This episode considers what an inclusive primary school looks like and how we can create a culture of inclusion that enables every pupil to thrive regardless of starting points.

We interview two experienced educators and discuss how we can support all learners, no matter their background and barriers to learning.

We talk about how to create the right ethos and culture of belonging and family in our schools, including and how we can overcome barriers to pupil wellbeing.

We discuss how we can address equity and equality of opportunity and we hear a number of real-life examples of inclusive practice.

The conversation also touches upon how to use external and additional expertise to deliver true inclusive practice.

In this episode, we discuss how primary schools can maximise the impact of our staff team to deliver excellent SEND provision, with our panel offering a range of innovative ideas and approaches.

Our three experienced guests begin their discussion with nine quick ideas and go on to develop these during the podcast, considering how the impact of our SEND staffing can be optimised to ensure we support our most vulnerable pupils.

We ask how we can work within incredibly tight budgets to maximise the staffing of SEND – what approaches have been shown to be effective.

We talk about ideas for the effective and efficient deployment of staff and we consider how we can get CPD right for all our colleagues who work to support SEND children, especially our teachers and teaching staff.

We discuss the challenging role of the SENCO and how they can be supported by school leadership to oversee and lead SEND staffing and provision in the school.

We talk about provision mapping and discuss how we can keep our practice and our SEND pupils central to our planning and at the heart of our inclusive school culture.

This episode dissects the revised Ofsted inspection framework, setting out actions that school leaders can take now to prepare and offering expert insights and tips.

Our panel has extensive experience of Ofsted inspection, and they break down the key changes that schools should be focused on and how best we can respond.

We highlight key aspects of the revised framework, including the implications of the new evaluation areas and grading points. We interrogate the new "secure fit" model of inspection and Ofsted's new "expected standard".

We delve into the inclusion thread that runs throughout the framework and will dominant inspections from now on and we discuss the new focus on school context, asking how school leaders can best communicate this information during inspection.

We offer top tips for the Monday phone call, tips for identifying strengths/weaknesses, touch upon the new role of the "nominee" and the case sampling of pupils.

Finally, we list actions that schools should be taking now to set themselves in good stead for inspection under the new regime.