Academy Development Priorities 2026-27
Hall Cross Academy Inclusion priorities

Safeguarding

Priority: Central triage dashboard that breaks down case studies, professional discussions, and student profiling into considered intervention pathways
Target: Establish a robust, longitudinal case-study framework that tracks identified vulnerable students from initial safeguarding disclosure/identification through to intervention uptake and long-term academic and emotional impact.

SEND

Priority: Precision intervention and developing teacher expertise through Graduated Release
Target: Transition from in-class support model to a framework of precision intervention and teacher expertise ensuring SEND students develop the independence required, while maintaining a deep sense of belonging within the core classroom community.

Curriculum

Priority: Implementing an inclusive and representative curriculum
Target: Implementation of a curriculum framework that eliminates barriers to learning for SEND, EAL, PP, spotlight and LAC/post LAC students, and ensures every learner has access to a broad and balanced offer.

Teaching

Priority: Excellence in adaptive teaching and inclusive pedagogy – Empowering staff to deliver an ambitious curriculum through adaptive practices
Target: Embedding a culture of adaptive teaching ensuring that all teaching staff utilise evidence-based strategies to dismantle barriers for SEND, EAL, PP, spotlight and LAC/Post-LAC learners in maintaining high academic rigor for all prior attainment levels.

Priority: Inclusive instructional mastery
Target: ECT1 to M6 teachers demonstrate effective instructional adaptations.

Priority: Implementing a high-voice culture where oracy is a primary vehicle for learning
Target: Structured talk tactics are visibly more frequent in typicality observations/tracking.

Achievement

Priority: Implementing an Integrated Inclusion & Progress Mapping System
Target: To move beyond generic attainment data by creating a “360-degree” map of student achievement that captures academic progress, personal development, and the impact of specific interventions for target cohorts.

Priority: Full contextual understanding of external data
Target: Implement a Q&A system for all areas of the IDSR – with all stakeholders having awareness of sections relevant to their job role

Attendance

Priority: Understanding context, early identification, and removing barriers for vulnerable cohorts
Target: Close the attendance gap between vulnerable cohorts (SEND, Pupil Premium) and peers

Behaviour

Priority: Precision relational practice and proactive regulation
Target: Excellence in behaviour for learning by refining the consistency of relational responses and embedding proactive regulation strategies.

Personal Development & Wellbeing

Priority: Systematic equity in personal development and well-being
Target: Achieve proportional representation of SEND, Pupil Premium (PP), and Looked-After Children (LAC) across all extra-curricular, student leadership, and enrichment opportunities.

Post 16

Priority: The Universal Design for Post-16 Belonging
Target: Embedding an accessible environment where every student—regardless of SEND, socio-economic background, or mental health profile—has equal social capital and access to the full 6th Form support and experience.

Leadership & Governance

Priority: Pupil Premium statement impact, strategic alignment and evidence-based scrutiny.
Target: Transforming the Pupil Premium Statement into a rigorous strategic driver that demonstrably closes the attainment/progress and experiential gap for disadvantaged learners.