VIEW FROM THE CLASSROOM


Can you give some examples of how pupils ‘get ready for what’s next’?


This entitlement comes alive in many practical ways. Every child at Excelsior has access to high- quality mental health support, with trained first aiders in every school, alongside meaningful leadership opportunities such as school councils, pupil parliaments, and even the election of mini ‘Prime Ministers’.


Pupils are also exposed to universities and employers, including partnerships with organisations like Jaguar Land Rover, which help broaden aspirations and open up new horizons. Life skills are embedded throughout, from financial literacy to learning how to save a life, while outdoor play and learning are promoted through the OPAL (Outdoor Play and Learning) programme, ensuring children benefit from unstructured social play and time in nature. Oracy and public speaking are championed through our annual trust-wide competition, giving pupils the chance to Speak Up and Speak Out with confidence.


Civic engagement is another cornerstone, with children encouraged to participate in fundraising and volunteering linked to long-standing charitable awards. Crucially, these aren’t “nice extras” – they are guaranteed, entitlement-based experiences designed to ensure no child misses out because of their background.


Some might argue that schools already provide extracurricular opportunities. What makes your approach different? Most schools do offer trips, clubs and extracurricular activities. What makes the Excelsior Entitlement unique is the equity of access and the balance of emphasis.


We are clear that academic achievement is non-negotiable – it is the foundation of everything. But we refuse to see enrichment as optional or peripheral. By embedding these opportunities into our entitlement model, we guarantee them for every child, rather than relying on individual teacher enthusiasm. This approach ensures inclusion: children from disadvantaged backgrounds, those with additional needs, or pupils whose families cannot afford certain experiences, all benefit equally. It comes down to levelling the playing field so that all children develop resilience, identity and purpose.


How does the entitlement support mental health and wellbeing?


Children cannot thrive academically if their wellbeing is neglected. We take a proactive rather than reactive approach, with trained mental health first aiders in each school, early intervention pathways and strong partnerships with external agencies.


But we also believe that resilience is built through everyday experiences. Simple things – playing outdoors, building friendships, trying something new, taking a risk in a safe environment – all contribute to positive mental health. Our entitlement ensures children are not just supported when in crisis but are constantly developing the habits and coping strategies that protect wellbeing in the first place.


What role does inclusion play in this vision? Inclusion sits at the heart of our entitlement. Too often, children’s opportunities are dictated by their postcode, family circumstances, or the school they attend.


By defining a common entitlement across all Excelsior schools, we make sure every child – regardless of background – gets the same foundation of support and opportunities. This is particularly powerful for children who may otherwise have fewer chances to develop social skills, resilience and cultural capital.


Our four values (pillars of excellence) – Aspiring from the Start, Engaging Learning, Succeeding Together, Ensuring Equality for All – ensure that equity runs through everything we do.


What do you say to those who worry this focus might distract from academic achievement?


The opposite is true. By strengthening resilience and confidence, we actually enhance academic outcomes. Children who feel secure, motivated and ambitious are more likely to engage in their learning and achieve highly.


Our schools are judged not just on academic outcomes but on the quality of personal development – and we are proud to receive outstanding recognition in this area from Ofsted in all our schools. Far from being a distraction, the entitlement-led approach reinforces academic success by giving children the confidence and mindset to succeed.


In short, we are building not only great learners but great people.


October 2025


www.education-today.co.uk 19


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