Is Enough Being Done to Address Gaps in Inclusive Practice?

The Current Landscape

Ofsted’s plans for inspection reform include a focus on inclusion, with schools evaluated across several areas of provision. The Department for Education, meanwhile, continues to invest in SEND reform, aiming to make inclusion part of every school’s core mission.

However, concerns remain that while best practice is being identified, less attention is being given to understanding and improving areas where inclusion is inconsistent.

Some key issues being raised by education leaders include:

• Limited scrutiny of who is on a school’s roll or why some pupils move between schools more frequently than others
• The lack of a clear shared definition of what inclusive education actually means in practice
• Data on exclusions, midyear transfers and SEND admissions not always being used to inform inspection outcomes

Professional Perspectives

Jonny Uttley, a multi academy trust leader and policy contributor, has pointed out that schools are not currently assessed on how representative their pupil populations are. He suggests that more focus is needed on understanding pupil movement and the reasons behind it.

Tom Rees, who leads the Inclusion in Practice advisory group, acknowledges that while strong examples of inclusion exist, the quality of advice and guidance for teachers can vary significantly. His group is exploring how to improve consistency and clarity across the system.

Jarlath O’Brien, director of school improvement, highlights that behaviour policies such as silent corridors or isolation rooms need to be evaluated by how they impact pupils, especially those with SEND. It is not the policy itself, he says, but how it is applied and the outcomes it produces that matter.

Behaviour, Curriculum and Accountability

Behaviour culture, curriculum demands and inspection frameworks all influence how inclusive a school truly is. Leaders are raising important questions about how these elements align:

• Can schools maintain high academic expectations while being fully inclusive
• Are behaviour policies helping pupils feel safe and supported or leaving some feeling isolated
• Is the inspection process robust enough to identify these differences

There is a consensus that inclusive education cannot be a checklist. It must be reflected in relationships, curriculum design and leadership decisions.

Looking Ahead: Reform and Clarity

The upcoming academic year will bring three major changes to schools:

• Ofsted’s new inspection framework
• The SEND and AP Improvement Plan White Paper
• Final recommendations from the national curriculum and assessment review

These changes present an opportunity to align goals and create a clearer national vision for inclusion. A key priority will be defining what inclusive education means, both for accountability and for supporting schools in practical ways.

There are also calls to make better use of data. Real time information on enrolment, attendance and behaviour could help identify trends and challenges early. Leaders argue that this insight would support schools in adapting their approach and sharing learning across the sector.

Riley Personnel’s Role in Supporting Inclusion

At Riley Personnel, we are proud to support inclusion in education by helping schools build staff teams that reflect the needs of every learner.

We work with schools across London and beyond to recruit professionals who:

• Understand the importance of inclusive classroom environments
• Have direct experience supporting pupils with SEND or additional needs
• Share school values around diversity, accessibility and equity
• Contribute to safe, supportive and consistent learning settings

By focusing on values led recruitment, Riley Personnel ensures schools are not just filling roles but strengthening their capacity to support all students.

Summary

Inclusion is now a central feature of education reform in England. Yet to deliver on this promise, policy must be matched with clear definitions, stronger accountability and practical support for schools. The tools already exist through data, training, inspection and collaboration, but using them more effectively will be key. By working with schools to recruit committed, values driven educators, Riley Personnel is helping ensure that inclusive education is not just an ambition but a reality in classrooms every day.