We are committed to delivering an ITT programme where every trainee feels they belong, is respected and can succeed. Inclusion is embedded throughout our curriculum, programme design, facilitation and support structures, ensuring equitable access, high expectations, and fair opportunity for all. We design and systematically review our provision to remove barriers and value diversity.

Through transparent communication, open dialogue, and trusted relationships, we encourage programme members to seek support and engage honestly with the demands of professional development. This commitment to inclusion underpins our wider mission of growing great teachers to serve their local area; professionals who are inclusive, confident, reflective and able to make a positive difference for every child.

Our four overarching Inclusion commitments are:

1. A Commitment to belonging

We are committed to creating a culture where every trainee and ECT feels they belong, is valued for who they are, and is able to participate fully and authentically. We deliberately foster psychologically safe environments where programme members feel respected, listened to, and confident to be themselves as developing professionals.

2. A commitment to equity, access and fair opportunity

We are committed to equity rather than uniformity. We remove unnecessary barriers, promote fair access to training and opportunities, and ensure that all programme members, regardless of background or circumstance, can engage, progress, and succeed within our programmes.

3. A commitment to transparency, trust and honest communication

We are committed to being open, transparent, and fair in our expectations, decisions, and support processes. We encourage programme members to ask for help without stigma and are equally clear about what we need from them. Through timely communication and honest dialogue, we build trust, clarity, and shared responsibility for success.

4. A commitment to inclusive excellence and continuous improvement

We are committed to developing inclusive, confident teachers while continually examining our own practice. We challenge bias, reflect critically on our provision, and evolve our programmes so they remain fair, representative, and aligned to the diverse communities our trainees and ECTs serve.