"I say the right things, especially around inclusion, but they don’t always land."
If you’ve ever felt that way as a subject leader, you’re not alone. We’ve all delivered CPD that felt carefully crafted but didn’t create real change. We’ve spoken with clarity and conviction, but the message hasn’t stuck.
I get it. I’ve been there.
In both my headships and as English subject lead, I spent hours preparing for INSETs, CPD sessions and briefings. The slides were strong. The intent was right. But over time, I realised something: saying the right things isn’t the same as changing the culture.
And culture – especially around inclusion – doesn’t change through one-hour training sessions. It changes through many two-minute conversations, held often and with purpose. As Desmond Tutu said: “There is only one way to eat an elephant: one bite at a time.”
Inclusion feels huge. Culture change feels hard. But small, intentional professional conversations create momentum.
Jim Collins, in Good to Great, calls it the flywheel principle – the idea that sustained effort, in the same direction, builds unstoppable energy. Those small conversations are the push that gets the wheel turning.
What gets talked about, gets taught
‘Purposeful professional dialogue’ is not a buzzword. It’s a strategy for sustainable improvement. Subject leaders don’t just lead through what they plan or produce. They lead in how they talk, question and respond. When inclusive thinking becomes part of everyday conversation, you:
- Build consistency without needing a policy
- Reinforce what works without adding pressure
- Shift focus from coverage to clarity
But here’s the challenge: subject leaders care deeply about inclusion – yet many colleagues don’t feel confident delivering it. They’re already balancing so much, and adapting for every learner can feel daunting.
That’s where the right model matters. Make sure your curriculum delivery is built on clarity, shared routines and quality-first teaching. That foundation gives teachers confidence – and creates the space for adaptation and access.
Five inclusion conversations that build culture
These five simple questions can transform inclusion from intention to action. They don’t need a meeting – just two minutes and some purpose.
1. “What’s the learning journey in this unit for our lower prior attainers?”
Why it matters: Shifts thinking from coverage to access
What it unlocks: Vocabulary pre-teaching, shared scaffolds, clarity over quantity
2. “Where do we see improvement in xxxx — and what helped it happen?”
Why it matters: Focuses on progress, not just errors
What it unlocks: Recognition of effective routines like oral rehearsal or sentence stems
3. “How did that scaffold support sentence control?”
Why it matters: Normalises scaffolded success, not just independence
What it unlocks: Shifts feedback language and expectations
4. “What’s one inclusive move we saw this week that’s worth sharing?”
Why it matters: Builds culture through celebration
What it unlocks: Professional trust, momentum, shared ownership
5. “What’s one barrier we can plan for next time?”
Why it matters: Starts with pupils, not provision
What it unlocks: Backward planning from pupil need, not template
You need clarity and consistency in your dialogue. Start with one of the questions above. Ask it this week. Then again next week. Make it normal. Make it visible. When inclusion becomes something we talk about naturally, it becomes something we do collectively.
How we can help
If you’d like tools that make those conversations easier, we’re here to help. At Leading English, we help subject leaders:
- Make inclusive planning easier
- Embed high-impact routines
- Build confident, consistent subject conversations
Whether you’re embedding a strategy or just beginning the journey, we’re here to help you lead with clarity, care and impact.
