--- title: 'Building great schools' url: 'https://nipinthebud.trilbyhost.com/toolkit/school-life/building-great-schools' markdown: 'https://nipinthebud.trilbyhost.com/toolkit/school-life/building-great-schools.md' date: '2026-10-15' description: "In a recent Nip in the Bud podcast interview, expert educator and author Rachel MacFarlane shared her insights on what it takes to build a truly great, inclusive school culture. Driven by the belief that education can transform lives and create a more equitable society, she provided a clear roadmap for teachers and school leaders. She develops inclusivity of vulnerable children by using the word 'underserved' rather than 'disadvantaged', bringing the onus of change on adults in positions of care, to create a sense of possibility and hope for what can be achieved. The power of relationships MacFarlane's passion for education was ignited by the inspiring teaching she received during her PGCE. She highlights that the best educators aren't always those with formal qualifications but are any adults who champion a child. A central theme of her advice is the importance of relationship building. She describes it not as a luxury but as a \"massive time saver\". She urges school leaders to prioritise this at the beginning of every academic year, even if it means stepping away from the curriculum temporarily. MacFarlane believes that a student must be in the right emotional space to learn. Prioritising relationships, she says, is like fertilising the soil before planting, ensuring that knowledge can take root and grow. Addressing intersectionality MacFarlane's work focuses on supporting underserved groups, particularly those at the intersection of SEND and economic disadvantage. She explains that parents of children with SEND who live in poverty face significant, additional challenges. As educators, we must recognise and respond to this. She recommends a two-pronged approach: Challenge our own biases: Constantly be aware of our assumptions and expectations. We need to see a child with potential, not just with a label. Being self-aware helps us to do better for all students. Do more, different, better: Provide an equitable education, which means offering additional support and resources for those who need it. This could involve working with external agencies and empowering family members to participate in their child's education. MacFarlane emphasises there is no excuse for not building deep relationships with these children and their families, as this investment is crucial for their wellbeing and learning. Striving for racial equity MacFarlane argues that racial inequity is deeply ingrained in our society, not just the result of a few \"bad apples.\" This perspective, which she calls \"racial literacy,\" is non-negotiable for school leaders. She advises leaders to be brave and vocal in their commitment to making their schools actively anti-racist. For school leaders, this means: Understanding the data: Regularly analysing data on different ethnic groups to identify inconsistencies and to ensure students don't feel invisible. Seeking all voices: Actively seeking feedback from racially minoritised groups to understand their concerns. Representation matters: Ensure students see themselves reflected in the curriculum, learning materials, and staff where possible, thus fostering a sense of belonging and identity. MacFarlane's insights underscore that a truly great school champions every student, regardless of their background. It builds a culture where different approaches and additional resources are expected, not unusual, ensuring every individual has the opportunity to succeed." taxonomy: category: - Toolkit tag: - 'School Life' type: - Article contributor: - 'Rachel MacFarlane' --- # Building great schools #### Table of Contents - [The power of relationships](#the-power-of-relationship) - [Addressing intersectionality](#addressing-intersectional) - [Striving for racial equity](#striving-for-racial-equit) In a [recent Nip in the Bud podcast](https://nipinthebud.trilbyhost.com/toolkit/school-life/transforming-education-with-rachel-macfarlane) interview, expert educator and author Rachel MacFarlane shared her insights on what it takes to build a truly great, inclusive school culture. Driven by the belief that education can transform lives and create a more equitable society, she provided a clear roadmap for teachers and school leaders. She develops inclusivity of vulnerable children by using the word 'underserved' rather than 'disadvantaged', bringing the onus of change on adults in positions of care, to create a sense of possibility and hope for what can be achieved. ## The power of relationships MacFarlane's passion for education was ignited by the inspiring teaching she received during her PGCE. She highlights that the best educators aren't always those with formal qualifications but are any adults who champion a child. A central theme of her advice is the importance of relationship building. She describes it not as a luxury but as a "massive time saver". She urges school leaders to prioritise this at the beginning of every academic year, even if it means stepping away from the curriculum temporarily. MacFarlane believes that a student must be in the right emotional space to learn. Prioritising relationships, she says, is like fertilising the soil before planting, ensuring that knowledge can take root and grow. ## Addressing intersectionality MacFarlane's work focuses on supporting underserved groups, particularly those at the intersection of SEND and economic disadvantage. She explains that parents of children with SEND who live in poverty face significant, additional challenges. As educators, we must recognise and respond to this. She recommends a two-pronged approach: - **Challenge our own biases:** Constantly be aware of our assumptions and expectations. We need to see a child with potential, not just with a label. Being self-aware helps us to do better for all students. - **Do more, different, better:** Provide an equitable education, which means offering additional support and resources for those who need it. This could involve working with external agencies and empowering family members to participate in their child's education. MacFarlane emphasises there is no excuse for not building deep relationships with these children and their families, as this investment is crucial for their wellbeing and learning. ## Striving for racial equity MacFarlane argues that racial inequity is deeply ingrained in our society, not just the result of a few "bad apples." This perspective, which she calls "racial literacy," is non-negotiable for school leaders. She advises leaders to be brave and vocal in their commitment to making their schools actively anti-racist. For school leaders, this means: - **Understanding the data:** Regularly analysing data on different ethnic groups to identify inconsistencies and to ensure students don't feel invisible. - **Seeking all voices:** Actively seeking feedback from racially minoritised groups to understand their concerns. - **Representation matters:** Ensure students see themselves reflected in the curriculum, learning materials, and staff where possible, thus fostering a sense of belonging and identity. MacFarlane's insights underscore that a truly great school champions every student, regardless of their background. It builds a culture where different approaches and additional resources are expected, not unusual, ensuring every individual has the opportunity to succeed. --- Was this helpful? 0 0 Share: [ Previous Post](https://nipinthebud.trilbyhost.com/toolkit/school-life/tips-for-teachers) #### Other Related Posts: ![](https://nipinthebud.trilbyhost.com/user/pages/03.toolkit/02.early-intervention/how-children-build-meaning-through-play/maksym-kaharlytskyi-child-playing.jpg) ### Article: How Children Build Meaning Through Play [Article: How Children Build Meaning Through Play](https://nipinthebud.trilbyhost.com/toolkit/early-intervention/how-children-build-meaning-through-play) This article explores Olive Austin’s teaching journey and her belief in play as essential to early childhood development. 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