I admire your optimism, I’ve just not seen any rays of hope of this! Every educator ( in my experience) who has been brilliant and demonstrated integrity, curiosity and reflection has had their own personal experience of difference or chronic illness. The others were prejudiced.

The argument for exams and not coursework is the recognition that teachers can show conscious or unconscious bias. We know it exists, and for many children with SEND, they feel this every day. 2/2

Thoughtful piece Nicola. So much I agree with. My biggest concern (after 16yrs as a parent of 2 children with SEND) is culture and attitudes. Not sure any change in legislation or increased training will ever shift entrenched prejudice. Some children will always be seen as less value. 1/2

I’m interested in this - who do you define as the most vulnerable? Vulnerable in which way? Vulnerable in the mainstream school - how many axes of vulnerability? Which ones carry the most weight? I’m genuinely interested, hence the multiple questions.

This is down to LA’s who choose not to look at this/do not invite other professionals/ do not update EHCPs.
In health not everything is evidence based either, but it’s often worth trying something, it’s then reviewed after 6 mnth & changed or maintained depending on outcomes. Ed is slow to respond

Thanks Matt.
So much waffle.

How will they be able to measure that?
They will just look at intentions, data and policy. Which is no different to what happens now.

This was the draft definition of inclusion they put forward for consultation in their recent school inspections - no idea who they worked with on this, I think they’ve also commissioned something from NCB

Happy to share our experience. 4 years of flexi schooling. 2 years poor, 2 years excellent . Two different schools.

It’s been a long time coming!