LEARNING OBJECTIVES
This masterclass will enable you to:
• Interpret the latest Ofsted framework with a focus on how it addresses disadvantage, inclusion, and the Pupil Premium.
• Define and contextualise ‘disadvantage’ in relation to socio-economic factors, Pupil Premium eligibility, and other vulnerabilities.
• Analyse key data indicators (e.g. attainment, attendance, behaviour) used in Ofsted inspections to evaluate inclusion and outcomes for disadvantaged learners.
• Evaluate whole-school strategies that foster an inclusive culture and promote equity for all pupils.
• Recognise the role of leadership and ethos in setting high expectations and driving inclusive practice.
• Identify effective classroom strategies such as scaffolding, adaptive teaching, and metacognition that support disadvantaged learners.
FACILITATOR
Marc is a Senior Leadership & Inclusion Associate with JMC Education. He has a background in educational leadership, school improvement, professional development and academic research. He has held senior positions in a number of educational institutions, ranging from schools, MATs and universities. Marc was the Research and Development Lead for the largest MAT in Cornwall (CELT) and has worked with the EEF & Research schools as a Regional Implementation lead. He is also an associate fellow at the International Centre for Education Enhancement, at the University of Bolton, leading and collaborating on their international Laboratory Schools programme.