The growing numbers of pupils with a complexity of special educational needs and disabilities (SEND) is a challenge for educators across the country.
In the face of this, Forward as One Church of England Multi-Academy Trust is taking decisive action to further strengthen its inclusive practice through collaboration and inclusion by design.
Lauren Gardner, Trust and Inclusion Lead at Forward as One works in close collaboration with SENCOs, senior leaders and staff who are all deeply committed to this work. “As a trust we really want to make sure that we are doing everything we possibly can to meet the needs of all of our children”, Lauren says.
A vision for inclusion in mainstream schools
Forward as One operates across multiple local authorities, with 16 primary schools that share a common goal for SEND: to create inclusive and supportive environments where every child can thrive.
“Our vision for SEND is about continuing to build on our inclusive culture,” Lauren says. “We ensure that all children, regardless of their needs, have access to the resources and support they require to thrive. We foster a culture of high expectations for all learners. It’s not just about supporting children with SEND; it’s about challenging them to reach their full potential.”
Focusing on inclusive practice
Lauren highlights the importance of inclusive practice in achieving this vision. “When we talk about inclusive practice, we address it in two parts. One part is about a whole-school approach to supporting all children, because what’s effective for some is often effective for all. The other part is about making specific, individualised adaptations for children who need them.”
Forward as One has embraced ‘inclusion by design’, which focuses on proactively creating conditions that support all pupils to access the same learning. It’s a concept identified in Ambition’s Leading Trust Improvement: SEND programme as one of the levers that can make the biggest impact in improving trust-wide SEND provision.
“For us, it’s about more than equality or equity – it’s about liberation”, Lauren explains. “That’s the hot word across our schools right now – liberation. We think actively about how we can remove barriers altogether: we look for opportunities to clear the path for everyone to succeed.”
“’Essential for some, beneficial for all’ is a strapline we use. Some children will benefit much more from the approaches we take.” This extends to the small but impactful changes schools can make. “For example, some of our schools have restructured their lunchtime routines. We recognised that unstructured times like lunch can be challenging for many children, especially those with SEND, and that impacts their ability to transition back into learning in the afternoon. By redesigning lunchtimes, we’ve created environments where all children can feel more settled and ready to learn.”
Collaboration to support all children, everywhere
Collaboration is at the heart of Forward as One’s approach. The schools work closely together, sharing strategies, expertise and resources to build a cohesive approach to inclusion.
“We already have a shared SEND strategy, handbook, and templates, as well as alignment in the platforms we use to support an embedded graduated approach to SEND support,” Lauren says. “But we’re always looking for ways to further strengthen our approach. That’s why we value opportunities to collaborate beyond our trust.”
Lauren reflects on the impact of participating in Leading Trust Improvement: SEND. “Working closely with colleagues across the country was incredibly reassuring. It highlighted that we’re all facing similar challenges when it comes to supporting our most vulnerable children. That shared experience reinforced that we’re not alone in our efforts.”
“Having the opportunity to collaborate with colleagues and hear from real experts in the field really ignited a shared sense of purpose and helped us move forward with what we collectively felt was the right direction.”
She found the programme’s model of working with colleagues in small groups particularly effective. “Working closely allowed us to challenge and refine our thinking. The opportunity to learn from others’ perspectives and approaches has been invaluable. It’s not just about helping the children in our own schools – collaboration means we’re supporting all children, everywhere.”
It was through this work that Lauren, alongside the trust’s SENCOs, decided to pursue an aligned design to an evidence-informed approach to improving SEND provision across the trust.
Seeing inclusive education in practice
Ambition’s programme facilitated visits to other trusts to see their SEND practice. Lauren describes the openness and willingness of colleagues in other trusts to share their experiences as “inspiring and vulnerable”. “Seeing what others do helps expand your thinking around different approaches that you might be able to use: I took a lot away from that.”
“There’s nothing more valuable than going into someone else’s setting and seeing what works – and what didn’t work at the start. It’s a brave thing to open your doors like that, but it’s how we all grow.”
New evidence Lauren accessed through the programme “sparked thoughtful and fruitful discussions with our SENCOs about the responsibility we have as educators as to the potential impacts of labelling children with SEND. All this goes beyond what we already do in following the SEND Code of Practice.”
Doing everything possible for children to flourish
Lauren credits the trust’s partnership with Ambition Institute as a key factor in their progress. “Our partnership with Ambition is so valuable. It empowers us to deliver high-quality, evidence-informed professional development for teachers that embraces inclusive teaching practices and ultimately drives improved outcomes for children.”
“We’re a proactive trust, always looking for ways to do things better and more effectively. It’s about doing everything we possibly can to ensure our children are happy and that they flourish.”
Is improving trust-wide SEND provision a priority for you? Find out how Leading Trust Improvement: SEND can help you identify the right levers for change.
