We seek to develop the quality and impact of provision that is additional to or different from that which is otherwise available for pupils with special educational needs and disability, and other groups of pupils at risk of underachievement and marginalisation. Moreover, we seek to improve and develop the Quality First Teaching (QFT) that such pupils will experience. The vision follows Florian’s (2007, p.15) call for re-imagining how we think about provision for pupils with SEND.     

‘It is the process of providing something “additional to” or “different from” that which is “otherwise available” in school that defines special educational provision. The task is not to defend what is “special” about this kind of provision but to challenge complacency about what is not “otherwise available”’. (Florian, 2007). 

‘… inclusion is concerned with all children and young people in schools; it is focused on presence, participation and achievement; inclusion and exclusion are linked together such that inclusion involves the active combating of exclusion; and inclusion is seen as a never-ending process. Thus, an inclusive school is one that is on the move, rather than one that has reached a perfect state.’ (Ainscow et al., 2006). 

Our mission is to provide the highest quality forums, professional development, consultancy and school improvement partnership to the education workforce to support and drive their journey to inclusion.  


Ainscow, M., Booth, T., Dyson, A. (2006) Improving Schools, Developing Inclusion. Routledge. 

Florian, L. (2007) ‘Re-imagining special education.’ In L. Florian (ed.) The Sage Handbook of Special Education. London: Sage. 

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