Leading Inclusion in Schools and Settings

Inclusive leadership sets the vision and tone for a culture where everyone feels they belong. Setting leaders work with staff, children, families and partners to create a shared commitment to equity, participation and high expectations for all. They ensure that policies, systems and decision-making reflect inclusive values and strengthen everyday practice. When leaders model inclusive behaviours and enable staff to do the same, the whole setting community benefits. Children and young people are known, valued and supported to achieve their best; families feel respected and included and staff feel trusted, confident and able to contribute to a positive and inclusive culture. 

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View the ‘Leading Inclusions in Schools and Settings’ Parent Carer Guide

Expectations

The SENCo has sufficient authority, protected leadership time and strategic influence to shape decision-making and improve provision across the school or setting. 

Leaders model inclusive behaviours and promote staff wellbeing, creating a culture where staff feel valued, confident and equipped to meet diverse range of barriers to learning and/or well-being, including those specific to their community and the settings context. 

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Leaders work with families and professionals to identify barriers, monitor provision and take coordinated action to strengthen inclusion. 

Leaders contribute to the local area partnership by sharing expertise, aligning with city-wide priorities and strengthening inclusive practice across the wider system. 

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SEND and inclusion are integral to staff and leadership discussions, informing everyday practice, setting improvement and whole-setting decision-making. Inclusion is embedded in the schools and settings.

The school or setting’s published SEN information report is easily accessible and accurately describes the school’s provision and support for pupils with SEND. 

Leaders make sure that any alternative provision the school or setting uses is suitable and safe, and the decisions to place pupils in it are made in pupils’ best interests. 

The SEND Link governor holds leaders to account appropriately and effectively for the school or setting’s SEND support and provision. 

Signposts and Support

School Age

Early Years

  • SEND Governors involved in Quality Assurance activities in order to provide challenge to the leadership team. 
  • Leadership SEND training, including for Governors. 
  • SEND Review 
  • SEND to be on agenda of all staff meetings. 
  • SEND reflected, co-produced and reflected in all policies.