The government recently unveiled its vision for the next decade of education in the white paper Every Child Achieving and Thriving. For those of us working in schools, it signals a shift from a “narrow” to a “broad” vision of childhood, aiming to ensure that every child, regardless of their background, can (and will) succeed.
The vision is clear, and it is hard to disagree with the ambition. However, as is often the case, the detail around implementation is still emerging. In the meantime, we can focus on what we already know works well in our schools: high quality teaching.
Inclusion by design: starting from the assumption of diversity
Inclusion by design is the practice of embedding accessibility into the very foundation of our lesson planning, classroom environments and teaching approaches.
Traditional “adaptive teaching” can sometimes be interpreted as adapting lessons after a pupil has struggled, or differentiating primarily by prior attainment. Inclusion by design starts from a different premise: diversity is the norm.
This aligns closely with the EEF’s Special Educational Needs in Mainstream Schools guidance, particularly the recommendation to use high quality teaching for all pupils and to create a positive and supportive environment.
It also reinforces a key idea: high standards and inclusion are not in tension – they are two sides of the same coin. What works well for pupils with SEND is very often what works well for all.
For a pupil with Developmental Language Disorder, this level of clarity is essential. But if those small steps are made visible to all learners through modelling, worked examples, or scaffolds – what is the downside? In most cases, it strengthens understanding across the class.
This is a good example of inclusion by design in action: a strategy that removes barriers for some while improving learning for all.
EEF Special Educational Needs in Mainstream Schools
Designing environments that support learning
By anticipating need, we can remove barriers before they become challenges.
The EEF’s SEN in Mainstream Schools guidance highlights the importance of creating environments that support learning. Physical and digital spaces that are calm, predictable, and reduce unnecessary cognitive load can make a significant difference.
For a pupil with sensory processing sensitivities, this might mean reducing glare, managing noise, or providing access to a quiet space. In practice, many pupils benefit from these adjustments, not just those with identified needs.
Practical strategies: small changes, big difference
Many inclusion-by-design strategies are simple, low-cost, and rooted in strong evidence. For example:
Consistent layouts and routines Keeping equipment and classroom organisation predictable supports independence and reduces cognitive load. This aligns with the EEF’s Improving Behaviour in Schools guidance on establishing clear routines.
Visual supports Tools such as visual timetables or “Now and Next” boards help reduce uncertainty and support understanding. These act as scaffolds, as described in SEN in Mainstream Schools.
Multiple representations of content Presenting information through text, images, and audio reflects principles from EEF literacy guidance and supports comprehension for a wider range of learners.
Multiple ways for pupils to respond Allowing pupils to demonstrate understanding through discussion, presentation, or technology can remove unnecessary barriers. This connects with the EEF’s guidance on effective feedback and responsive teaching.
Structured talk and oracy Strategies such as sentence stems and structured discussion are strongly supported by the EEF’s Improving Literacy guidance, particularly for developing language and reasoning.
Chunking instructions Breaking tasks into smaller steps supports pupils who may struggle with working memory, a principle rooted in cognitive science and reflected across EEF guidance.
Concrete – Pictorial – Abstract (CPA) approaches in maths The EEF’s Improving Mathematics guidance emphasises the importance of representations and manipulatives to support understanding for all pupils.
Normalising mistakes Simple strategies that reframe error as part of learning align with the EEF’s Metacognition and Self-Regulated Learning guidance, helping pupils to reflect and improve.
None of these strategies lower expectations. Instead, they make success more accessible.
A shared responsibility
Every Child Achieving and Thriving outlines a long-term, phased approach to system change. But at classroom level, inclusion by design is something we can act on now.
It is also important to recognise that many schools are already doing this well. Strong classroom practice, a focus on literacy and oracy, and the use of adaptive teaching are already established in many settings.
The EEF’s guidance reinforces that we should continue to:
• Focus on adaptive teaching as responsive teaching, not fixed differentiation • Embed oracy and disciplinary literacy (EEF Improving Literacy reports) • Use precise academic and mathematical language • Maintain a strong focus on reading and language development, particularly for disadvantaged pupils
Keeping teaching at the heart
We know that high quality teaching has the biggest impact on pupil outcomes. It is right that any ambition to reduce the attainment gap places teachers at its centre.
Inclusion by design is not an additional initiative, rather it is a way of strengthening what we already do. By planning with all learners in mind from the outset, we reduce the need to retrofit support later.
Ultimately, it is about a shift in mindset: moving from asking pupils to fit the system, to designing a system that supports every pupil to achieve and thrive.
Reflective questions
1. To what extent are your current classroom routines and explanations designed with all learners in mind from the outset, rather than adapted later? 2. Which of the strategies above could you embed more consistently to reduce barriers to learning for your pupils?
