Embedding Inclusive Practice Through Supported Peer Reviews: Buckland and Clarendon Primary Schools

In a powerful example of collaborative school improvement, Buckland Primary School and Clarendon Primary School have embedded inclusive practices through their participation in Supported Peer Reviews (SPRs) – a regular, structured approach within their cluster group that promotes shared learning, honest reflection, and continuous development.

During the 2022/23 academic year, the focus of the SPR was on inclusive practice, with Buckland drawing on work with SAfE and the Surrey Inclusion Framework to shape the review. Specific emphasis was placed on how the curriculum supports learners with SEND and how LSAs are deployed to enhance, not replace, the role of the teacher – ensuring that all learners are meaningfully included in the classroom.

The peer review process is built on trust, with participating schools signing a Memorandum of Understanding and sharing key documents – including data, SEFs, and SDPs – before the review day. This transparent, supportive environment enables schools to challenge and learn from one another, even navigating challenges like post-COVID recovery and the growing complexity of SEND needs.

On review days, leadership teams guide structured timetables that include learning walks, pupil and parent voice, governor discussions, and staff meetings. Review teams, made up of headteachers and senior leaders, co-create a report highlighting strengths and areas for reflection. Feedback is shared immediately and followed by a formal report that informs school development planning.

For Buckland, the outcomes have been significant:

• Continued use of the Inclusion Framework has helped keep inclusion central to strategic planning.
• More effective deployment of support staff has led to reduced pupil absence and greater inclusion in lessons.
• Ongoing professional development has empowered staff to better meet pupils’ needs and access wider professional networks for support.

Beyond individual school benefits, the SPR model has strengthened relationships within the cluster, fostering a culture of mutual respect, critical friendship, and strategic growth. The reviews not only validate existing practices but also help schools prepare for external scrutiny with confidence, grounded in evidence and self-awareness.

By embedding inclusive practice at every level and using peer reviews as a developmental tool, Buckland and Clarendon are leading the way in building resilient, inclusive school communities together.