Expert teaching and targeted support are key factors in ensuring effective inclusive practice in mainstream schools, according to a report led by a Department for Education adviser.
Earlier this year, the Inclusion in Practice group issued a call for evidence to help it find examples of where mainstream schools were supporting inclusion.
The group is led by multi-academy trust CEO Tom Rees, who was appointed as the DfE’s expert adviser on inclusion last year.
The DfE has signalled that it will make mainstream schools more inclusive for pupils with special educational needs. It is set to publish a White Paper setting out its plans for reform in the autumn.
Today, the Inclusion in Practice group has published a report setting out what it describes as five principles for promising practice on inclusion.
It has also warned that there is inconsistency in the “training, support, evidence-based guidance and resources that schools are navigating” on inclusion.
Mr Rees, who leads Ormiston Academies Trust, is set to give a speech on the group’s findings at the Festival of Education tomorrow.
Over a six-week submission period, Inclusion in Practice received 165 “institutional submissions”, with 820 schools represented through trusts and groups and a further 7,600 schools represented by submissions from providers or local authorities.
Researchers from ImpactEd Group have been analysing the findings. Here are the five principles identified in the report:
1. Knowing children well, early and often
The report says that the “foundation of inclusive practice is balancing knowledge of individuals, alongside knowledge of their barriers to learning”.
It adds that schools are investing time in getting to know children early, particularly at points of transition.
2. High-quality and evidence-informed teaching practice
The group says that inclusion starts with expert teaching.
It adds: “When this is embedded consistently and paired with early, targeted support for children, more learners stay in class and make progress.”
3. Coherent and expert targeted support
Expert and evidence-informed targeted support should be organised in clear and structured systems so schools can ensure support is available when needed, and that responsibilities are well understood, the report says.
4. Strengthening inclusion through relationships and partnerships
The report says that inclusive schools do not work in isolation. “Strong relationships based on trust with families, local authorities and external services help create coherent and consistent support for children,” it adds.
5. Inclusion as a strategic and shared responsibility
The group says effective practice is supported by leaders “who see inclusion as a core priority and principle across their settings, not a separate system”.
When responsibility is shared and guided by a clear ethos, schools align planning, development and accountability to drive consistent, inclusive practice.
‘Need for significant SEND reform’
Mr Rees said: “The need for significant reform of the SEND system is well understood and I am grateful that in recent months and through projects like Inclusion in Practice, we have had space to step back and consider what is working and where efforts need to be prioritised.
“This report gives us hope and encouragement, in highlighting pockets of effective and evidence-informed practice being implemented in our schools, which we can learn from and build on.
“But this project has also reminded us how much inconsistency exists within the SEND system in terms of frameworks, training, advice and resources.”
Mr Rees called for a “clearer use of evidence, sharper accountability, smarter systems and putting children’s needs - not labels - at the centre”.
Education secretary Bridget Phillipson said that although the system was struggling to cope in supporting pupils with SEND, there were “pockets of outstanding practice already in place in schools that show our vision for reform is possible”.
She added that the insights from the new report “will help more schools begin to create the foundations of this reformed system, and we’ll be setting out more details about how this will be achieved in the autumn”.
Hilary Spencer, CEO of Ambition Institute, said: “We need to make sure that every child has access to expert teaching as a universal foundation for inclusion, with targeted support where it is needed, and specialist support where that is the best solution for the child - all based on high quality evidence about what is effective.”
Leora Cruddas, CEO of the Confederation of School Trusts (CST), said: “CST is delighted to have supported the development of this important work. The five insights are a powerful start to our work to define inclusive mainstream practice. We are so grateful to those schools and trusts who contributed to the call for evidence.”
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