“Every child has the right to a fair education. It is the responsibility of nurseries and schools to ensure the learning environment is inclusive and is appropriate for different levels of learning.”
As teachers and educators we all strive to ensure inclusivity in our classrooms, with the recent reforms to the ECF requirements this is more important than ever. Inclusive practice ensures every child is treated fairly and with respect. By having access to educational content, every child is able to fully participate in their own learning which provides them with the skills and resources for later life. Regardless of a child’s capability, cognitive level, or background, they have the right to a fair education.
In short, this means having access to a learning environment which is inclusive and appreciates a child’s individual characteristics, rather than discriminating against them.
What the new ITTECF says about inclusivity
Last year the DfE published the SEND and Alternative Provision Improvement Plan.
‘Supporting pupils with Special Educational Needs and Disabilities’ lays out the importance of high-quality teaching for all pupils, especially those with additional needs.”
This feels like a real step towards true inclusivity; with an emphasis on the value of understanding individual pupils’ development needs rather than their generic labels.
It’s positive to see an acknowledgement of the nuance involved in supporting pupils with complex needs. The previous frameworks emphasised the need for mentors and other experienced colleagues to support early-career teachers to understand how to apply the statements within the framework appropriately. It’s helpful to see that this need for professional judgment and reflexivity even more explicitly acknowledged in the new framework. This should hopefully negate misconceptions that it promotes rigid and inflexible practices. There are some new statements in the framework content itself which have the potential to strengthen inclusive practice, take a moment to reflect upon these….
“High quality teaching is underpinned by positive interactions between pupils, their teachers and their peers.”
“Pupils have different working memory capacities; some pupils with SEND may have more limited working memory capacity than their peers without SEND”.
“High quality teaching for pupils with SEND is based on strategies which are often already practised by teachers, and which can be developed through training and support”.
These changes will help to strengthen the consistency that runs through the professional learning frameworks and therefore creates a foundation from which inclusive leaders can grow and inclusive teaching can be embedded and all children can flourish. Another change has been ministers giving the go-ahead for plans to introduce a new leadership level SENCo National Professional Qualification. This year, the DfE will also “explore opportunities” to build teacher expertise through a review of the initial teacher training core content framework and early career framework. By the end of 2025, the DfE will publish three of its new practice guides to “equip frontline professionals with the skills and expertise to make best use of provision and to identify needs early, accurately, and consistently”. The first three will focus on advice for mainstream schools. The guides will also meet the Green Paper commitment to set out clear guidance on the effective use and deployment of teaching assistants for pupils with SEND. A key aspect of this will be our SEND and alternative provision practice guides, which will equip frontline professionals with the skills and expertise to make best use of the different provisions and to identify needs early, accurately and consistently.
In addition to this, ministers had proposed legislating for new national SEND standards. But these standards are now going to be piloted through the change programme first, before legislation is decided on. Government intends to “underpin the standards with legislation for education at the earliest opportunity to facilitate intervention in education settings if standards are not met”. These changes and development will ensure that everyone is working in partnership; From Spring, parents and “frontline professionals” will be among those who ministers will talk to on how the standards could look. By the end of this year, the government will “start testing some elements” of the standards with the regional expert partnerships. Then by the end of 2025, “a significant proportion” of the standards will be published, “with a focus on those that are most deliverable in the current system”.
As practitioners we are all striving to make our classrooms inclusive. By adopting inclusive practices, we can demonstrate to children and parents that we are striving for equality within our schools and settings. This will hopefully encourage families to follow the same principles; creating a better learning environment where no child feels embarrassed to be ‘different’.
Benefits of an Inclusive Classroom
Pupils learn the significance of diversity and equality.
Students develop empathy and sensitivity to people who are different from them.
It improves a child’s confidence.
It provides teachers with lots of creative ways to include problem-solving and teamwork in their lessons.
It provides parental confidence that their children will be accepted and learn in a safe space that acknowledges their individual needs.
I think its safe to say there is no research that shows there is a negative impact from being inclusive!
Barriers to Inclusion
Recent studies illustrate UK schools’ ongoing struggles with inclusion despite legislative rights (Children and Families Act 2014; Equality Act 2010). Ofsted finds 14% of provisions inadequate in supporting students with Special Educational Needs and Disabilities. Reports cite attitudinal, curriculum and facilities-based barriers limiting access to mainstream classrooms.
A most worrying example of the barriers to inclusion in that exclusions are disproportionately high for students with SEND, or socioeconomic disadvantages.
Physical barriers – lack of space, lack of accessible facilities, access to physical and sensory equipment to meet needs.
Social and emotional and mental health barriers – attitudes of children and families, socio communication barriers.
Curriculum barriers – providing a child centred, broad and balanced curriculum which enables all to meet their full potential (alongside the National standards) access to suitable cognition. and learning “The biggest barrier to inclusion is disempowerment” Kevin – Ambispace
Dan Nicholls used the phrase ‘accumulated disadvantage’ which was really powerful when considering the journey these children have had to date. This suggests that advantaged children generally have led a life thus far where their economic situation has meant that they are in a much more secure and stable position mentally and emotionally to be able to take advantage of opportunities as they arise, and that when they do experience a setback, they bounce back much more quickly. With each and every successful experience, their ‘advantage’ grows.
In comparison, a child who has experienced economic hardship at some point, may not have developed a deep sense of self, built up over years of making meaningful connections with others and so do not feel that this community, this education system, is for them. They are ‘done to’ rather than active participants in the experience. So, each and every unsuccessful experience fuels their need to withdraw to reduce possible future failure. They are conditioned to believe that they are safer if they do not actively engage.
The bottom line it is not about material possessions that money can buy its about so much more!
Generally, advantaged children, when they experience a set-back, bounce back quickly, that is why its essential that we level the playing field to ensure all children have the same opportunities.
So, what can you do to raise social barriers?
Research shows the importance of family involvement in education as well as having mentors and role models.
‘You can’t be what you can’t see,’ says Matt Lent, CEO of the charity Future First. Research shows that nearly half of pupils from the poorest backgrounds (those who fall into the PPG group) don’t know anyone in a job they would like to do. This affects young people’s perception of their own ability, their expectations of future success and the extent to which they value their schoolwork, he explains. The result is that only one in eight children from a low-income background is likely to become a high earner as an adult.
84% of young people say meeting alumni made them realise that ‘people like me’ can be successful
Future First has supported more than 1100 state secondary schools and colleges to build networks of former students. The effects are remarkable: 84% of young people say meeting alumni made them realise that ‘people like me’ can be successful; 82% commit to working harder after meeting former students; and 100% of teachers report that relatable working role models raised students’ motivation to learn.
It is also essential when we are developing an inclusive classroom that we are giving all children skills that they can apply to later life. These skills should be soft skills that a young person can apply to all areas of their life whether that is in school, in their relationships or in their future employment. Skills builder has developed these skills and supports schools in applying them in effective and realistic ways which ensure that children can unlock the learning in their classroom developing self-belief and helping to raise academic attainment. Without access to these life skills children will be at a disadvantage are they reach adult which could have an effect on future employment, future earnings and life satisfaction.
“High quality teaching is underpinned by positive interactions between pupils, their teachers and their peers”. (ECF)
In an ever-changing world we are preparing children for jobs that have not yet been invented, working for companies that have not get reached fruition. As educationalists we must reflect on this and ensure that all children have access to basic skills, essential skills, digital skills and that they have a sense of belonging. Without all these cogs working together children will be disadvantaged. It’s important that we remember that Inclusion is not just about those children with SEND; it’s any barriers to learning and engagement in school. At Skill Builder (www.Skillsbuilder.org) they focus on the 8 key skills that children need not just in education to to thrive in life.
In an inclusive school, pupils with SEND are not just in the school, they are part of the school—they have the same opportunity as their peers to benefit from the highest quality teaching the school can provide.
“An immersive classroom is totally different to a traditional classroom. It is not restricted by walls & windows.”
When we are developing inclusive practise in schools its essential to remember that relationships matter; in fact, they are imperative in successfully being inclusive.
“The more healthy relationships a child has, the more likely they will be to recover from trauma and thrive. Relationships are the agents of change and the most powerful therapy” Bruce Perry
There are four main principles when we are building relationships that ensure secure attachments and meaningful connections.
Nurture - Relationships matter, caring counts- adults who are patient, parallel and present. Safety is paramount- emotional, psychological, physical (it is the perception that matters)
Number, quality, and stability of relationships is a strong predictor of resilience (Perry 2004).
Engagement- Building on the individual strengths, providing opportunities for skill building and the opportunities to practice the skills. Awareness of the child’s emotional age.
Engagement is the single best predictor of successful learning for children with learning disabilities (Iovannone et al., 2003). Without engagement, there is no deep learning (Hargreaves, 2006), effective teaching, meaningful outcome, real attainment or quality progress (Carpenter, 2010).
Structure- Predictability and routine over chaos- adults do what they say consistently and listen
Predictable, consistent, responsive, nurturing caregiving are crucial for the development of bonding and attachment.
Challenge- Mistakes are welcome, problems can be kept small and there is always a way back.
Carol Dweck’s theory of mindsets has significant practical implications for us all. Her research has shown that students who hold a growth mindset do better in school and that teaching students a growth mindset enhances their achievement.
“Talent isn’t passed down in the genes; it’s passed down in the mindset.” Dweck
Having these secure attachments leads to strengthened relationships.
The single most common factor for children who develop resilience is at least one stable and committed relationship with a supportive parent, caregiver, or other adult. These relationships provide the personalised responsiveness, scaffolding, and protection that buffer children from developmental disruption. They also build key capacities—such as the ability to plan, monitor, and self-regulate behaviour—that enable children to respond adaptively to adversity and thrive. This combination of supportive relationships, adaptive skill-building and positive experiences is the foundation of resilience.
A shift from more traditional language to a relational trauma-informed description of vulnerable individuals is important. This enables
Compassion instead of blame
Hope instead of hopelessness
Connection instead of disconnection
So, what can we do to strengthen relationships?
We all know that building relationships takes time (and a lot of effort!) They are not something that can happen overnight and we need to spend time and effort nurturing them. Its important to remember that sometimes, the relationships that are the hardest to develop are the ones we must nurture the most; because these are the children who need us the most. There is no set way to strengthen and build health attachments and strengthened relationships but there are ways we can work on them.
Notice and acknowledge by name – affirm and validate.
Sit alongside, not opposite
Communicate an open body language. Don’t cross arms or legs
Keep a calm tone
Initiate contact rather than waiting for a child to approach you
Actively listen with your whole body, not just your ear
Smile and laugh whenever you can
See distractions as attempts to self-soothe because a child is feeling uncomfortable
Commentate and translate as much as possible
Commentate rather than interrogate
While we consider this, we can also consider the strategies below and ways we can celebrate even the smallest connections.
QUALITY MOMENTS catch a moment with a child and allow us to be mindfully present as you interact with him or her.
CELEBRATE LIFE whenever you can, look for aspects of a child’s life to celebrate. E.g. riding a bike without stabilisers for the first time. Comment on it. Let them know you are interested.
MATCHING if you notice something that you do, think or see in a similar way to a child let them know. Eg I like red too!
SHARE SOMETHING be a little vulnerable and let the child know something you have struggled with that you can now do better.
REMEMBER be the child’s memory bank. Use “Do you remember when…..?” to support a child to hold onto the good things.
Moving forwards – what can we do to develop an inclusive classroom where everyone is equal?
Let’s start with Empathy – we all have feelings – as teachers we know that the morning we have had impacts our tolerance in the classroom. Children’s feelings are equally affected by those factors outside the classroom, so it’s important that we let children know that we feel what they feel and that how they feel matters to us. When having those tricky conversations with children there are 2 ways in which we can lead it – the “wonder” and the “know”.
“ wonder” allows room for doubt, for children to assert their own self and show an awareness of their feelings I wonder if you are feeling really cross right nowI wonder if the work felt hard and that’s why you ran out of the room...
and then there is the “know”
I know how you feel. This works well with children who we, as teachers, have a secure attachment with. Those children who we can co-regulate with and who trust us, as their safe adults, implicitly. I know it feels hardI know it’s really trickyI know it can be hard to let the grown-ups be in charge
We can also take a moment to pause, think and reflect. In my classroom we do this with individual children by ‘hitting the pause button.’ This is a visual model that is on a lanyard or added to a visual timetable that allows a break, it is essentially a way of taking a step back and remaining calm, for both adult and pupils. The pause button does not always need a conversation. Sometime is can be just the image which symbolises a non-verbal prompt for them to pause and think.
Let’s move on to sensory inclusion.
Sensory rooms are great as an educational tool for exploration. However, it should not just be a space with sensory ‘stuff’ it should be a space that shuts out the world. A space that is adaptable and multipurpose – it should calm AND stimulate. Take a moment to think of your own practise…
Do sensory rooms prompt inclusion? How do children transition between sensory rooms and the classroom? Is this a yo-yo effect?
Often, we see that children are in need of a sensory break, time to regulate or time away from the hustle and bustle of the classroom. However, there are times that this break can take children too far from the classroom and in this event make re-joining the class too tricky. In my class we know that shorter sensory breaks in the afternoon make re-engagement in whole class learning easier.
There is much research around the use of sensory spaces and the positive impact that they have. The EEF research states that
“An inclusive environment does not come by accident, it is achieved through design. Furthermore, it is imperative that leaders embed this culture proactively.”
So, with this in mind are there other strategies that can support immersive inclusion and support individual needs? Have you heard of a sensory pod or nook? I recently met with Kevin at Ambispace (www.ambispace.org) to explore this further.
Kevin, who has worked within inclusion for many years explained that the sensory pod is a way in which children can have a break from the main classroom environment whilst still in the classroom – which in turn can lead to less time needed outside the classroom and more quality engagement and inclusion. Sensory pods, or nooks, work by reducing sensory overload from the wider
environment. They create a controllable capsule in which neurodiverse individuals can self regulate and function to the best of their individual ability.
"The aim of the pods is to empower self-regulation and ensure that the world is more manageable."
The small spaces can be located within classrooms, with the aim of intercepting a ‘meltdown’ before it happens. They can be used by different children for regulation without leaving the classroom – thus supporting engagement and helping adults to continue to support a range of children without leaving the classroom. Pods are supportive, multi-purpose spaces that allow children to reduce their own anxiety before this becomes an issue through the ability to reduce noise and control lighting. In short, they are a sensory space that allows inclusion not isolation.
In another school we have been working with they have another inventive approach to inclusion. With limited space this school has come up with a creative way to ensure a whole school approach to inclusion and allow all children have access to what they need at any given time. This is through their sensory suitcases! Children/ staff can collect a suitcase, each suitcase meets a different need. These cases are centralised so everyone can access them and updated regularly with different resources which can be used in classroom/ during classroom breaks.
So… before I stop, here is a final reminder. In an inclusive classroom, students need more than access to supports—they should be empowered to choose the supports they feel the most comfortable using. Inclusion is not something that an individual can create on their own. To be an inclusive classroom you must be an inclusive school. To be an inclusive school we need an inclusive community with a common goal. I will conclude with the words of Aesop...
“United we stand, divided we fall.”
With Thanks to/ further reading:
The Bishops C of E and RC Primary School, Chelmsford
St Lawrence School, Rowhedge
GROW - http://www.growessex.uk/
Ambispace – www.ambispace.co.uk or www.sensorynook.co.uk
Skills Builder www.skillsbuilder.org
Skills Builder - https://www.skillsbuilder.org/
Future First - https://futurefirst.org.uk/our-purpose/
Trauma Perceptive Practise – Essex
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