SEND Inclusion: Why Accountability and Inclusion Must Go Hand in Hand
This summer, Ofsted will resume monitoring inspections for local areas where widespread failings have been found in their SEND (Special Educational Needs and Disabilities) provision. These visits were paused during a review of the area SEND inclusion and inspection process, which has drawn increasing scrutiny in recent years.
At Multicare Medical, we welcome this renewed focus. But as highlighted by organisations such as IPSEA (Independent Provider of Special Education Advice), inspections alone are not enough. What’s truly needed is a culture of greater accountability and clearly defined expectations when it comes to how schools and local authorities support children and young people with SEND.
SEND Inclusion is more than a buzzword
Under Ofsted’s proposed new framework, ‘inclusion’ will be introduced as a standalone evaluation area in school inspections. This is a positive step, but as IPSEA rightly points out, inclusion must be more than a box-ticking exercise. It should be embedded across all areas of school life, including curriculum, attendance, behaviour, wellbeing, and leadership.
Inclusion also needs to be clearly defined. Are schools making reasonable adjustments as required under the Equality Act 2010? Are SEND students routinely excluded from school trips, clubs, or classroom activities? Are students on part-time timetables because their needs aren’t being met? These are critical questions that should inform both inspection criteria and wider policy development.
Legal duties must be at the core of inspection
Schools have legal duties under the Children and Families Act 2014 to use their best endeavours to meet the needs of SEND students, and to ensure they are included alongside their peers. Yet too often, we hear from families and professionals that these duties are overlooked or misunderstood.
The revised inspection framework presents an opportunity to assess whether these legal responsibilities are being met, and to hold schools and local authorities to account when they are not.
Alongside school inspections, Ofsted and the Care Quality Commission (CQC) have been inspecting SEND provision at the local authority level. Findings so far are concerning:
Only 25% of local areas deliver positive experiences for children with SEND
1/3 show widespread failings
Common issues include staff shortages, poor collaboration between services, and long delays in accessing support
Monitoring inspections may help highlight these issues, but it is implementation and collaboration that drive improvement. This means:
Health, education, and care services must work together from the start
Schools are proactively identifying needs and working with families
Councils and providers are investing in inclusive spaces, properly trained staff, and timely support
How Multicare supports inclusion
We work with local authorities, schools, hospitals, and families to remove environmental barriers that prevent inclusion in education. From fully accessible hygiene rooms and hoist installations to training on safe equipment use, our full-service approach helps create dignified, safe, and supportive environments for children with complex needs.
We believe that SEND inclusion is critical and that every child has the right to a learning environment that enables them to thrive and not just fit in. As conversations around accountability and inclusion continue, we’re proud to support the practical delivery of these goals. Find out more about how we help the education sector here.
Need support creating an inclusive care or education space? Talk to our team about how we can help you design and equip safe, accessible environments for children with SEND today and download our helpful guide ‘Making Education Accessible for All’ here to get started.
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Email: sales@multicaremedical.co.uk
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