A Warm-Hearted, Inclusive Professional Learning Journey

By Andrew Frapwell

From January to May 2025, I spent four weekdays each week immersed in a Middle School – balancing consultancy work on subject and attendance reviews with Multi Academy Trusts on my free day! Yet this chapter in my consultancy journey stood apart: I took the plunge into vibrant, real classrooms once more (I regularly volunteer or teach in schools to stay grounded), teaching primarily Year 6 pupils in English, Maths, and a sprinkle of PE.

These were not just any classes – they were labelled “bottom 20%, Pupil Premium, SEN,” a title that often carried heavy expectations. Many of these bright young faces had heard from previous teachers that they wouldn’t pass their SATs. Disengaged, disenfranchised, and disenchanted – that was the challenge I encountered.

To reignite curiosity and belonging, I leaned on every bit of my prior experience: Head of PE, Assistant Head, University Curriculum Leader in Initial Teacher Training, and Principal Lecturer. The hardest, yet most critical hurdle was building genuine relationships – making each child feel known and cared for. As I often reminded myself, “People don’t care how much you know until they know how much you care.”

Crafting lessons with heart in mind

1. Classroom lesson with movement breaks – setting a welcoming tone and embedding trust through structure.

2. Interactive Blooket games – tailoring gamified tasks to teaching – for example decimals, fractions, and percentages.

3. Outdoor/activity lessons – for example tackling maths over obstacle courses in the gym, solving problems in pairs before moving on.

This three-stage approach engaged bodies, minds, and hearts – and the transformation became evident in pupils energy, participation, and sense of belonging overtime.

Leaving at the end of May tugged at my heart. These pupils had begun to truly feel seen and truly belonged – their behaviour spoke louder than any test result.

What I learned about inclusion

Through this experience, I reshaped my understanding of inclusion – not as a strategy, but as a heartbeat of education.

1. Inclusion must be by design

Our purpose-built inclusive environment must ensure every student feels seen, understood, and safe – a key principle endorsed by the Education Endowment Foundation in supporting attendance and engagement.

2. Belonging drives outcomes

Research consistently shows that a genuine sense of belonging boosts academic motivation and success. One meta-review in Psychology Today notes linked gains in achievement, reduced dropouts, and improved wellbeing. In my classes, I witnessed this first hand: as pupils felt more connected, they became more willing to persist – even in the face of challenges.

3. Teacher-student connection is pivotal

Studies underscore that the quality of relationships between students and teachers, and among peers, is foundational to engagement and learning. Through movement breaks, words of encouragement, and active listening, I built that connection.

4. An inclusive climate fosters empathy and growth

Beyond academic gains, inclusive settings boost empathy and leadership among all pupils. When children collaborate, support peers during obstacle-course maths, and celebrate each other’s quirky strengths, a sense of community blossoms.

5. Small gestures yield big impacts

Even simple affirmations from a teacher, like “I know you can”, can shift a student’s academic trajectory. In my humble classroom, every “well done,” smile, and invitation to contribute echoed that belief.

Final reflections

This professional learning journey reaffirmed that true inclusion is built on belonging, not merely policy. When a child feels:

• Seen – through attention to their emotional and learning needs,

• Capable – via high expectations wrapped in genuine support,

• Connected – through shared moments of joy and challenge,

they begin to learn not just with the curriculum, but within a caring community. That transformation? It’s real, and it’s lasting – not just for pupils but for teachers.

By weaving heartfelt connection, inclusive design, and research-backed strategies together, along with failures and learning (not everything I tried worked!), we can teach not just knowledge, but belonging. Then we have the key to unlock every child’s extraordinary potential.

And finally – a shout out to the classroom assistants who are worth their weight in gold!

To learn more about Andrew Frapwell’s Head-Heart-Hands framework, join us online on Thursday 10 July 2025  https://aftlc.com/head-heart-hands-a-holistic-approach-to-curriculum-design/

Andrew Frapwell is an Independent Education Consultant, Company Director and Founder of af Thinking & Learning Company Ltd.