Building belonging through inclusive practice: Suffolk New College

Katie Wilden, Head of Learning and Teacher Development, &  Abigail Thompson, Director of Quality, Teaching Development and Student Progress, Suffolk New College

Abigail Thompson, Director of Quality, Teaching Development and Student Progress

This year's Continuing Professional Development (CPD) programme centred on inclusion, belonging and learner success, bringing together internal and external experts to strengthen staff understanding of the barriers many learners face particularly, around attendance. Our aim was to develop a shared language around belonging and equip staff with practical strategies that create inclusive, psychologically safe learning environments where every learner can thrive.

Through analysing learner voice and attendance data, the college developed the Seven Ways to Support Attendance, identifying the common barriers that prevent learners from engaging. Rather than viewing attendance as a compliance issue, the framework encourages staff to understand the individual circumstances affecting participation. During CPD, staff took part in a reflective activity exploring why they themselves might not attend professional development, mirroring the experiences of learners. This encouraged empathy, challenged assumptions and reinforced the importance of removing barriers to participation.

External speakers enriched the programme with perspectives grounded in our learner community. They explored how storytelling can build trust and strengthen relationships with learners, the challenges facing young women, reflection on identity, safe spaces and positive role models and also challenging staff to examine unconscious bias.

Following Suffolk New College becoming the first further education college to achieve the Bronze Resilience Quality Mark, Brimstone Psychology delivered a workshop on resilience, trauma-informed practice and psychological safety. Staff explored practical strategies to support learners experiencing adversity and to create environments where resilience can flourish.

Internal workshops complemented these themes. The Inclusive Classroom and Hidden Needs increased awareness of adverse childhood experiences, Special Educational Needs and Disabilities (SEND) and behaviour as communication, equipping staff with practical de-escalation techniques. Evidence-Informed Practice encouraged colleagues to use research to evaluate and improve teaching approaches, ensuring classroom decisions are based on evidence that enhances learner outcomes. Staff feedback reflected the impact of these sessions, with one colleague describing Evidence-Informed Practice as "the most practical session of the day, allowing us to reflect and consider ideas to implement for our practice".  Others noted that the sessions had "strengthened my understanding of safeguarding, inclusion and effective teaching practice" and reinforced existing good practice.

Recognising the increasing diversity of our learners, staff also explored approaches to supporting learners with English as an additional language and creating accessible learning resources. The digital accessibility session provided practical guidance on document structure, alternative text, colour contrast and accessible design demonstrated how small changes can improve learning for all students while reducing workload for staff.  A creative workshop introduced arts-based activities that build classroom community, support anxious and SEND learners and establish psychologically safe learning spaces.

Learner voice was central to this year's programme. For the first time, learners delivered presentations to staff on topics including mental health, artificial intelligence, women's health, social mobility and sport, providing authentic insight into the issues that matter most to them. Their contributions challenged perspectives and strengthened staff understanding of learner experience. Throughout the event, live artist Lily Hammond from UWU studios captured these conversations through visual artwork, creating a lasting representation of both learner and staff voices and reinforcing our commitment to listening, reflecting and acting on feedback.

Feedback from colleagues highlighted the value of collaborative learning throughout the programme. Staff identified group discussions, case studies and opportunities to share practice as some of the most effective aspects of the week. A colleague reflected, that the programme had "reminded me of how important it is to build rapport to support belonging."

The day strengthened our collective understanding that belonging is created through everyday interactions, inclusive practice and evidence-informed teaching. By embedding learner voice, promoting resilience and encouraging reflection on attendance, accessibility and inclusion, the CPD programme has further developed our capacity to create a college where every learner feels valued, supported and able to succeed. As one member of staff concluded, "Overall, I found the CPD programme valuable and relevant to my role," reflecting a wider appreciation of the programme's focus on practical strategies, safeguarding, inclusion and learner success.