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Embedding Inclusion: A Journey Towards Whole-College Change
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Authors
Editors
Date
2026
Educational Level
ISCED Level 4 Post-secondary Non-tertiary Education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
After an Ofsted rating of Requires Improvement, this further education college sought to embed whole-college inclusive practice through engagement with the SEND Centres of Excellence peer-review process. Challenges included fragmented SEND support structures, inconsistent independence pathways for learners with EHCPs, and the need to strengthen specialist staffing and funding models. Actions involved a detailed two-day peer review with follow-up documentation analysis, observations, leadership reflection, and strategic planning. Evidence of impact includes appointment of a Director of SEND and Student Experience, strengthened engagement with the local authority, refreshed specialist practitioner roles and pay structures, new investment in CPD, implementation of SEND data monitoring through Performance Monitoring Boards, and redesign of Foundation Learning provision to improve learner retention, progress, and preparation for adulthood.
Description
Keywords (free text)
further education, 16-19 education, inclusion, special educational needs and disabilities (SEND), peer-review