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 (2014) – Section 6.36
Section 6.36 reinforces that:
“High quality teaching, differentiated for individual pupils, is the first step in responding to pupils who have or may have SEND.”
Schools must not delay intervention or refer to the SENCO without first ensuring that QFT strategies have been applied and reviewed in the classroom.
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:
- QFT must be well-resourced and systematically applied before additional support is sought.
- Teachers must receive training to understand how to differentiate and scaffold learning, not simply modify content.
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:
- Do teachers routinely plan for diverse needs using adaptive strategies such as chunking, scaffolding, visual aids, or alternative formats?
- Are all staff clear that QFT is the first wave of SEND support and not a separate process?
- Are teaching assistants deployed effectively, supplementing rather than replacing teacher-led instruction?
- Do lesson observations and learning walks evidence inclusive pedagogy?
- 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 must be the foundation of all classroom instruction and the first step in any SEND response.
- Recent DfE and Ofsted guidance underscores that inclusion must be 'observable in practice', not just policy.
- School leaders must support staff through clear expectations, high-quality CPD, and rigorous monitoring.
References
- Teachers' Standards (DfE, 2011)
- SEND Code of Practice (2014)
- SEND and AP Improvement Plan (2023)
- Ofsted: SEND Provision in Schools
- HeadteacherChat.com – Inclusion Blogs
Downloadable Templates and Planners
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