Are We Included?

Working in partnership to embrace place-based school improvement strategies
Are we included logo on a white background
Running since early 2021, the 鈥楢re We Included?鈥 project is an inclusive education and research collaboration between the 抖阴短视频, Plymouth Marjon University, Plymouth city secondary schools, and international partners.
Developed by our team, in partnership with Plymouth school pupils, teachers, school leaders and families, the 鈥楢re We Included?鈥 coaching programme has been delivered to over 130 pupils across 10 separate cohorts since it began in Autumn 2022.
Aimed at boosting access, aspiration, attainment, and achievement across Plymouth schools, the 6-week programme pairs KS3 pupils with trained undergraduate and postgraduate student mentors to build confidence, celebrate success, and bolster a sense of inclusion and belonging within the school community. Over the course of 5 weekly in-school sessions, students work in small groups in an open, supportive atmosphere, discussing topics key to inclusion and sharing thoughts, opinions and feelings. The sixth and final session consists of a visit to the 抖阴短视频 campus, offering students an opportunity to celebrate their participation, explore the University, and spark aspirations for the future.

School presentations

Are we included presentation
Pupils shared what they learnt
Secondary school pupils listening to University student mentors
Pupils tour the campus with mentors
Students from Notre Dame School receiving their certificates at the campus Celebration Event
Students from Notre Dame School receiving their certificates at the campus Celebration Event

鈥楢re We Included?鈥 鈥 session content

Session 1 - Getting to know each other; Positive role models.
Session 2 - Aspiration: Jobs, career, or courses
Session 3 - Access: Building Confidence
Session 4 - Attainment: The importance of 鈥榙oing your best鈥 and how you do that
Session 5 - Achievement; Communication.
Session 6 - Celebration event at the University; campus tour, certificate ceremony, recap on what we have learnt
The programme prioritises pupils who find traditional education challenging and whose academic progression may be at risk:
  • Students lacking in self-confidence.
  • Students who are struggling to engage in the classroom or are demonstrating a wavering commitment to their schoolwork.
  • Students who don鈥檛 feel included within the school community.
  • Students who struggle to regularly attend school and have poor attendance.
Now entering its third year, the programme has already evidenced significant impact for students, schools, and mentors, and delivery is planned for a further 4 cohorts in 2024-25.

A Place-Based Approach: Improving Inclusion in Plymouth Schools

Drawing on findings from our team鈥檚 recent DfE commissioned evaluation (PDF) of Plymouth鈥檚 鈥樷, our 鈥楢WI?鈥 programme embodies a contextualised, place-based approach to enhancing inclusion in our city鈥檚 schools. Plymouth universities collaborate with Plymouth schools to address city-wide education challenges, with our 鈥楢WI?鈥 programme aiming to improve educational experiences and outcomes for Plymouth teachers, Plymouth families, and Plymouth children, one cohort at a time.
Providing practical and evidenced place-based impact on the ground, the project inspires city-wide collaboration, encourages further commitment from wider education partners, and enhances existing cross-sector communication networks.
 
 

Staff comments

I saw a significant improvement in the confidence levels of 2 of our quieter pupils over the programme. It was really great to see them speaking out in groups and laughing with the mentors

Staff member from UTC Plymouth

This programme is a great tool to build aspirations in our young people and give them hope for the future

Member of staff from Notre Dame School

Being part of this ground-breaking project has provided me with a valuable addition to my pastoral toolbox, as I am able to encourage students to reflect on their involvement and participation in the project when they have approached me for support in times of anxiety or low confidence

Member of Pastoral Staff 鈥 Hele鈥檚 School

Mentor comments

Being a mentor for 鈥楢re we Included?鈥 was a great experience for my own personal growth and for the growth of my mentees. I saw the students become more open and good at speaking in an unfamiliar group, and it was nice to be able to build their confidence in themselves and their skills

University Student Mentor

My time with Suanne, George, and the mentees I worked with has been nothing short of incredible. I have learnt so many new skills that I will be able to take forward in my future study and career. It has left me feeling very proud that I have played a part in helping young people with their career aspirations, giving them the tools to succeed

University Student Mentor

There was one girl in particular who exhibited the most change鈥 Her pastoral teacher told me that they had noticed a new openness in her and that she had started working more effectively with the support systems

Mentor/Undergraduate student

Pupil voices

I鈥檓 thinking more about my future and what I want to do when I leave school. Before I didn鈥檛 have a plan; I was like 鈥済o to uni鈥 maybe鈥 don鈥檛 know!鈥, but now I have a plan. I want to be a biomedical scientist

Year 8 Student

My favourite part of the programme was probably speaking about my goals and my achievements in school. I just enjoyed speaking about it to somebody because I don鈥檛 usually get to do that

Year 8 Student

It鈥檚 changed the way I feel about myself and what I want to do in the future鈥 it can make you feel better about yourself 鈥 that鈥檚 what it did for me!

Year 8 Student

Research and evaluation

Our research work:
So far, the 鈥楢WI?鈥 project has included six distinct studies:
  • Study 1 comprised a Plymouth-wide assessment of inclusion in the city鈥檚 secondary schools. Using questionnaire tools developed by colleagues at Monash University in Australia, we gathered insights into inclusion from Plymouth students, parents/carers, and school staff.
  • Study 2 assessed and validated the Monash questionnaire tools for UK use using psychometric analysis and interviews. This study also gained further interview input from students, teachers and parents/carers regarding their experiences of inclusion in school.
  • Study 3 has developed a six-week coaching programme aimed at improving access, aspiration, and attainment for secondary school students, boosting confidence, and developing a sense of belonging within the school community. Following a successful pilot in two Plymouth secondary schools during the Autumn term of 2022 (Blandford, Casson, Gibson, Munn and Shute, 2023b), the programme has now been successfully delivered to 10 cohorts of students, across 6 of Plymouth鈥檚 secondary schools, with impact evidenced in our termly evaluation reports below (Blandford, Casson, Gibson, Munn and Shute, 2023b, 2023c, 2023d).
  • In 2022, our team were commissioned by the Department for Education to evaluate the ongoing impact of . A novel city-wide collaboration between Plymouth secondary schools, MATs, DfE officials, and Plymouth City Council, the initiative was found to have increased communication, collaboration, and connection between partners, but with more work still to be done. Read our 2023 report .
  • Our team has delivered a range of CPD programmes across the city, in partnership with , and the 抖阴短视频. Topics covered include inclusion, social mobility, parent/carer partnership, SEND, and positive behaviour.
  • Study 4: The latest stage of our work has seen the 鈥楢WI?鈥 team deliver the UK component of an international study on parent/carer perception and choice regarding mainstream vs specialist schools. Our team distributed Monash devised questionnaire tools to parents/carers of students with Special Educational Needs from across the country. Our UK data is currently being analysed alongside data from 18 other countries, and findings will inform UK and international publications and policy recommendations.
Since the project began, the team have published 18 reports, 6 academic papers, 5 related blogs, and a book, and presented 17 keynotes and workshops at national and international conferences.
 

Are we included? Coaching Programme Evaluation

Conferences

Plymouth PBSI Strategy DofE Evaluation

 

Publications

Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (8th-10th May 2023), Are We Included? A place-based approach to inclusion and professional teacher鈥檚 experiences in the Southwest of England, , Pedagogical University of Krakow, Poland
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (15th June 2023), 鈥楢re We Included?鈥 A study of 鈥榠nclusion鈥 and planned interventions in Plymouth Secondary schools, Plymouth Institute of Education Inclusion Node research seminar.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (14th July 2023), Are We Included? The Plymouth Child, Family, and Teacher: An international study of education and inclusion across Plymouth city secondary schools (2020/24), Royal Society of the Arts, .
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (12th-14th Sept 2023), Are We Included? A place-based approach to inclusion in the Southwest of England to address the hidden post-pandemic exclusion issue, British Education Research Association annual conference, Aston University.
Achtaridou, E.; Blandford, S.; Gibson, S. and Sharma, U. (2022), A Framework for Inclusion, Teaching Times, Available from Teaching Times.
Bamsey, V., Blandford, S., Gibson, S., Traling, J. and Vasello, T (2022), SEND Green paper 2022- Some Critical Insights, Teaching Times, Available from Teaching Times.
Bamsey, V. and Gibson, S. (2022), Inclusive Education during a pandemic: A collaboration between two countries, Inclusion Now 63, The Alliance for Inclusive Education, Available from
Blandford, S., & Burkey, S. (2023). Teaching and Learning to Unlock Social Mobility for Every Child: Building Learning Futures. Connecting Research with Practice in Special and Inclusive Education.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Plymouth Place Based School Improvement Evaluation Report: Evaluation of the approach and impact of Plymouth鈥檚 Place-Based School Improvement work (September 2020 - August 2022) on 19 Plymouth Secondary schools and an Alternative Provision Provider. Plymouth Marjon University and Plymouth University, Plymouth.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). 鈥楢re We Included?鈥 鈥 Study 3: Findings from the Autumn 2022 鈥楢re We Included?鈥 Mutuality Coaching Programme. Plymouth Marjon University and 抖阴短视频, Plymouth
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). 鈥楢re We Included?鈥 鈥 Study 3: Findings from the Spring 2023 鈥楢re We Included?鈥 Mutuality Coaching Programme. Plymouth Marjon University and 抖阴短视频, Plymouth.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). 鈥楢re We Included?鈥 鈥 Study 3: Findings from the Summer 2023 鈥楢re We Included?鈥 Mutuality Coaching Programme. Plymouth Marjon University and 抖阴短视频, Plymouth.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Schools Collaborate To Make Inclusion Work. Teaching Times.
Blandford, S., Casson, W., Gibson, S., Munn, G., and Shute, J. (2023). Schools Collaborate To Make Inclusion Work. Teaching Times. Available at:
Blandford, S. (2024). Why Are 1.5 Million Children In England Failing To Attend School? Teaching Times. Available at:
Munn, G. (2024). A Vision for True Inclusion in Plymouth Schools and Beyond. Teaching Times. Available at:

The 鈥楢re We Included?鈥 team

Working in collaboration with: