Inclusion in schools: The conversation education can’t ignore
Inclusion in schools has become one of the most significant conversations across the education sector. From the government’s Schools White Paper to increasing media attention and Ofsted’s renewed focus on inclusive practice, there’s growing recognition that ensuring every child feels supported, valued and able to succeed must sit at the heart of the education system.
At Schools North East, we know just how important this conversation is, not only nationally, but for schools across our own region, where leaders are already working tirelessly to make truly inclusive education a reality for every child.
Listening to the sector
Inclusion and SEND reform have been key topics of conversation across our network in recent months. Through regular meetings, discussions and roundtables with our school leaders, we’ve been able to ensure that the concerns, challenges and successes of North East schools remain central to our advocacy work.
Most recently, we hosted a roundtable with leaders from special schools and alternative provision (AP) settings following the publication of the Schools White Paper, Every Child Achieving and Thriving, alongside the accompanying proposals for SEND reform.
The discussion united practitioners working at the frontline of SEND provision to explore how the proposed reforms may impact pupils with additional needs, the schools supporting them, and the wider education system.
While leaders welcomed the ambition behind the reforms and the increased focus on inclusion, they also highlighted several significant challenges that must be addressed if meaningful change is to be achieved.
Workforce capacity and system pressure
One of the clearest messages from school leaders was the growing concern around workforce capacity.
Although proposals to improve access to specialist expertise were welcomed, leaders raised serious concerns about existing shortages across educational psychologists, therapists and specialist support staff. Naturally, expanding services without expanding the workforce risks creating expectations that schools simply cannot deliver.
Recruitment and retention challenges continue to place significant pressure on schools already supporting increasingly complex needs with limited resources.
Inclusion and the role of specialist provision
Our school leaders strongly supported the principle of greater inclusion within mainstream schools. However, they also stressed the importance of protecting and valuing specialist provision.
For some pupils with the most complex needs, specialist settings remain essential. Leaders highlighted the continuing need for intensive staffing ratios, therapeutic support and specialist environments that cannot always be replicated within mainstream settings.
The message from North East leaders remains consistent: inclusion must not come at the expense of specialist expertise, but should work in balance with it to ensure every child’s needs are met appropriately.
Accountability and the experience of pupils
Inclusion was also a major focus at Schools North East’s Spring Term Advisory Board meeting in March, which brought together Head Teachers and trust leaders from every North East local authority alongside Susan Acland-Hood, Permanent Secretary at the Department for Education. During the discussion, leaders spoke candidly about the pressures facing schools across the wider system.
A key concern was that current accountability measures and inspection frameworks do not always fully recognise the progress made by pupils with SEND. Leaders warned that this can unintentionally discourage inclusive practice by placing too much emphasis on narrow performance measures.
Moving forward together
There is no doubt that schools across the North East remain deeply committed to inclusive practice and ensuring every child has the opportunity to thrive.
But achieving meaningful inclusion across the system will require more than ambition alone. It will depend on sustained investment, joined-up policy making, workforce development and accountability systems that genuinely recognise and support inclusive education.
Because ultimately, inclusion is not simply about policy or inspection frameworks. It’s about making sure every pupil feels seen, supported and able to succeed.
For every child, for every school, for the future of our region.
Join us on 19 May for Inclusion Conference 2026
As these national conversations continue, Schools North East will keep working closely with school leaders across the region to ensure their voices are heard and their experiences help shape future policy discussions.
These important discussions will continue at our Inclusion Conference 2026 on 19 May in Newcastle, bringing together school leaders, practitioners and sector experts to explore some of the biggest challenges and opportunities facing inclusive education today.
The programme will tackle many of the issues currently being discussed across the sector, including workforce sustainability, SEND leadership, inclusive practice and pupil wellbeing. Sessions such as Growing Tomorrow’s SENCOs Today will explore how schools can build strong SEND leadership for the future while also supporting SENCO wellbeing and system resilience.
Other sessions, including Defining Learner Characteristics: Designing Provision That Truly Fits, will examine how schools can develop more purposeful and effective provision by better understanding how children learn across different settings.
With only a few spaces remaining, we encourage anyone interested in being part of these vital conversations to book soon.