Beyond the SEND Register: Creating a Truly Inclusive Culture (not just a policy) - Nicola Maher

For JW Consulting blog October 2025 / 498 words

Navigating SEND and inclusion can often feel like wading through a sea of jargon and shifting guidance. School leaders are feeling the strain of rising SEND demand, tighter budgets, and increasing parental expectations. For many, the challenge is not only meeting statutory requirements but also defining what genuine inclusion looks like in daily practice.

Diagnoses of autism, ADHD, and social, emotional and mental health needs have surged in recent years. Since 2018, the number of pupils with Education, Health and Care Plans (EHCPs) has risen by nearly 80%.

Yet, despite the additional paperwork and effort, outcomes for many children remain static. Traditional models of support such as one-to-one or withdrawal interventions, are increasingly unsustainable and in many cases ineffective. A shift in approach is needed - one that moves from paperwork compliance to a culture of inclusion.

Inclusion: More Than a Label

The term SEND refers to learning difficulties or disabilities that make learning more challenging for some children than their peers. Inclusion however, is a broader philosophy. A good definition comes from UNESCO -  ‘each individual’s needs are taken into account and all learners participate and achieve together.’

5 Signs of Inclusive Schools

A genuinely inclusive culture requires conscious ongoing attention to pedagogy, systems, and leadership.

●      They design for everyone -  Instead of planning for the “average” learner and adding support later, inclusive schools build flexibility into their teaching from the start. All pupils can access, engage with, and express their learning in ways that suit them.

●      They adapt the environment - Classrooms are attuned to pupils’ sensory needs without losing their richness, while flexible timetabling supports regulation and attention.

●      They act strategically - They use data rigorously to ask deeper questions: who is thriving, who is not, and why? School improvement plans and appraisal processes explicitly reference inclusion priorities and accountabilities.

●      They act proactively - They design systems that support all learners from the outset. Barriers to learning are anticipated and removed before they arise.

●      Staff feel professionally fulfilled - Staff are empowered to teach responsively, collaborate meaningfully, and see the impact of their work, leading to greater satisfaction and retention.

 

Opportunity Knocks

Independent schools have not always been seen as natural homes for neurodiverse learners, but that is changing. Increasingly, schools recognise that pupils with additional needs often bring exceptional strengths: creativity, empathy, innovation, and resilience. Many are high-achievers academically when environments flex to meet their needs.

Inclusive classrooms benefit everyone. Adaptability, empathy, and psychological safety improve engagement, wellbeing, and academic outcomes. With the UK ranking 27th out of 36 high-income countries for child mental health (UNICEF, 2020), the link between inclusion and wellbeing has never been more urgent.

Independent schools are uniquely placed to model ambitious, research-informed, and deeply humane inclusion.

Sustaining it requires both heart and structure.

Inclusion is not a soft add-on, it’s a strategic driver of whole-school improvement. If you’re exploring how to align inclusion with your school’s strategic goals, whether that’s improving outcomes, strengthening staff development, or building a culture of belonging, I’d be happy to help.