What does it mean for a school to be inclusive – and why are schools being asked to develop Inclusion Strategies?
Across England, there is a growing focus on making mainstream education more inclusive. More children and young people are being identified as having additional needs, while schools and local authorities are facing increasing pressure to provide the right support.
As part of wider changes to the SEND system, schools are being encouraged to strengthen the support they can provide as part of everyday school life. The aim is not to suggest that every child should have exactly the same experience, or that specialist provision is not important. Rather, it is about making sure mainstream schools are well equipped to meet a wide range of needs and remove barriers to learning and participation.
An Inclusion Strategy gives schools an opportunity to think carefully about what they already do well, where there are barriers and what they could do differently.
What does inclusion mean?
Inclusion is not just about SEND. It can include learning, attendance, friendships, behaviour, emotional wellbeing, communication, transitions, physical and sensory needs, and whether children feel that they genuinely belong.
A truly inclusive school aims to make sure that every child and young person can belong, participate, learn and thrive, whatever their individual needs or circumstances.
Listening to children and families
A good Inclusion Strategy should start by listening.
Children and young people can tell us what helps them learn, what they find difficult and what might make school easier.
Parents and carers also have an important perspective. They know their children well and can often identify barriers or strengths that may not be obvious in school.
Schools can use this information alongside their own experience and data to identify areas for improvement.
Looking at the whole school
Sometimes the best way to support an individual child is to look at the environment around them.
If several children are finding transitions difficult, could the school's approach to transitions be improved? If children are struggling to communicate their needs, could staff develop their communication approaches?
This means thinking not just about "What does this child need?", but also:
"What could we change about our school to make things easier?"
Inclusion is everyone's responsibility
Creating an inclusive school isn't the responsibility of one person or one team.
School leaders, teachers, support staff, governors, children, young people and families all have an important part to play.
An effective Inclusion Strategy should therefore be practical, focusing on a small number of meaningful priorities and explaining how the school will know whether things are improving.
Ultimately, an Inclusion Strategy isn't simply a document to be written.
It should help create a school where every child feels valued, understood, included and able to achieve their potential.
Because inclusion isn't just something schools write about. It's something children experience every day.
Useful links for parents, carers and schools
Department for Education – Inclusive Mainstream Fund
Explains why the new funding has been introduced and how it is intended to help mainstream schools strengthen inclusive practice and remove barriers to learning and participation.
Inclusive Mainstream Fund – GOV.UK
Department for Education – What is inclusive teaching?
A particularly accessible resource explaining inclusive teaching, universal approaches, adaptations and additional support. It is designed for mainstream primary and secondary schools.
What is inclusive teaching? – GOV.UK
Department for Education – Supporting every child to achieve and thrive
Provides an introduction to the current SEND reform context and what inclusion means in practice.
Supporting every child to achieve and thrive – GOV.UK
SEND Code of Practice: 0–25 years
The statutory guidance covering the SEND system in England, including the responsibilities of schools, local authorities and other services.
SEND Code of Practice – GOV.UK
SEND: Guide for parents and carers
A useful starting point for parents wanting to understand how the SEND system works and what support should be available.
SEND: Guide for parents and carers – GOV.UK
NB – PLP/MAST are working alongside partner schools if they require help and advice to develop their inclusion strategies ready for December 31st, 2026.
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