As I prepare to speak as an expert at the upcoming symposium with Waterman Learning, I've been reflecting on their recent article, From Makeshift to Meaningful: SEND and Inclusion Spaces in Mainstream Schools. It captures something many of us working across SEND already know to be true: we are at a turning point. There is growing recognition that inclusion cannot sit on the margins of school design—it has to be built in from the start.
The move towards dedicated inclusion spaces in mainstream schools is, on the surface, a positive step. For too long, provision for children with SEND has been reactive—created in spare rooms, corridors, or wherever space could be found. The article rightly challenges this "makeshift" approach and pushes us to think more intentionally. But we need to be honest: a better room does not equal better inclusion.
In my work with schools, local authorities, and families, I see the same pattern repeated. Spaces are created with good intentions, but without a clear strategic purpose, they risk becoming places of separation rather than connection. If we are not careful, we simply redesign exclusion in a more comfortable environment. Inclusion spaces should never become destinations where children are sent—they should be part of a wider system that enables access, belonging, and participation.
This is where inclusion by design matters. It's not about adding something extra onto an existing system; it's about rethinking the system itself. Classrooms, teaching approaches, staffing structures, and leadership decisions all need to be shaped around the expectation of difference—not retrofitted once challenges arise. The physical environment plays a role, but it is only one part of a much bigger picture.
Working alongside Waterman Learning on this agenda, and as I join them at their upcoming event, I'm particularly interested in how we move from intention to implementation. What does it look like when inclusion is not just a principle, but a practical reality in every school? How do we ensure that investment leads to meaningful change, rather than surface-level solutions?
Because ultimately, inclusion isn't about where a child goes when things are difficult. It's about whether the system was designed with them in mind in the first place.
The SEN Expert offers a range of services for young people, families and schools. We offer support for parents to help navigate the complex world of Special Educational Needs. We will work with you closely to ensure the best for your child.
The SEN Expert was set up by Claire in 2021 following a successful career spanning 12 years in school improvement, special educational needs, safeguarding and the arts.
Claire has worked as a Deputy Headteacher, Assistant Headteacher, Consultant and SENCO in both state and private schools in inner city London, the Southwest, the Midlands and the USA.
Throughout her career, Claire has ensured solid outcomes for the young people she has worked with. Be that a set of good exam grades, a placement in specialist setting or getting a part time job.
Claire is a working mother, and understands the challenges parents face trying to ensure their children are happy and successful. We aim to provide young people with a creative route to the personal and professional adult life they deserve.
We offer support for families, children, and schools to navigate the complex world of SEN.
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