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What the Children’s Commissioner Didn’t Say: Inclusion Begins at ITT

As the education sector braces for the next wave of reform, the Children’s Commissioner’s landmark School Census offers a compelling snapshot of the challenges schools face in supporting pupils with complex and overlapping needs. It’s a document rich in ambition, and one that rightly places inclusion and equity at the heart of its recommendations. But as with any bold vision, it invites scrutiny not just of what it says, but of what it leaves unsaid.


A Welcome Shift in Language


One of the most striking proposals is the move from the term Special Educational Needs (SEN) to Additional Needs. This isn’t just semantics, it’s a reframing of how we perceive and respond to the diverse barriers children face in accessing education. The term “special” has long carried unintended connotations of otherness and deficit. “Additional” suggests something more inclusive, more fluid, and more reflective of the reality that many children, at some point in their educational journey, require tailored support.


This shift could help dismantle the binary thinking that separates SEND from wider pastoral and socio-economic challenges. It acknowledges that needs don’t always fit neatly into diagnostic boxes, and that support should be proactive, not reactive.

But language alone won’t change practice. It must be underpinned by systems that are responsive, coherent, and rooted in professional expertise.


EHCPs: Reforming the Framework, Not Just the Form


The report’s call for a reimagined statutory support system moving beyond the current EHCP model is timely. The proposed Children’s Plan platform, with differentiated pathways for Education, Health, and Care, reflects a more nuanced understanding of need. It’s a recognition that not every child requires a full EHCP, but many need something more than SEN Support.


Yet, the devil is in the delivery. The current EHCP process is often adversarial, inconsistent, and slow. Families battle for recognition, schools struggle with implementation, and local authorities face mounting financial pressure. Reform must not only streamline access but also ensure that plans are evidence-based, co-produced, and genuinely impactful.


The idea of automatic statutory support for children with lifelong conditions is a step forward. So too is the emphasis on early developmental milestones. But we must guard against a system that becomes overly bureaucratic or digital-first at the expense of relational, human-centred support.


What’s Missing: The Role of Initial Teacher Training


For all its breadth, the report is conspicuously silent on one foundational issue: the preparedness of new teachers to meet the needs of diverse learners.

Initial Teacher Training (ITT) remains a critical gap in the inclusion conversation. Too many early career teachers enter classrooms without sufficient understanding of neurodiversity, trauma-informed practice, or adaptive pedagogy. This isn’t a failure of individual effort, it’s a systemic oversight.


Recent surveys by TES and Teacher Tapp revealed that only 10% of primary teachers felt equipped to support pupils with social, emotional, and mental health needs. Two-thirds said their ITT had not prepared them to meet the needs of pupils in any of the main SEND categories. These figures are sobering and they echo what many school leaders already know: that inclusion cannot be bolted on after training. It must be embedded from the start.


A petition to Parliament calling for mandatory neurodiversity training for all education staff gained traction earlier this year. The government’s response pointed to the ITT and Early Career Framework reforms, but also acknowledged the need for continuous improvement, with a full review planned for 2027. That’s a long time to wait when the need is urgent and growing.


The Department for Education’s broader teacher development reforms—including new NPQs in Early Years Leadership and Leading Literacy offer some promise. But they’re not substitutes for foundational ITT reform. If we are to build an education system that is “inclusive by design,” then inclusion must be part of the blueprint from day one.


Final Thoughts: Towards a Coherent Vision


The Children’s Commissioner’s report is a powerful call to action. It recognises the extraordinary work schools are already doing, often in the absence of joined-up services. It proposes a more integrated, child-centred system. And it amplifies the voices of children themselves who want to feel safe, supported, and inspired at school.


But to truly realise this vision, we must connect the dots. Inclusion isn’t just about funding or frameworks, it’s about culture, capacity, and confidence. That starts with teachers. It starts with trust. And it starts with a shared commitment to doing better, not just for some children, but for all.


About the Author

Sam Harrison is an education consultant and founder of Inclusive Horizons, a specialist service supporting schools, academy trusts, and local authorities with compliance, leadership development, and inclusive practice. With a background in senior leadership and local authority school improvement, Sam brings clarity, warmth, and strategic insight to the complex challenges facing the sector.


If your school, trust, or local authority is looking to strengthen inclusive practice, simplify compliance, or empower staff with tailored training and support, Inclusive Horizons is here to help.


Visit www.inclusivehorizons.net to explore services, download free resources, or start a conversation about how we can work together to build a more inclusive future for every learner.



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