Inclusion bases: what school leaders need to know
There is no single model for an effective inclusion base, but there are key decisions that can strengthen the support it offers children and young people with complex needs.
In this new series, Ambition Institute experts share practical insights from experienced school and trust leaders, and reflective questions to help you think through those decisions, whether you are developing a new inclusion base or improving an existing one.
At Ambition Institute, we support teachers and school leaders at every stage of their careers, helping them to keep getting better.
We are a charity providing training and professional development based on the most rigorous research and evidence about what really works. Together, we’re shaping the future of education to give every child the best start in life.
Our programmes, including the NPQ for SENCOs, are designed to equip educators to tackle the challenges they face. Our approach is based on sound evidence of what really works, providing practical tools to make an even bigger impact, in the classroom and across the school.
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The importance of effective special educational needs provision
We know that pupils with special educational needs and disabilities have some of the largest attainment gaps. At age five, children receiving special educational needs and disabilities (SEND) support are already one year behind their peers (EPI, 2023).
This growing need for specialist provision mean that leaders of SEND play a vital role in the success of schools. By championing inclusivity and implementing quality SEND provision in schools, leaders can ensure all pupils have equal opportunity to access education, ultimately improving pupil outcomes.
In recognition of the need to develop expertise around SEND provision, the government has introduced the NPQ for Special Educational Needs Co-ordinators professional development programme.
