Inclusion Review and Support

• Review the intended ethos for inclusion in the school.

• Review leadership of inclusion, including policy and strategic oversight.

• Review effectiveness of adaptive teaching and scaffolding.

• Gather pupil and staff voice on inclusion.

• Evaluate feedback from families, if appropriate.

• Observation of inclusive culture across the school, including environment and daily practice.

• Share experiences of improving inclusion.

• Detailed written report and action plan outlining strengths, areas for improvement and clear actions.

• Feedback session with senior leaders and governors to review findings.

 "We were delighted to welcome Inclusive Improvement into our SEND school to support us with inclusive practice and pedagogy... From the outset, both Oliver and Adam were incredibly approachable and friendly, creating an atmosphere of trust and collaboration. Their visit felt low-pressure and supportive, which allowed our staff to engage openly and reflect meaningfully on our current practice.

What stood out most was their genuine commitment to keeping our pupils at the heart of every conversation. They took time to speak directly with the children, gaining valuable insights that informed their observations and recommendations.

The team provided thoughtful, constructive feedback—highlighting what we are doing well, while also suggesting realistic and achievable ways to further enhance our provision. Their expertise spanned both emotional regulation and curriculum delivery, which is exactly the balance we were hoping for. They helped us reflect not only on what we teach, but how we support our learners emotionally, socially, and cognitively along the way.

Importantly, there was no pressure to implement changes immediately. Instead, they offered to provide ongoing support, with personalised resources and guidance available if and when we needed it...

Overall, Inclusive Improvement brought clarity, compassion, and a deep understanding of inclusive education. Their visit left us feeling reassured and inspired, with practical strategies we can begin to implement right away. We would wholeheartedly recommend their services to other settings looking to strengthen their inclusive teaching and emotional support strategies."

Luke Bell, Headteacher, Options Autism Trent Acres, Burton on Trent

"Our recent visit from Inclusive Improvement was incredibly valuable. The whole-school learning walk provided clear, insightful reflections on our inclusive practice, and the 1:1 conversations with the Inclusion Leader were both supportive and thought-provoking. 

The team took time to observe our SEND spaces in detail, offering practical ideas that align with our school’s ethos. We also planned in next steps for our future visits. Overall, the experience was professional, constructive, and genuinely focused on improving outcomes for all learners."

Amy Walker-Laver, Inclusion Leader, Yew Tree Primary School, Sandwell

 “The Inclusive Improvement team provided a thorough, insightful and evidence-led review of our school. Their depth of understanding and ability to balance professional challenge with practical, research-informed guidance was impressive. The feedback has directly supported our next steps in strengthening inclusion across the school. A highly professional and impactful partnership.

“Adam and Oli really understood our school and community. Their visit was warm, collaborative and grounded in a deep understanding of inclusive practice. 

"The conversation was thought-provoking, and the recommendations felt achievable and meaningful. It was time and money well spent — supportive, insightful, and energising in equal measure.” 

Shahista Zamir, Headteacher, Regents Park Community School, Birmingham

"I asked Inclusive Improvement to support as we start a new venture with our Autism Resource Base. As someone with extensive knowledge of running such a base, Oli supported us in developing our recruitment approach for the staff needed for the base. He offered us insights to the positives and the challenges we would face running our base, allowing us the time we will need to prepare. 

Having the insight of Oli meant not only did it save us time, but it meant I had the chance to ask questions and develop my thinking with him. He has extensive primary headship and leader experience and also of the SEND systems within local authorities. I would thoroughly recommend him to support in your school."

Nigel Attwood, Headteacher, Bellfield Junior School, Birmingham