Leading Inclusion in Schools

Inclusive leadership sets the vision and tone for a culture where everyone feels they belong. School 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 school 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 school culture.

A black triangle with, PCG in the middle. This is clickable, and will open a parent carer guide on the corresponding area within section one of the OAG

View the ‘Leading Inclusions in Schools’ 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.

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 school’s context.

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.

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

The school’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 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’s SEND support and provision.

Signposts and Support

SEND Code of Practice (2015) – Statutory guidance on the special educational needs and disability (SEND) system for children and young people aged 0 to 25.
EEF Special Educational Needs in Mainstream Schools – Whole-school strategic guidance offering five evidence-informed recommendations for inclusive leadership
Every Leader a Leader of SEND Tool – A tool for leaders to explore how inclusion is communicated through policies, enacted in practice and experienced by stakeholders.
The Head Teacher Handbook: SEND – Practical guidance to remove barriers and strengthen inclusive teaching from Nasen and Whole School SEND.
Whole School SEND Review Guide – A guide for SENCos and other senior leaders to consider how the whole school functions for pupils with SEND.
Ofsted School Inspection Toolkit– Guidance for inspectors and schools on inspecting maintained schools and academies in England.
NPQ SENCO, NPQH and other NPQ Frameworks – National professional qualifications supporting strategic leadership of SEND and whole-school improvement.
SEND Link Governor Training – Training that supports governors and trustees to understand their role in overseeing SEND provision in schools.
Birmingham SEND & Inclusion Strategies – City-wide strategies setting the vision for SEND & inclusion.

Leading Inclusion in Schools

Expectations

Signposts and Support

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