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“Inclusive providers are at the heart of their communities. They have high expectations and aspirations for every child and learner. They are particularly alert to the needs of those who need the most support to achieve well, including those with special educational needs and/or disabilities.”
Improving the way Ofsted inspects education: consultation document
“A number of recent reports have set out in detail the extent of the crisis in the SEND system, which is letting down children and their families, creating intense pressure on local authority funding and on schools. This inquiry will focus on how to achieve both short term stability and long-term sustainability for the SEND system to improve experiences and outcomes for children and young people.”
Education Select Committee website
The new Ofsted Inspection Framework has now been published and will be in force from November 2025. The new Framework introduces a new ‘Inclusion’ evaluation area, which will consider how schools identify and support pupils with SEND. As part of this, schools will be expected to set high expectations for these learners, embed a culture of prioritising assessment of needs and implement rigorous planning to reduce barriers to learning.
Alongside this we await the report from the Solving the SEND Crisis Inquiry which also places a big focus on the importance of inclusion in mainstream settings.
It is estimated that between 15-20% of children and young people in the UK are neurodivergent. We also know that these students are more likely to have, poorer education outcomes than their peers, an increased prevalence of mental health concerns, lower rates of attendance and an increased rate of exclusion.
Join us for this full day conference to hear from experts in the field covering key topics to support you to create a more inclusive educational environment for your neurodiverse students.
Who should attend?
SENCOs, Assistant SENCOs, Assistant Heads, Deputy Heads, Inclusion Leads, Teaching Assistants, and any other members of school staff working to improve the outcomes of neurodiverse learners.
This conference will enable you to:
Explore the implications of neurodiversity on teaching and learning
Highlight the importance of recognising and normalising variations in learning styles
Discuss the need for and methods of personalising teaching to leverage the strengths of neurodiverse students
Illustrate what an inclusive culture within educational settings looks like
Identify common barriers to attendance for neurodiverse students and propose strategies for overcoming these challenges
Emphasise the importance of providing targeted support and facilitating a smooth return to school after absences
Outline the key features of a neurodivergent-friendly classroom environment
Recommend small, impactful changes that can create a more inclusive learning atmosphere
Understand the critical role of parents and caregivers in supporting neurodiverse learners
Offer best practices for engaging with parents and caregivers, including those who are neurodivergent, to foster better outcomes for students
Delve into the significance of adaptive teaching strategies in catering to the diverse needs of neurodiverse learners
Introduce a tiered approach to support, starting with high-quality teaching and supplemented by targeted interventions as needed
Shed light on the historical underrepresentation and unique challenges faced by neurodiverse girls and women
Discuss the importance of recognizing different presentations of neurodiversity in girls and the need for tailored interventions
Introduce effective strategies and interventions for supporting the emotional and psychological well-being of neurodiverse students
