Date Created: 26th March 2025

Inclusive teaching is not a specialist intervention or the sole responsibility of the SENCO, it is a whole-school expectation. At the heart of inclusive practice lies Quality First Teaching (QFT): high-quality, adaptive classroom instruction that meets the needs of all learners.

This blog outlines the statutory basis for inclusive teaching, recent developments in national policy, indicators of strong practice, and guidance on evaluating and improving provision in your school.

Legislative and Statutory Context

Teachers' Standards (2011) – Part One

Under Part One of the Teachers’ Standards, all teachers are required to:

  • “Adapt teaching to respond to the strengths and needs of all pupils.”
  • “Have a clear understanding of the needs of all pupils, including those with special educational needs.”

This establishes inclusivity as a baseline expectation for all teaching staff, not an optional enhancement or delegated responsibility.

SEND Code of Practice (2015) – paragraph 6.37

Paragraph 6.37 says:

“High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEN.”

It adds that schools should regularly and carefully review the quality of teaching for all pupils. Paragraph 6.19 also says schools should not delay putting extra teaching or other interventions in place while they gather evidence.

DfE and Ofsted Guidance

1. SEND and AP Improvement Plan (DfE, 2023)

The DfE emphasises the role of universal provision in reducing over-reliance on EHCPs:

  • More children and young people should have their needs met through ordinarily available provision, without needing an EHCP to access support.
  • Every teacher should be able to adapt their practice to the needs of their classroom; the DfE committed to reviewing the Initial Teacher Training Core Content Framework and Early Career Framework to build that expertise.

2. Ofsted Research and Inspections

Ofsted inspectors now scrutinise:

  • The extent to which adaptive teaching is evident across the curriculum.
  • Whether classroom practice reduces barriers to learning, especially for pupils with SEND.

Implication: Inclusion is no longer judged solely by policies or interventions, it must be visible in day-to-day teaching and learning.

Is Your School Embedding Inclusive Teaching Effectively?

Use the following prompts to assess your school’s position:

  1. Do teachers routinely plan for diverse needs using adaptive strategies such as chunking, scaffolding, visual aids, or alternative formats?
  2. Are all staff clear that QFT is the first wave of SEND support and not a separate process?
  3. Are teaching assistants deployed effectively, supplementing rather than replacing teacher-led instruction?
  4. Do lesson observations and learning walks evidence inclusive pedagogy?
  5. Is professional development focused on inclusion for all, not only SEND-specific interventions?

A predominance of “yes” responses indicates that inclusive teaching is part of your school's embedded practice.

What To Do If Your School Is Not Performing Well

If inclusive practice is inconsistent or delegated solely to the SENCO, consider the following steps:

1. Reframe SEND as a Teaching and Learning Priority

  • Position SEND and inclusion at the heart of curriculum design, lesson planning, and CPD.
  • Include inclusive teaching strategies in line management discussions and performance reviews.

2. Invest in High-Impact CPD

  • Provide training on adaptive teaching methods, e.g. Universal Design for Learning (UDL), retrieval practice, dual coding, and scaffolding.
  • Ensure CPD includes practical, classroom-focused strategies, not just theoretical input.

3. Review Lesson Planning Expectations

  • Embed inclusive planning templates that prompt staff to consider a range of needs and how barriers will be reduced.
  • Encourage collaborative planning between teachers, support staff, and SENCOs.

4. Monitor and Support Through Coaching

  • Use learning walks, team teaching, and peer observations to share effective practice.
  • Offer instructional coaching focused on adaptive teaching for neurodiverse learners.

5. Engage Pupils and Parents

  • Use pupil voice and parent feedback to evaluate whether classroom practice feels inclusive.
  • Actively involve learners in co-designing access strategies, particularly at secondary level.

Summary

  • Inclusive teaching is a statutory expectation under the Teachers’ Standards and the SEND Code of Practice.
  • QFT should be the foundation of all classroom instruction and is the first step in any SEND response.
  • Recent DfE and Ofsted guidance underscores that inclusion should be visible in day-to-day teaching, not just policy.
  • School leaders must support staff through clear expectations, high-quality CPD, and rigorous monitoring.

References

Downloadable Resources and Planners