Understanding the barriers to inclusion 

The report identifies several systemic barriers to inclusion, starting with a fragmented system lacking a cohesive national strategy or vision for SEND. Chronic underfunding further exacerbates these challenges, placing immense pressure on schools to meet growing needs with limited resources.

The inflexibility of the national curriculum and its misalignment with SEND requirements leave many students struggling to cope, while school staff often feel ill-equipped due to inadequate training and support. Systemic inequalities, such as postcode lotteries and discrepancies in how schools and local areas admit and support students with SEND, create further disparities. Leadership gaps, including a lack of commitment to inclusion and overreliance on short-term initiatives, hinder sustained progress. Strained relationships between schools, local area bodies and parents, particularly when delays or insufficient support occur, make effective collaboration challenging, undermining the shared goal of fostering an inclusive environment for all learners. 

The path forward  

The report emphasises the urgent need for schools, local authorities, and policymakers to work together to build a more inclusive education system. Key recommendations include:  

• Developing a unified vision and strategy: Champion inclusive schools through a consistent approach to inclusion.
• Enhancing expertise in inclusive practice: Provide targeted professional development to empower leadership and staff with the skills and confidence needed to support all learners effectively.
• Strengthening relationships with parents and agencies: Establish strong lines of communication and collaboration to ensure shared goals and coordinated support.
• Supporting transitions: Focus on critical transition points, such as moving between primary and secondary school, where gaps often emerge and can disrupt progress.
• Using evidence and data effectively: Leverage data to make informed decisions, monitor progress, and promote best practices in inclusion.
• Building a culture of inclusion: Adopt a whole-school approach to improve the wellbeing of both staff and students, creating a nurturing and supportive environment for all.  

An effective way to support these recommendations is by implementing an inclusion framework that brings schools and supporting bodies together in partnerships to engage in peer review and share best practices as an effective Professional Learning Network (PLN). A collaborative approach fosters a culture of mutual learning and accountability, enabling schools to refine their inclusive practices, address common challenges, and build capacity collectively.

By working together, schools can leverage shared expertise, ensure consistency in approaches, and drive meaningful improvements in inclusion across local areas. Which is why EDT has developed an Inclusion Framework through the Schools Partnership Programme.

Reference

Currie, G. Gorin, S., Smith, P., Grindle, C., and Hastings, R. (2024). Inclusion of Children and Young People with Special Educational Needs and Disabilities in Schools – how can local areas support schools?