About Us

What is The Difference?

The Difference is an education charity. We help schools and school leaders become more inclusive, to bring the best in education to children who need it most.

The Problem

In England’s schools, more and more children are losing out on learning because of absence, exclusion, and lack of belonging. Barriers to opportunity disproportionately affect children in crisis. Children who need school the most get the least.

What is Lost Learning?

Children are excluded from learning in many ways. Our lost learning continuum identifies these different types of exclusion, and how to measure them.

The Solution

To tackle this social injustice, we build expertise in whole-school inclusion. We focus on three approaches: training people, sharing practice, influencing policy.

Vision 2030

We are working to reverse lost learning trends and inequalities by 2030.

What is Whole-School Inclusion?

Schools working to reduce lost learning share common features. To achieve a sustainable reduction in lost learning, our approach considers the four key principles of whole-school inclusion:

1. Build inclusion from the universal up
2. Lead from the top to create a culture of inclusion
3. Community collaboration
4. Measure inclusion to support continuous improvement

1. Build inclusion from the universal up: Inclusion is in the very fabric of the school. Inclusive schools design their systems, practices, and interactions with the knowledge that all children have learning, wellbeing, and safeguarding needs. This reduces reactive interventions – or support which is ‘additional and different’ – and increases successful re-integration.

2. Lead from the top to create a culture of inclusion: Inclusion is led from the top and implemented by all staff. An expert senior leader prioritises whole-school inclusion and brings together work across the school under a single strategic approach. All staff are empowered and supported to develop and repair strong, trusted relationships with pupils.

3. Community collaboration: Inclusive schools operate as civic institutions at the heart of their local community. They work with their community to address barriers to learning and engagement, as well as partnering with parents and families. Schools start by considering ‘what’s strong?’ not ‘what’s wrong?’. They recognise strengths in their own practice, and the practice of their local communities, including local authorities, voluntary organisations and the community sector.

4. Measure inclusion to support continuous improvement: Inclusion never stops. Schools see inclusion as a strategic objective and core component of their continuous improvement. They use quality data on the student experience and lost learning to inform their school improvement plan, and can demonstrate how their efforts are creating better outcomes.

Relationships underpin success

Strong relationships create safety – they are the foundations of achievement. The Difference staff and school leaders prioritise relationships over transactions to:

• build trust
• encourage challenging feedback
• support bold work
• create more impact

We build stronger from assets

Every child, family, school, and community has strengths – strengths that can be built upon. The Difference staff and school leaders avoid deficit-labels about teachers, children and families. Instead, they focus on building upon what’s strong.

Systems Shape Opportunities

Actions always take place within systems. These can help or hinder individuals.

The Difference staff and school leaders recognise the role of policy and structural inequality and address these directly in our work.

Agency Makes The Difference

Bold leadership creates significant and lasting change. The Difference staff and school leaders are proactive in addressing problems, seeking out opportunities and building agency in others.