There is still a quiet assumption in education that high levels of SEND make strong outcomes harder to achieve. It sits beneath conversations about performance tables, inspection, curriculum, behaviour and parental choice. School leaders understand the pressure. But if we treat inclusion as a risk to be managed, rather than a core part of how a good school works, we miss the point. Become a member for unlimited access to Schools Week Our members enjoy early access to exclusive content and in-depth articles before anyone else. Get expert journalism, experience fewer ads, and unlock a growing range of member benefits. subscribe If you have an account, please login. Sign in