Three weeks have flown by since the PGS x SEN Bytes conference at Lilian Baylis Technology School, and I am still reflecting on what an event it was. It was a programme where we all came together to talk about the importance of inclusion, whilst simultaneously considering ways of moving the dial so that inclusion is interwoven like a golden thread throughout school communities
What I found most profound and illuminating was the personal impact and realities of living with a child with a SEND need. For the pupil and family, it is their life, not just a job where accountability measures need to be met. Schools have attendance targets to hit; parents have an anxious child they need to encourage to leave home and attend school. Schools want to make progress above the national average; sometimes, for families, progress is measured by their child being able to comprehend a paragraph. This is not to say that ‘school success’ and ‘family success’ are mutually exclusive, but we definitely need to reframe what it means to be inclusive so that we ‘all win’
It is why I am glad to see the positive direction and focus on SEND and inclusion within the White Paper and Ofsted framework. There seems to be a shift in culture and ethos that seeks to build a strong commitment to ensuring all learners are able to participate, achieve and feel a true sense of belonging within their educational community. It is about building a genuinely inclusive education system that innately values every child and young person
At my setting, colleagues are working hard to realise that vision. We have already established an inclusive and accessible curriculum for all without it being diluted for our most vulnerable or SEND students. The challenge is certainly there but not at the expense of losing the integrity and belief that all students, irrespective of their starting points, can achieve
A fundamental consideration within inclusion must be the need for early identification and intervention. My experience and discussions at the conference highlighted that families often experience delays in accessing support, which can lead to disengagement with the system and ultimately, widen educational inequalities. We have a whole school approach where we identify, in a timely fashion, the needs of our pupils in collaboration and partnership with relevant external education, health and social care agencies, so that the whole child has the potential to significantly improve
For this to be embedded it is important that there is sustained investment in both provision and people so that pupils receive high quality support, creating the best possible foundation from which to flourish. What are the steps for this to happen? Well, there are many, but an inclusive system must be built on partnership, transparency and trust, where families feel listened to and empowered rather than required to fight for support
The statistics indicate that the intersectionality between SEND and behaviour cannot be denied. Behaviour should not be viewed in isolation nor understood through a punitive or compliance approach. If behaviour is a form of communication, then it is incumbent upon adults to help students communicate appropriately, just as we do when we teach students algebra or how to analyse a Wilfred Owen poem. However, in this task, we need to understand that there may be unmet needs, issues with interaction or challenges with emotional regulation that can contribute to difficult behaviours. Again, it is on us to understand and support our pupils so that we can reduce disengagement, negative school experiences and exclusions
At my school, we look forensically at the data, especially the interaction between ethnicity, gender and SEND to evaluate trends. This then feeds into our anti oppressive whole school approach so that equity is at the heart of what we do and how we all relate to one another. This does not undermine our view of high expectations, rather, it ensures that we consider the dignity of every learner and show them that they belong and can participate meaningfully within their community
The PGS x SEN Bytes conference highlighted, once again, the need for inclusion, and I look forward to the work they will continue to do within this area. Ultimately, the success of inclusion will depend on whether it delivers meaningful cultural change. We are all cultural movers and shakers, and it is our responsibility to collaboratively lead this change for our young people. I truly believe that inclusion should remain a fundamental principle of education and not simply an add on. When it is at the core of what we do, we give every child the opportunity to thrive, contribute and be valued within society