Embedding cultural inclusion — through curriculum design and/or creating cultures of belonging

At Beaumont, we believe that true inclusion starts with every child feeling that they belong. Our “My Beaumont Journey” curriculum is designed to embed cultural inclusion by ensuring that all pupils experience a wide range of meaningful, diverse opportunities — from visiting places of worship and celebrating festivals, to performing, exploring nature, and taking part in enterprise. These experiences aren’t extras; they are carefully woven into our curriculum to reflect the lives, cultures and interests of our children. As a result, our pupils develop not only broad cultural awareness, but also a strong sense of identity, pride, and belonging within our school community.

At Beaumont Laboratory School, inclusion is more than a principle — it’s a practice embedded into the culture, pedagogy, and daily experience of every learner. Rated Outstanding across all five Ofsted areas and ranked in the top 2% nationally for academic achievement, Beaumont has demonstrated that high standards and deep inclusion are not in opposition — they are interdependent. Since 2019, the school has built a model of practice that places cultural inclusion, innovation, and neurodivergent support at its heart.

Beaumont’s transformation began with a unifying moral purpose — the belief that every learner, regardless of background, ability or identity, deserves to experience success and belonging. Guided by the principles in Unleashing Greatness, this collective vision was co-developed with staff, families, and external partners, forming the cornerstone of its inclusive approach.

The school’s signature “My Beaumont Journey” exemplifies inclusive curriculum design in action. This structured, sequenced set of experiences ensures that all children participate in cultural, social, and character-building opportunities — from visits to places of worship and enterprise activities, to live performance, outdoor learning, and civic engagement.

For neurodivergent learners, the predictability, visual structure, and experiential richness of the Journey offer accessible and meaningful entry points into learning and identity formation. The curriculum is designed to reduce anxiety, increase engagement, and allow for personalised participation — ensuring that inclusion is practical, not just aspirational.

Crucially, this curriculum also connects pupils to their local community and cultural landscape, fostering a sense of belonging and rootedness. It helps every child see themselves as a valued part of the Beaumont community — and beyond.

Beaumont has embedded a coaching culture across all levels of the school, creating a shared language for reflection and improvement. Staff engage in peer coaching, instructional rounds, and action research as part of their performance development — not as add-ons, but as core professional expectations.

This structure empowers staff to continually refine their practice in key inclusive domains: vocabulary development, metacognition, questioning, and collaboration. These areas are not incidental — they are carefully chosen to support universal design for learning, enabling strategies that work across a range of learners, including those with SEND, SEMH and neurodivergence.

An international partnership with an Australian school has added further depth to this work, allowing for coaching free from system constraints and offering global insight into inclusive pedagogy.

Leadership at Beaumont models what it expects from staff: ongoing development, community engagement, and high moral accountability. The Headteacher’s Master’s in Global Educational Leadership has informed a strategic vision rooted in system-wide change and equity.

This commitment to outward-facing leadership includes regular peer reviews with other Lab Schools, aligning professional development with shared frameworks and ensuring that best practices in inclusion and innovation are co-developed and quality-assured.

Beaumont is a school of high standards, but more importantly, it is a school for everyone. By embedding action research, coaching, and a culturally inclusive curriculum, Beaumont is not only supporting its own learners — it is modelling what a truly community-responsive school can be. This work has had measurable impact: high engagement from families, reduced absence among disadvantaged groups, and exceptional outcomes for all pupils. It stands as a powerful example of how inclusive values, when deeply embedded in practice, create environments where all children thrive.