We all love a good speech, don’t we? A room full of nodding
heads, a leader passionately declaring their commitment to inclusion and how
every child matters, even the ones down the road. It feels inspiring and stirs
something within us. But the reality is that words, no matter how powerful, do
not equate to action.
While speeches can ignite a moral imperative to do good,
they cannot equip a teacher grappling with how to adapt their lesson for a
child with sensory processing needs. They don’t instill confidence in support
staff working with children experiencing complex social, emotional, and mental
health challenges. Talking about moral purpose is important, but it’s just the
starting point. Inspiration alone is not enough; action and investment are
required to make inclusion work.
If we truly want inclusion to mean something, we must ask
ourselves: how are we investing in it? Are we equipping our staff with the
skills and confidence they need? Are we providing the practical tools and
training to support inclusion? These are the critical questions that should
guide us.
The reality of SEND funding and support is undeniably
challenging. Budget constraints, stretched resources, and increasing demands
for specialist provision create significant barriers. But acknowledging these
challenges should not weaken our resolve. Instead, it should sharpen our focus
on what is within our control: equipping staff with practical skills, fostering
collaboration, and maintaining high expectations for every child. Limited
funding calls for innovation and determination, not inaction.
If I had to choose between a teacher who cares deeply about
children but lacks the skills to meet their needs, or one who is a skilled,
adaptive practitioner who can deliver high-quality lessons for all children, I
would choose the latter every time. This isn’t to diminish the importance of
care; it’s the foundation of our profession. But care alone is not enough.
Without competence, even the best intentions can falter when faced with
complexity.
Caring is the baseline; it is the job’s starting point. What
sets educators apart is their ability to adapt, be agile, and teach in
ways that bring out the best in every pupil. Inclusion requires more than good
intentions, it demands skill, strategy, and consistent effort.
In leadership, we often celebrate moral purpose as the
pinnacle of our intentions. Yet, moral purpose alone does not fund the CPD
budget. It doesn’t create time for peer reviews or team planning. It doesn’t
ensure high-quality resources are available in classrooms or build teacher
confidence. When moral purpose is emphasised without accompanying action, it
risks becoming performative—a badge of honour rather than a non-negotiable
expectation.
True inclusion means doing what is right for children, which
requires investing time, money, and effort. It means moving beyond wanting to
make a difference to actually making one. To create inclusive schools, we need
to shift our focus from speeches and vision statements to practical strategies
and tools that empower staff. This includes:
- Equipping teachers with
training that extends beyond awareness and into actionable strategies.
- Providing access to
resources like assistive technology and adaptable lesson plans.
- Creating opportunities for
collaboration through peer reviews, lesson observations, and shared
planning sessions.
- Fostering a culture of
reflection and continuous improvement.
Anything we put in place to support action, staff, and
children must be of the highest quality. It needs to be quality-assured and
grounded in a strong research base. The risk of rushing to implement something
without ensuring its effectiveness is significant; poorly executed initiatives
can waste funds, time, and capacity, leaving us no better off than if nothing
had been done. High-quality, evidence-informed strategies are essential to
making a meaningful impact.
The SEND Code of Practice outlines four broad areas of need,
and each requires tailored approaches. Embedding reflective questions into
decision-making can guide leaders in taking meaningful action:
Communication and Interaction:
Are teachers confident in using visuals, scaffolding language, and supporting
pupils with speech and language difficulties? How are you ensuring staff
understand the needs of pupils with communication challenges?
Cognition and Learning: Do
teachers know how to differentiate without diluting expectations? Are staff
equipped with practical tools to adapt lessons for children who learn
differently?
Social, Emotional, and Mental
Health: Are staff trained to recognize signs of anxiety, trauma, or mental
health challenges, and do they have strategies to support these pupils? How are
you promoting emotional resilience across your school?
Sensory and Physical Needs:
Is every classroom accessible, and are adjustments being made to ensure
inclusivity? Are staff prepared to implement sensory-friendly practices where
necessary?
Reflecting on these areas is not about ticking boxes; it’s
about a commitment to develop staff to meet the diverse needs of their pupils
consistently, every single day. Inclusion is a practical reality, not just an
aspirational goal.
High expectations for all are crucial. One of the biggest barriers to inclusion is the belief that having SEND limits achievement. Skilled teachers challenge this narrative by holding high expectations and removing barriers to learning. Inclusion is not about lowering the bar but ensuring every child has the support needed to reach it and beyond.
Inclusion is a collective responsibility. Leaders, teachers,
and support staff all play a role in fostering a culture of inclusion where
children’s diverse needs are met daily. This means:
- Leaders developing
policies that prioritise inclusion.
- Teachers embedding
adaptive practices into their routines.
- Support staff receiving
proactive, not reactive, training.
- Everyone holding
themselves accountable for their actions, not just their intentions.
As a school leader, ask yourself: How are you investing in
inclusion in your school? Not whether you care about it or believe in its moral
purpose, but how you are embedding it into the day-to-day realities of your
school’s operations.
The challenges are real, but they are not insurmountable.
True inclusion thrives when we focus on what we can do: equipping staff,
fostering collaboration, and maintaining high expectations. Inclusion is not a
luxury or an add-on; it is the core of our work. Children with SEND deserve
more than our compassion. They deserve our competence. So, let’s move beyond
words and focus on meaningful action that creates schools where inclusion is
not just a vision but a lived reality.
Caring is essential, but doing is what truly counts.
