The SEND Together Oxford event was attended by Orchard Therapeutic Farm’s CEO and Founder, Ludivine Partmentier, and Centre Head, Emily Mayne. A question raised by Emily Mayne captured a key theme of the discussion.

With the changes stated in the white paper and the reduction in use of special schools, no time increases in mainstream settings, how are schools going to utilise the expertise of alternative provisions to ensure that inclusion strategies in schools are successful and not isolating?

It is a question that sits at the centre of the current SEND conversation.

A system in transition

The government’s SEND and Alternative Provision Improvement Plan Whitepaper sets out changes to how inclusion is structured and understood across the education system. At its core, the plan outlines expectations around:

• earlier identification and intervention
• increased inclusion within mainstream provision
• clearer national standards
• accountability across education, health and care
• the use of Alternative Provision

The plan indicates that more pupils with SEND will be supported within mainstream settings. Schools are expected to demonstrate how needs are being met through everyday practice, alongside any specialist provision. This reflects a shift in how inclusion is positioned within schools. It places inclusion within the wider school system, spanning leadership, curriculum design, behaviour, teaching and pastoral care.

The question of capacity

Within this context, the question of capacity becomes increasingly important.

If expectations change, schools require the knowledge, systems and confidence to respond effectively.

Inclusion at this level relies on:

• staff who understand how to adapt practice
• consistent approaches across classrooms and teams
• clear and aligned systems
• leadership oversight that is informed and sustained
• a shared understanding of what effective inclusion looks like in practice

Without these elements in place, there is a risk that expectations and implementation become misaligned. 

The discussion at SEND Together Oxford reflected this balance. There was a shared focus on improving outcomes for children and young people with SEND, alongside a recognition of the practical considerations involved in delivering this within schools.

Supporting schools to build confidence

This is why Orchard Therapeutic Training have developed a training programme with the aim to support schools in strengthening inclusive practice in a way that is practical, structured and aligned with current expectations.

The training focuses on:

• inclusive classroom practice and adaptive teaching
• alignment between SEND, behaviour and pastoral systems
• the use of Alternative Provision in a lawful and structured way
• evidencing impact through practice, data and pupil experience
• supporting leaders to develop more consistent and coherent systems

The emphasis is on clarity, consistency and confidence, so that inclusion is understood and applied across the whole school. Find out more about Orchard Therapeutic Training.

A shared conversation

Events such as SEND Together Oxford create space for discussion across the SEND community. They bring together different perspectives and experiences, helping to build a clearer picture of both the challenges and the priorities within the system. There is a clear sense that expectations are evolving.

The focus now turns to how schools are supported to respond in a way that is sustainable, informed and effective.

With thanks

Thank you to Oxfordshire Parent Carer Forum for organising an event that enabled thoughtful discussion and shared insight across the SEND community.