What does meaningful inclusion look like in today’s mainstream schools – and how do we make it work in practice?
The latest Emerging Insights report from Inclusion in Practice offers a compelling glimpse into how schools across England are tackling these questions head-on. Based on wide-ranging evidence from over 8,000 schools, the report highlights emerging models of success and outlines practical, evidence-informed principles that support inclusion for children with special educational needs and disabilities (SEND).
Here, we unpack the key findings and explore what they mean for school leaders, teachers, policy makers, and support professionals alike.
Listening to Schools: How the Evidence Was Gathered
This is no abstract white paper. In spring 2025, the Inclusion in Practice team launched a national call for evidence. In response:
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165 individual submissions were received from education providers;
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These represented 820 schools via multi-academy trusts, and an additional 7,600 schools via local authorities and SEND support providers;
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Analysis was conducted by researchers at ImpactEd Group, identifying cross-cutting themes of promising practice.
This makes it one of the most comprehensive recent snapshots of how inclusion is working across English mainstream settings today.
Five Principles of Promising Practice
While contexts varied, the report distilled five key principles shared by the most effective and inclusive schools.
1. Know Pupils Well – Early and Often
Successful schools consistently invest time and systems in understanding each child – academically, emotionally and socially. This includes identifying needs early (often before transitions) and adapting support over time.
“It’s about proactive, not reactive, inclusion.” – School leader quote from report
2. High-Quality, Evidence-Informed Teaching
Inclusive practice begins in the classroom. Universal, high-quality teaching forms the foundation, backed by structured interventions where needed – allowing more pupils to remain with their peers in mainstream settings.
3. Coherent and Expert Targeted Support
Tiered approaches to support – often known as the “graduated response” – were a hallmark of successful schools. These ensure clear referral routes, timely interventions, and shared accountability across staff.
4. Inclusion Through Relationships and Partnerships
Strong relationships underpin effective inclusion. Schools that collaborate actively with families, external agencies, and local authority services achieve better, more coherent support for pupils.
5. Inclusion as a Strategic, Shared Responsibility
Inclusion isn’t the job of one department. It’s embedded in the culture, strategy and leadership of inclusive schools. Senior leaders prioritise it, governors ask the right questions, and staff share responsibility.
Data Snapshot: The Scale of Practice
| Metric | Value |
|---|---|
| Submissions received | 165 |
| Schools in MATs represented | 820 |
| Schools via LAs/providers | 7,600+ |
| Total schools involved | ~8,400 |
| Common themes | 5 inclusive practice principles |
What This Means for the Sector
1. Great Practice Exists – But It’s Not Universal
There are many examples of inclusive innovation across England, but these remain disconnected and uneven. Too often, inclusive practices depend on the ethos of a headteacher or the capacity of a SENDCo—not system structures.
2. Clarity and Coherence Are Lacking
Schools frequently cited challenges around fragmented support, vague guidance, and stretched resources. The lack of clear expectations – both locally and nationally – was a recurring concern.
3. Support Needs to Be Strategic, Not Tactical
Schools that view inclusion as part of a long-term improvement strategy (rather than just compliance) are seeing better outcomes. But many still lack time, training or frameworks to embed this.
Recommendations: What Needs to Change?
| Focus Area | Recommendation |
|---|---|
| Leadership & Strategy | Inclusion must be embedded in the school’s vision, championed by leaders and supported through governance. |
| Teaching & CPD | Ensure all staff receive ongoing, evidence-informed training, not just SENDCos. |
| Support Structures | Establish clear, internal graduated support pathways that are easy to navigate. |
| Partnership Working | Schools need trusted, consistent relationships with local services and families. |
| Policy Support | National frameworks must enable—not constrain—inclusive practices already working on the ground. |
A Call to Action
The report paints an optimistic yet realistic picture. Many schools are making inclusion work – through commitment, creativity and collaboration. But to scale and sustain this, the system must catch up.
With a SEND and Alternative Provision national plan due later in 2025, there’s a unique opportunity to align policy, funding and professional development with what schools already know: inclusive practice benefits everyone.
Read the full report here: inclusioninpractice.org.uk
