5 steps to create an inclusive and challenging curriculum 

Donna Lee, Headteacher of Nettlesworth Primary School, County Durham

Designing a curriculum that is both inclusive and challenging is essential for ensuring every learner thrives. At Nettlesworth Primary School, we’ve worked hard to create an approach that raises expectations for all while celebrating diversity and individual strengths. Here’s our five-step plan, with practical examples from our journey.

Step 1: Start with a clear vision

An inclusive and challenging curriculum begins with a shared vision. Define what ‘inclusive’ and ‘challenging’ mean in your context. For us, inclusivity means every child feels valued and supported, regardless of ability, background, or need. Challenge means providing opportunities for deep thinking and problem-solving. Our school aims to provide all children with a well-planned and balanced education taking full account of national curriculum statutory requirements. Within the bounds of this we also provide for individual children’s special needs which may require more challenging work or additional help. We ensure there is a whole-school commitment and a clear focus to providing for more able, gifted and talented pupils. We provide pupils with a wide range of experiences and opportunities individualised to their personal needs and interests. Parents are closely involved in the education of their child and are consulted about their provision. 

Example: We held an inset day looking at developing our curriculum further to meet the individual needs of our children where staff and governors contributed ideas. Pupils created posters in a whole-school workshop showing what ‘challenge’ looks like in their learning –many highlighted resilience and curiosity rather than just ‘hard work.’ This helped us shape a vision that everyone understood and owned.

Step 2: Audit and adapt your curriculum

Once your vision is clear, review your curriculum through the lens of inclusivity and challenge. Ask:

Does every subject offer opportunities for higher-order thinking?

Are resources and texts representative of diverse cultures and perspectives?

Do we provide scaffolds for those who need support without capping expectations?

Example: During our curriculum audit, we made sure there were opportunities planned for the ability to think critically about history and communicate ideas confidently to a range of audiences; the ability to support, evaluate and challenge their own and others’ views using historical evidence from a range of sources; and the ability to think, reflect, debate, discuss and evaluate the past by formulating and refining questions and lines of enquiry. In maths, we added reasoning challenges to every lesson – such as ‘Explain why this method works’ –to deepen understanding.

Step 3: Embed differentiation and personalisation

Adaptive teaching isn’t about giving ‘more work’ to some and ‘less work’ to others. It’s about designing tasks that allow multiple entry points and varied outcomes.

Example: In Year 4 science, when exploring electricity, pupils could choose how to present their findings: a diagram, a written explanation, or a short video. This allowed all learners to access the challenge while showcasing their strengths.

Step 4: Foster a culture of high expectations

Curriculum design alone won’t create challenge unless it’s supported by a culture that values effort, resilience, and growth.

Example: We use growth mindset and games values to celebrate pupils who take risks and learn from mistakes. In maths, learn from each other and share our learning – pupils share an error they made and explain what they learned from it. This normalises mistakes and encourages reflection. Parents are involved too: we run workshops on growth mindset so the message continues at home.

Step 5: Review, reflect, and refine

Creating an inclusive and challenging curriculum is an ongoing process. Schedule regular reviews using data, observations, and feedback.

Example: Each term, we hold curriculum review meetings where staff share successes and challenges. Recently, feedback showed pupils wanted more collaborative tasks, so we introduced ‘Think-Pair-Share’ and group problem-solving in maths. We also use NACE’s audit tools annually to benchmark progress and set new goals.

Final thoughts

An inclusive and challenging curriculum isn’t about doing more; it’s about doing better. By following these five steps – vision, audit, differentiation, culture, and review – you can create a learning environment where every child feels included and inspired to achieve their best.

About the author

Donna Lee is committed to the highest standards of teaching and learning and believes that all children deserve teachers who believe in them and have high expectations of all. She has been an Inclusion Coordinator for over 25 years; inclusion and individualised learning were the focus for an MA in Special Educational Needs and NPQH. Donna believes you work in partnership with parents to develop a school where no one fails; every child leaves having identified a talent, a skill, an intelligence through which they can become whatever they want to be. She shares this belief and expertise through network meetings and conferences throughout the North East. 

In 2013-2014, Donna led Nettlesworth Primary School as Acting Deputy Headteacher in obtaining the NACE Challenge Award for the first time. She then became Headteacher of the school in January 2018, immediately leading the team through an Ofsted inspection, where they continue to be a good school. She has also led the school through NACE re-accreditation assessments in July 2018, July 2021 and 2024 – now as a NACE Ambassador School.