Inclusion Now Magazine 72 Summer 2025

Summer 2025 Issue 72 FREE

A VOICE FOR THE INCLUSION MOVEMENT IN THE UK Disabled People’s Movement uprisings ALLFIE staff p3

How will benefit cuts impact Young Adults?

Sharon Smith p14

Ofsted fails to ensure Inclusive Education

Edmore Masendeke p18

Why RSE is failing Disabled people Melody Powell p23

The global thinking impacting Inclusive Education p26

“They used to leave me out, never let me join in...

But if you speak up, they will let you join in. So just don’t be scared.” Tammy Harrison p10

Crippen cartoon Dave Lupton p8

Editorial A voice for the UK inclusion movement

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Government refuses to listen to Disabled People Michelle Daley, Iyiola Olafimihan, Lani Parker and Aisha Biscette Cartoon Dave Lupton

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Tammy Harrison: Day in the life at school Michelle Daley and Melody Powell A Parent's Perspective: The Impact of Proposed Benefit Changes on Disabled Young Adults Sharon Smith Why Ofsted fails to ensure Inclusive Education Edmore Masendeke Why is Relationships and Sex Education (RSE) important for Disabled people?

Melody Powell Domestic and Global thinking impacting on prospects for the Inclusive Education of Disabled People Richard Rieser Legal Question School closures

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Cover image: Tammy Harrison Editor: Catherine Bebbington

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Welcome to Inclusion Now 72.

Prime Minister Keir Starmer and his party are still smarting from a grassroots rebellion by Disabled people and their organisations which resulted in 126 Labour MPs coming out against ill-thought out and highly damaging benefit cuts. The Welfare Reform Bill 2025 only passed after compromises had been made: the withdrawal of cuts to Personal Independence Payment, bringing forward measures to get Disabled people into work, and the introduction of the Timms Review into PIP criteria (to be co-produced with Disabled people). But young claimants not in employment, training or education will still lose out, as will many on universal credit.

In this issue we show the impact that Labour's failure to reflate the economy has had on education, and Inclusive Education in particular. Our articles touch on themes including the failure to listen to the many voices that are proposing alternatives; the weakness of the New Ofsted Framework; and inclusive Sex and Relationships education. By contrast, the article on Tammy Harrison’s experience at school shows it does not take much to provide an inclusive school experience to a Disabled girl.

The Government say they want a more Inclusive Education system in England, but at the same time will not commit to a more inclusive curriculum. Nor will it commit to maintaining Education Health and Care Plans and increasing funding, as required. The Government should start by enforcing the rights to reasonable adjustments as provided for by the Equality Act that Disabled children should already have. It should vary assessments to include all students, as well as introduce a much more flexible curriculum, and train all education workers in inclusive teaching and learning. Finally, it should empower Disabled children and their peers to claim their rights through understanding disablism and developing solidarity and empathy.

Policy

Image: Bring People Home From Hospital Day of Action

Government refuses to listen to Disabled People

By ALLFIE’s Michelle Daley, Iyiola Olafimihan, Lani Parker and Aisha Biscette.

This country has witnessed multiple uprisings led by the Disabled People’s Movement against relentless government cuts and regressive

issues. They are connected — deeply rooted in systemic ableism and intersecting oppression.

Disabled people are fighting back with clear

policy shifts.

demands for dignity, rights and justice.

From the cuts to welfare support like Personal

At ALLFIE, the week commencing 28th March

Independence Payment (PIP), to weakening entitlement to Inclusive Education, the assisted dying bill, and the use of force and seclusion in education and care settings, these are not isolated

was particularly intense. We worked relentlessly to respond to four separate government consultations on issues relating to education.

Three had the same deadline. This we believe

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was a deliberate tactic by the government to overwhelm and silence the public voice.

But ALLFIE responded through gathering our community to respond with urgency and in solidarity. As a result, we met all the consultation deadlines. We also submitted our briefing on the Children, Wellbeing and Schools Bill ahead of its second reading in the House of Lords — watch the debate here.

Throughout February and March, we created spaces for Disabled people, families of Disabled children, professionals and supporters to shape our responses to the Department for Education's consultations. In particular, our consultation meetings on the “use of reasonable force and other restrictive interventions guidance government consultation” were deeply

The consistent message was clear: stop sanitising violence. distressing. Young Disabled people shared their traumatic experiences of seclusion rooms. Parents of Disabled children spoke about the fear and long-term harm caused to their children.

The consistent message was clear: stop sanitising violence. Our consultations focused on building collective understanding, centring lived experience, and challenging harmful policies and practices by creating a public record of truth, making it hard for governments to claim lack of awareness about the harm of their hostile policies. The government’s use of vocabulary like “reasonable force” and “supporting pupils” masks the brutal reality of abuse and control. The guidance enables unchecked power, relies on vague definitions, and comes with little accountability. Worse still, the government’s consultation failed to show any commitment to ending this practice. There was no sign to offer any change, understanding or care about the harm being done.

On 29th April we attended Inclusion London’s

Image: ALLFIE staff Lani, Aisha and Iyiola at the Bring People Home from Hospital Day of Action.

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Bring People Home from Hospital Day of Action which was produced to raise awareness about the many Disabled people who are being locked up in mental health or psychiatric hospitals, as

Policy

well as to raise concerns about the new Mental Health Bill.

ALLFIE, in solidarity with other DPOs and activists, attended this Day of Action that included a powerful rally in Parliament Square. As we prepared for the day and drafted our speech, we made sure to lift up the voices of the many individuals who contributed to ALLFIE’s work on End Torture, including the recent consultations.

This issue is not separate, it’s part of the same pattern of violence, control, and dehumanisation.

We gathered in unity in Parliament Square alongside other Disabled People’s Organisations (DPO), Disabled people, campaigners, and allies.

Person after person told of their lived experience and the trauma caused by being locked up in mental health or psychiatric hospitals, some detailing years spent in secured wards under the guise of care. The pain and injustice echoed through the testimonies of everyone present. As our End Torture campaign argues, these practices are state-sanctioned, institutionalised violence.

Image: Claire Glasman, WinVisible

and segregation in all educational settings. His speech echoed the core message of ALLFIE’s End Torture campaign, stating: “These abuses are not accidents — they are backed by law which gives schools the power to use ‛force’ on Disabled students. This law is a licence for violence.”

After the rally, we marched in solidarity to the Department of Health and Care to hand-deliver a letter calling for a meeting with the Care Minister Stephen Kinnock and Mental Health Minister Baroness Gillian Merron. Shockingly, no one from the department would come down to receive it.

Inclusion London negotiated, the crowd chanted, and we held our ground.

Claire Glasman, from WinVisible and a member of ALLFIE’s Stronger Voice steering group, addressed the crowd with a speech highlighting the intersecting lived experiences of Disabled mothers and their families. Around her neck, she wore a placard that read, “Kids in poverty 10x more likely to be in care,” drawing attention to the

ALLFIE’s Justice and Campaigns Lead, Iyiola Olafimihan delivered a powerful speech to offer support and to demand an end to the use of force

damaging impact of current policies. Her message strongly echoed the focus of ALLFIE’s Stronger Voices project, which addresses the intersections of segregation, disability, and poverty.

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Image: Bring People Home From Hospital Day of Action

From the back of the crowd, our Capacity Building Development Lead, Lani Parker, sparked a chant: “It’s only a letter.” Her words were sharp and a direct response to the minister’s refusal to accept the letter. They were a clear reminder that the real threat isn’t Disabled people, but the government’s hostile and harmful policies.

Eventually, the letter was handed over to a senior security officer. The message was delivered, symbolising Disabled people’s refusal to be ignored. The event was covered by Disability News Service. BBC News Online also covered the event, capturing Lani and Iyiola at the rally in Parliament Square.

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We later caught up with ‘Bring People Home from Hospital’ Project Manager, Simone Aspis, who had led the day of action. Below are some of their reflections on what the day meant.

“We need to end all forms of institutionalisation and segregation,” for all. Simone continued that “too often Autistic People, and people with learning difficulties, have ended up trapped within [the] psychiatric system as a result of being placed in segregated residential and traumatic ‘educational’ settings.”

They further emphasised that “too often children and Young People are ending up in crisis as a

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We need to end all forms of institutionalisation and segregation

result of many years of insufficient or no support whilst living at home or within mainstream education settings.”

On the legal issues, Simone commented, “The Mental Health Bill, like the Children and Families Act and Equality Act, must be changed so that Disabled people get the support they need to thrive within education and community as set out in the UNCRPD.” ALLFIE was keen to know what Inclusion London’s next move will be. Simone responded, “Our next steps are [to contact the] Mental Health Bill committee” and “MPs to raise our issues in committee with some suggested changes to the Mental Health Bill. We will still be pushing for a

Mental Health bill that upholds our human rights.

We are still pursuing that meeting with Baroness Merron and Stephen Kinnock using the Equality Act disability-reasonable adjustments duties.”

Simone concluded, “We need to create societies that [are] inclusive of us.”

Until this government makes it a genuine priority to end the use of force and seclusion in all settings, how can Disabled people have any confidence in their commitment to the progressive realisation of our rights and agency under the UNCRPD including making Inclusive Education a reality in mainstream settings?

Read and sign: ALLFIE's manifesto 'Inclusive Education for All'

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Cartoon

ALT TEXT

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Young person's voice

Tammy Harrison: Day in the life at school

By Michelle Daley and Melody Powell During the Paralympic Games last summer, Michelle Daley and Tammy Harrison met during fiming for the Channel 4 documentary Equal Play.

Tammy and Michelle formed a great bond instantly, and they caught up again this summer for a catch up.

We had the great pleasure of interviewing 12-yearold Tammy Harrison, who featured in the Channel 4 Equal Play documentary, televised in August 2024 as part of the Paralympics coverage. We were keen to catch up with Tammy to hear about what a typical school day looks like for her, and how Inclusive Education in mainstream schools makes a difference.

We started the interview by asking Tammy to tell us about herself. She’s the Youngest of three siblings, has two dogs and loves baking banana cake (something she has clearly perfected), but is not planning a career in baking. Tammy enjoys sport, particularly wheelchair track racing, and her favourite hobby is anything creative, especially art.

Her morning starts at 7:15am, usually checking TikTok or catching up on EastEnders. Then she has breakfast and heads to school.

Image: Tammy Harrison at school

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To help inform our write-up of the interview we’ve aligned it with ALLFIE’s seven principles for Inclusive Education.

Young person's voice

Diversity enriches and strengthens all communities We met with Tammy via Zoom on 21st May and it was clear Tammy enjoyed sharing her experiences at her local mainstream secondary school.

As highlighted in Equal Play, this journey hasn’t come without barriers. She was denied access to certain subjects in her primary school and had to fight to attend her current secondary school. Tammy remains a committed advocate for Inclusive Education in mainstream schools.

For Tammy, it’s important that Disabled children go to the same schools as everybody else. She said, “Yeah. In my eyes, they’re not seen different in a wheelchair, but the wheelchair just makes them, them basically.”

She told us that she was excited to share her schooling experience to help other children and

I feel that a lot of the families are a bit worried about sharing their story, so I’m sharing mine so they don’t feel as worried to share theirs.

families feel more confident: “Because I feel that a lot of the families are a bit worried about sharing their story, so I’m sharing mine, so they don’t feel as worried to share theirs.”

Support is guaranteed and fully resourced across the whole learning experience We talked in detail about the adjustments and support Tammy receives in school. She has a dedicated Teaching Assistant (TA), who she clearly gets on with: “Most of the time, I hang around at break or lunch with friends and whenever I have my break, she’s having her break so she won’t be in the room, but two other adults will be in the room in case anybody needs them, but they don’t say anything.”.

Tammy also shared that the school has four lifts: “Yeah, there’s one in the library, one in the science block and one in orange, and one by the office.”

She also mentioned the adjustable tables: “The tables can go up and down,” and noted that the schools has two changing place facilities: “It has a bed, a hoist, a toilet that flushes by itself.”

Tammy finds power in knowing she’s not alone, there are other Disabled pupils at her school.

She told us “One of the students, she’s Deaf and the teachers wear this thing and it's like a microphone and they connect it to her hearing aid, and they speak though it so she can hear what they’re saying.”

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Young person's voice

All learners are enabled to fulfil their potential by taking into account individual requirements and needs When we asked whether Tammy attends lessons with her form group or in separate classes, she explained: “So, there’s this thing called groups and I’m in 7R… But yeah, I do do it with other people.”

It was clear Tammy doesn’t feel segregated at school. Unsurprisingly, given her love of creative activities, her favourite subject is Design and Technology (DT): “Yes, I have an adult to help me, but on the bits I can do she leaves me and lets me get on with it so if I need help I say 'can you help me?’ and she will help me”.

“There’s two others [Disabled pupils]. One can walk with a walker, and one can’t walk at all.”

She describes the accessible transport the school provides: “They’ve actually got this van… Yeah, they’ve got three spaces like that [wheelchair accessible spaces]. I went on a sports trip to Cumberland to see how sports were for Disabled people [there]. My school is full of activities like bowling [boccia]; they got this ramp and put it on my lap… they have like it’s a simple hit the ball at the target game.”

All learners’ different learning styles and achievements are equally valued, respected and celebrated by society Tammy also spoke proudly about a recent collaborative creative project in class, highlighting how her contributions are valued: “So what we’ve been doing is drawing it and then we are gonna cut the drawing out and it folds and we will put it in like a fish shape.”

Her enthusiasm showed how much she enjoys being part of mainstream learning experiences,

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Young person's voice

and how her achievements are recognised, celebrated and valued like all other pupils in the school.

We asked Tammy about other aspects of school she enjoys, as a way to understand how she feels valued, respected, and celebrated. She smiled: “home time!” She laughed, adding, “Oh yeah, the teachers too."

One teacher was her favourite: “Miss Nash. I go and see her in the morning. We chat about how our morning’s been, and we chat... and if I have a lesson with her that’s my favourite lesson of the day.”

We asked what subject Miss Nash teaches. Tammy responded, “when my class is doing Spanish, I do extra English or extra Maths with two other boys.”

All learners need friendship and support from people of their own age When we asked Tammy how she usually spends her lunch break, she beamed. It was obvious she’s well-known and well-liked: “Hang out with my friends. Sometimes... my boyfriend comes to see me.”

We asked what makes her friends awesome.

Tammy replied: “Um they just see me as Tammy… they’re not bothered by my wheelchair they’re just bothered by the person.”

I feel that you shouldn't be left out at all. But if they do — speak up.

Nothing will get done if you stay quiet are used to seeing the wheelchair.” She explained that her wheelchair helps her get around. But since starting secondary school she’s gone on to make new friends.

Tammy also pointed out that her school encourages all pupils to make friends with each other.

All children and Young people are educated together as equals in their local communities Since Tammy had mentioned her favourite part of school was home time, we were curious to know what she gets up to after a school day. “[I] go upstairs, watch my TV and relax,” she said.

She also keeps in touch with friends via FaceTime and likes to visit the local park where she uses her racing wheelchair and meets up with school friends.

She added, “I think because most of them [friends] went to primary school with me they

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Young person's voice

Inclusive Education is incompatible with segregated provision both within and outside mainstream education We ended the conversation by asking Tammy what message she’d like to share with Inclusion Now readers about why Inclusive Education in mainstream schools is a human rights matter.

Reflecting on her own experience of being excluded from lessons and having to fight to attend her current mainstream school. Tammy urged others to speak up: “Because what I think is… they used to leave me out, never let me join in with anything. But if you speak up, they will let you join in. So just don’t be scared.”

She reinforced the importance of speaking up as an action for change: “Yeah, I feel that you shouldn't be left out at all.

But if they do — speak up. Nothing will get done if you stay quiet.”

Tammy concluded Inclusive Education should not be a struggle. She doesn’t think that Disabled children should have to fight to be able to attend mainstream schools.

“I don’t think it should have to be spoke about.

I just think it should just be normal... do it a bit differently so that Disabled children can be included.”

And finally, she added: “It shows that they’ve got a story.”

ALLFIE's seven principles of Inclusive Education 1. Diversity enriches and strengthens all communities

5. All learners need friendship and support from people of their own age

2. All learners’ different learning styles and achievements are equally valued, respected and celebrated by society

6. All children and young people are educated together as equals in their local communities

3. All learners are enabled to fulfil their potential by taking into account individual requirements and needs

7. Inclusive Education is incompatible with segregated provision both within and outside mainstream education

4. Support is guaranteed and fully resourced across the whole learning experience

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Parent voice

A Parent’s Perspective: The Impact of Proposed Benefit Changes on Young Disabled Adults

By Sharon Smith, Mother & Researcher Sharon Smith discusses systemic issues within the SEND system that limit the opportunities available to Young Disabled people and cause barriers transitioning to higher education and employment.

As a parent of a daughter who has Down’s syndrome, I have always strived to ensure my daughter has had the support and opportunities she needs to thrive. However, the recent proposed changes to PIP and Universal Credit for 18–22 year olds has left me deeply concerned about the future of our welfare system and its ability to adequately support Young Disabled adults.

The system is meant to support Young Disabled people, but instead, it feels like it’s abandoning them when they need it most.

Understanding the Proposed Changes

The government has announced several significant modifications to Universal Credit, set to be implemented gradually between 2026 and 2030.

These changes are part of broader welfare reforms aimed at reducing long-term benefit dependency and encouraging workforce participation.

Among these changes, one of the most concerning for families like mine is the proposal to raise the

minimum age for receiving the Universal Credit health top-up from 18 to 22 years, which could affect approximately 66,000 Young people and their families. This adjustment aims to promote employment and education among Younger adults, but it overlooks the unique challenges faced by Learning Disabled Young People, for example in securing suitable further education provision or the lack of employment opportunities available. Further changes include a reduction in the weekly payment for new claimants of the health element of Universal Credit from £97 to £50 (those already receiving this health element will have it frozen, so it will not increase with inflation and rising costs).

In addition to changes to Universal Credit, there are proposed changes to PIP eligibility, with claimants needing to score a minimum of four points in one daily living activity to qualify for the daily living component of PIP. Fewer people will be eligible for PIP, meaning fewer carers will be

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Parent voice

eligible for Carer’s Allowance. The government also plans to remove the Work Capability Assessment, merging it with the assessment used for Personal Independence Payment (PIP).

Instead of assessing whether someone is fit to work, financial support will be determined by a single assessment under Personal Independence Payment (PIP), focusing on how a disability affects daily living rather than work capability.

We are already struggling to cover the extra heating bills, higher food bills to meet dietary needs and transport to college, which on its own costs us nearly £1,600 a year. I cannot work full time because I need to be here before and after college and in the holidays. Without PIP, we will be left scrambling to cover costs we simply can't afford.”

Combined, these benefits proposals are likely to offer several incredibly significant challenges to Young Disabled people and their families.

The Problems with the Policy Proposals

The Consequences of Delayed Access to Financial Support for Young Disabled People PIP provides financial support to Young Disabled people, helping them gain independence and access education and training. PIP has been a lifeline for many Young people in college and university, by providing financial support for both daily living and mobility needs. Raising the age threshold for the health element of Universal Credit means that Young Disabled people will have to wait longer to receive the financial support they need.

The government says they want Disabled people to be independent, yet they’re stripping away the very funding that helps him travel to college, access specialist care, and maintain the little independence we have fought so hard for. I am terrified for his future.”

Universal Credit is designed to help individuals achieve financial independence and stability.

However, the proposed changes create additional barriers for Young Disabled adults who are striving

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Parent voice

to live with greater choice and independence.

Without adequate financial support, many will find it difficult to cover basic living expenses, pursue education and training, or engage in meaningful activities that contribute to their personal growth and development.

For many Young people, this reduction in income could therefore result in reduced access to necessary support and resources needed to live a fulfilling life based on their own aspirations and choices. Although these proposals are designed to encourage greater engagement in education, training and employment, they might inadvertently prevent Young people from undertaking education or training opportunities that would allow them to follow their interests and to develop new skills and greater independence, as well as meaningful qualifications that are valued in the workplace.

Increased Financial Hardship

Once a Young person turns 19, they will need to claim Universal Credit independently, and are no longer included on their parents’ claim, which could result in a drop in household income. If Young Disabled claimants under 22 years old no longer receive the health element of Universal Credit, their personal payments could be £97 per week lower than before. These changes disproportionately affect Disabled Young adults from low-income backgrounds, who already face significant barriers to education, employment, and independence. With fewer financial resources, they are left with fewer choices, fewer opportunities, and a system that forces them into hardship rather than empowerment.

The reduction in the health element for new claimants from £97 to £50 per week is another troubling aspect of the proposed changes. This significant decrease in benefits will undoubtedly exacerbate the financial difficulties faced by Young Disabled adults and their families. The government argues that this change is part of a broader strategy to encourage work and reduce long-term benefit dependency, but it overlooks the reality that many Disabled individuals are unable to find suitable work due to a lack of available opportunities and inclusive employers.

Research suggests that 65% of people with Learning Disabilities, including those with Down's syndrome, want to work, yet fewer than 20% of those of working age are currently employed. The WorkFit program by the Down’s Syndrome Association (DSA) has successfully placed nearly 1,000 candidates with over 750 employers, demonstrating that with the right support, people who have Down’s syndrome can thrive in the workplace.

My daughter currently works one day a week for H&M while continuing her studies. This position was obtained through the WorkFit programme two years ago. Working for H&M at weekends has enabled my daughter to showcase her abilities in the workplace. She has gained confidence and is becoming more independent. She has been employed there for two years and will be increasing her hours to two days a week starting this summer, while also participating in a Supported Internship. The college only offered her a place on the Supported Internship course due to her success working for H&M. Previously they thought it was out of her reach.

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Parent voice

However, we know that many Young people have not had the same opportunities that she has had, due to a range of reasons. For example, access to supported employment via the DSA WorkFit programme is only available to people who have Down’s syndrome. Also, not every individual who has Down’s syndrome can work two or more days a week, due to their individual needs. Furthermore, whilst the WorkFit programme works with inclusive employers such as H&M, Hilton, Tesco, and many more, there is still much to be done in terms of ensuring that there are work opportunities that are available and suitable for every Disabled person who can and wants to work.

Impact on Mental Health and Well-being

The stress and uncertainty caused by these changes are having a profound impact on the mental health and well-being of Young Disabled people and their parents/carers.

Financial hardships compound the already challenging circumstances faced by Disabled individuals, as they often require additional resources like specialised equipment, healthcare and therapies, and accessible transportation — all of which come at significant costs. The fear of not being able to meet these needs or falling further into poverty can lead to chronic stress, anxiety, and depression. When this is combined with concerns about changes to the SEND system, which appear to be reducing the rights of Disabled children and Young people to an Inclusive Education, it is a worrying time indeed for many families I have been speaking to.

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A Call for Action and demands for a more Compassionate Policy

We must act now to ensure a fair and inclusive welfare system. It is imperative for policymakers to acknowledge and address the distinct needs of Young Disabled people in every reform. Advocacy is key — whether it's participating in the White Paper consultation or reaching out to your MP, your voice has the power to shape policies that profoundly impact lives. Stand up, speak out, and demand meaningful change.

While the intention to promote employment and education is commendable, it should not come at the expense of those who require ongoing support.

As a parent, I urge the government to reconsider these changes and ensure that Universal Credit continues to provide the necessary assistance to all Disabled adults, regardless of their age. Delayed access to support, increased financial hardship, negative impacts on mental health, and barriers to independence are just a few of the issues that need to be addressed.

It is my hope that policymakers will listen to the voices of those affected and work towards a more inclusive and compassionate welfare system.

Together, we can push for a welfare system that does not abandon Young Disabled people but empowers them to succeed.

Policy

Why Ofsted fails to ensure Inclusive Education A Critique of Ofsted’s Proposed Inspection Framework by Edmore Masendeke, ALLFIE’s Policy and Research Lead Introduction

The Office for Standards in Education (Ofsted) plays a powerful role in shaping the priorities and practices of educational institutions across England. However, its current inspection framework undermines Inclusive Education. Rather than promoting equitable access and meaningful inclusion, the framework incentivises exclusionary practices that marginalise Disabled students.

Despite recent proposals for reform, the Alliance for Inclusive Education (ALLFIE) argues that the new framework will not address the systemic barriers that continue to deny Disabled students their right to Inclusive Education. This article examines the shortcomings of both the current and proposed Ofsted inspection frameworks, drawing on ALLFIE’s existing work as well as the perspectives of the Disabled Peoples Movement, Disabled people, activists and other stakeholders gathered through our recent consultations.

What’s wrong with Ofsted’s Current Inspection Framework?

Ofsted’s current inspection framework is a major barrier to Inclusive Education. It fosters segregation, off-rolling, and exclusion of Disabled students from mainstream educational providers

which achieve, or are aiming to achieve, the highest ‘overall effectiveness’ status. These educational providers are getting away with such blatant practices of discrimination because Ofsted’s inspection framework is not designed to achieve social justice and equity for all students. Instead, it upholds a discriminatory education system, with Disabled students and other marginalised groups of students treated as collateral damage.

What’s in Ofsted’s Proposed Inspection Framework?

In its recent consultation, Ofsted set out some proposals for a new framework for inspecting schools and other settings where children and adults attend. The proposed inspection framework will bring an end to the single ‘overall effectiveness’ grade. Instead, several areas of a provider’s work will be evaluated and provided with a grade.

There will be no ‘overall effectiveness’ grade for providers.

It proposes a separate evaluation area for ‘inclusion’. Through this evaluation area, Ofsted aims ‘to hold providers to account for ensuring Inclusive Education’ and ensure ‘strong outcomes’

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for Disabled students. Furthermore, ‘inclusion’, it suggests, will be a consistent theme across all evaluation areas. This means that ‘inspectors will focus on the extent of inclusive practices in the other evaluation areas.’

The other evaluation areas relate to leadership and governance, curriculum, achievement, behaviour and attitudes, attendance, personal development and well-being, safeguarding, developing teaching and training, and participation and development.

A 5-point scale will be used to grade these different areas, grading the quality of each area from ‘exemplary’ (the highest) to ‘causing concern’ (the lowest). Inspectors will work closely with school leaders to decide the areas to focus on and mirror school leaders’ improvement priorities.

Will this make things better?

Unfortunately, no.

Rather than promoting equitable access and meaningful inclusion, the framework incentivises exclusionary practices that marginalise Disabled students.

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What is ‘inadequate’ with Ofsted’s Proposed Inspection Framework?

ALLFIE believes that the proposed inspection and reporting process will not hold education providers accountable to the extent of ending admission biases and challenging the systemic barriers experienced by Disabled students within the education system.

Problem #1: Continuing to focus on outcomes may foster exclusions The inspection and reporting process will continue to ‘place more emphasis on children and learners’ outcomes’, ‘maintain a clear focus on standards’ and ‘stress the importance of the curriculum.’

This does not reassure us that the proposed framework will encourage mainstream educational providers to enrol and retain Disabled people as the emphasis on these areas in the current framework is what leads to the segregation, offrolling, and exclusion of Disabled students from mainstream educational providers.

In their 2023 report, Requires improvement: urgent change for 11–16 education, the Lords Education for 11–16-year-olds Committee concluded that the current, inflexible education system does not work for Disabled children and Young people. Thus, the new inspection framework may not prevent schools from excluding students who they think may lower their outcomes — exam results or other achievement or progress measures — on the basis of disability or other protected characteristics.

Problem #2: Aiming to be ‘exemplary’ may foster exclusions Despite the ‘move away from an overall

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Ofsted’s proposed approach to inspecting ‘inclusion’ emphasises achieving ‘outcomes’ while placing little accountability on providers to remove systematic barriers, ensure accessibility, and make the required adjustments. effectiveness grade’, mainstream educational providers may still be pushed to exclude Disabled children and Young people to achieve ‘exemplary’ grades in the evaluation areas, irrespective of whether ‘inclusion’ will be a consistent theme across all evaluation areas. This is because the inspection will focus on the performance or progress of the children and Young people who are already enrolled in an educational setting, and not its enrolment policies and practices. If there are no Disabled children and Young people in an educational setting, then the educational setting cannot be held accountable for failing to provide support or adjustments for Disabled children and Young people.

Problem #3: Ofsted’s definition of ‘inclusion’ is rooted in ableist norms and values Ofsted’s increased focus on ‘inclusion’ in its new inspection framework is welcomed. However, the working definition of ‘inclusion’ that Ofsted adopted is rooted in ableist norms and values. The definition’s emphasis is more on ensuring that pupils ‘achieve’ and ‘thrive’ rather than on ensuring that ‘students of all abilities learn together in the same classroom environment.’1 Ofsted’s proposed approach to inspecting ‘inclusion’ emphasises achieving ‘outcomes’ while placing little accountability on providers to remove systematic barriers, ensure accessibility, and make the required adjustments.

Problem #4: Leaders will be directing the focus of the inspection ALLFIE is also concerned that school leaders will be directing the focus of the inspection.

This can result in manipulation of the inspection process by school leaders — only focusing on what they are ‘good’ at. School leaders may not disclose unregistered separate provisions and places where Disabled students are subjected to violence, such as isolation rooms, ‘calming’ rooms and ‘cages’. Therefore, it will be possible for school leaders to provide an inaccurate picture of how it treats its students.

Problem #5: Failure to consider students and parents’ voices Ofsted says that the inspection ‘will focus on the experiences and outcomes of disadvantaged children and learners’ (see Foreword). However,

1. See UNCRPD General Comment No.4 on Article 24 – the right to Inclusive Education (plain version, page 2).

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Policy

the proposals provide no details on how Ofsted will capture and reflect the voices of students and parents.

A Young Disabled person that attended one of ALLFIE’s Consultation meetings expressed the concern that Ofsted does not collect accurate data about the experiences of Disabled pupils in mainstream schools. The Young Disabled person said, “Ofsted need to realise that just because someone's there, it doesn't mean they're having a good experience.”

They pointed out that Ofsted cannot get an accurate picture of Disabled students’ experiences and the level of inclusion in mainstream settings without talking to Disabled students about their experience in that setting. They stressed that while school leaders may be able to talk about how they are supporting Disabled students, it is only Disabled students that can provide an accurate assessment of whether the educational provider is inclusive or not.

Thus, the lack of details on how Ofsted will capture and reflect the experiences of Disabled students, and their parents, suggests that there is a possibility that Ofsted will not be able to get an accurate picture of whether the educational provider is inclusive or not.

Conclusion

While Ofsted’s proposed reforms may signal a shift in tone, they fall short of transforming the inspection system into a force for Inclusive Education. By continuing to prioritise outcomes, allowing school leaders to guide inspections,

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and failing to centre the lived experiences and voices of Disabled students and their families, the new framework risks reproducing the very exclusions it claims to address. Inclusion requires more than policy tweaks — it demands a fundamental reimagining of educational values and accountability mechanisms. Until Ofsted places social justice at the heart of its inspections, Disabled students will remain on the margins of a system that continues to measure success in narrow, exclusionary ableist/disablist terms.

Recommendations for Ofsted 1. Adopt a Social Justice-Aligned Definition of Inclusion — Work with Disabled People’s Organisations (DPOs) to define and operationalise inclusion using a social justice framework, consistent with Article 24 of the UNCRPD. 2. Enforce Legal Duties on Accessibility and Inclusion — Align inspections with the Equality Act 2010 and the Children and Families Act 2014, including the presumption of mainstream education for all.

3. Support the Transition to Inclusive Education — Ensure inspections of special schools and alternative provisions focus on steps being taken to transition students into mainstream education.

— Do not normalise or reinforce segregated education.

Policy

4. Prioritise Inclusive Curriculum and Assessment Systems — Push for the redesign of the National Curriculum and assessment systems based on principles of Inclusive Education.

— Emphasize flexible teaching, inclusive pedagogy, and equitable access to learning and achievement.

8. Expose and Address Exclusionary Practices — Actively investigate off-rolling, managed moves, and the use of unregistered separate provisions.

— Engage with former students and families to understand hidden or undocumented exclusions.

5. Invest in Inspector Training — Provide ongoing training for inspectors delivered by DPOs and equity-focused groups to ensure accurate identification of exclusionary practices and structural barriers.

9. Highlight Use of Force and Unsafe Practices — Ensure safeguarding evaluations include scrutiny of restraint, isolation rooms, and other harmful practices disproportionately used against Disabled students.

6. Centre the Voices of Disabled Students and Parents — Actively involve current and former students, and parents in the inspection process.

— Include student feedback to answer the key question: “What is it like to be a child or learner in this provider?” (see Proposal 1: Report cards)

10. Introduce Co-Produced, JusticeOriented Report Cards — Develop inspection report cards in collaboration with Disabled People’s Organisations using social justice data.

— Include measures such as accessibility, curriculum diversity, staff diversity, and support for inclusive relationshipbuilding.

7. Scrutinise Participation, Not Just Enrolment — Inspect the actual inclusion of Disabled students in all aspects of school life, including exams, extracurricular activities, and physical access.

— Hold schools accountable for excluding Disabled students from national assessments to maintain performance metrics.

11. Foster Ongoing Collaboration with DPOs — Involve Disabled People’s Organisations in all stages of the inspection framework’s development, implementation, and review.

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Relationships and Sex Education

Why is Relationships and Sex Education (RSE) important for Disabled people?

By Melody Powell (She/They) *Content Warning: this article discusses sensitive topics, such as eugenics, domestic abuse and sexual assault

Relationships and Sex Education (RSE) aims to equip Young People with the tools to make future informed decisions around relationships and sexual health. This includes things like identifying healthy and unhealthy relationships, learning about your mental wellbeing and self-care, understanding boundaries and consent, as well as learning about contraception and safe sex practices.

on Relationships Education, Relationships and Sex Education (RSE) and Health Education. It is clearly stated that RSE “must be accessible for all pupils.” However, there is no specification on what elements must be made accessible for Disabled pupils and is instead left up to the school to decide what is appropriate for each student. As I have been writing this article, the government have produced updated guidance on Relationships Education, Relationships and Sex Education (RSE) and Health Education that comes into effect in 2026.

RSE can be difficult for Young People to access for many reasons, such as religious beliefs and parental concerns around maturity. When you add topics such as Disability and LGBTQ+ representation, it can be even harder for pupils to access appropriate and beneficial RSE.

While the July 2025 edition does appear to make an attempt at a more inclusive approach to RSE, it fails to improve representation of Disabled people and their experiences. They make a point of including guidance for inclusion on diverse family structure such as same-sex parents, families headed by grandparents and Young carers, yet there is no mention of Disabled parents. There has at least been one positive inclusion for Disabled pupils, as they acknowledge that Disabled people

In an attempt to improve RSE to keep children and Young people ‘safe and healthy’, the Department for Education (DfE) produced statutory guidance

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Relationships and Sex Education

are more likely to be vulnerable to exploitation and assault while highlighting the importance of them receiving RSE. Unfortunately, though, there has been no update on the guidance of what Disabled students are entitled to learn, and it is still left up to the school to decide. This creates barriers as biases will continue to dictate what is seen as appropriate for Disabled pupils.

Disabled people have been desexualised and infantilised for millennia, and the eugenics movement furthered the stigma around Disabled people having children. Disabled People’s Movement have always fought against this narrative, UK Disability History Month produced the resource, 'Research on sex and relationships for Disabled people', to highlight some of the key research and documentation over the years. It can be seen that some progress has been made, such as Article 23 of the UNCRPD, which states Disabled people should not face discrimination relating to “marriage, family, parenthood and relationships, on an equal basis with others”.

However, it also makes it clear that many concerns and barriers that are still ongoing have been ignored.

Due to the bias and stigma we still hold around Disability and sexuality, Young Disabled People are often seen as not needing as in-depth RSE as other students, causing them to be excluded from important education unnecessarily. In some cases, even when Disabled pupils are included within RSE lessons, the material has not been tailored in a way that the Young Person can easily understand or relate to. According to a research brief from DfE, Experiences of relationships and sex education (RSE) and sexual risk taking,

“24% [of Young people] who had a long-term disability felt that their RSE was ‘not at all useful’.”

To try and combat the lack of inclusive and representative education, organisations like York People First have produced resources to support Disabled people. Despite the bestefforts organisations and activists’, statistics reveal that only 3% of people with a learning difficulty live as a couple, compared to 70% of the general adult population. These statistics clearly show the curriculum bias within schools that excludes representation of those with diverse impairments is failing and causing large disparities in relationship equality.

Just having access to the same RSE as nonDisabled people is not enough. Without tailored education that focuses on the lived experience of Disabled people, crucial information is missed.

For example, contraception is usually taught by allowing Young People to practice using a condom. This style of education is of little benefit to a Disabled person if they are physically unable to open and apply a condom themselves. Instead, they should receive relevant advice, such as how to ask a partner to help them and what that should

According to research from DfE, “24% [of Young people] who had a long-term disability felt that their RSE was ‘not at all useful’.”

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Relationships and Sex Education

look like. Without this tailored education, Disabled people may feel scared to ask partners to help them practice safe sex, leading to higher risks of STIs and unwanted pregnancies.

Statistically, Disabled people are more likely to experience abuse and be taken advantage of than those who are non-Disabled. Disability and Crime, UK: 2019, a publication by the Office for National Statistics, states that around 14.1% of Disabled adults experienced domestic abuse compared to 5.4% of non-Disabled adults. The publication also reports that 3.7% of Disabled adults reported experiencing sexual assault compared with 1.9% of non-Disabled adults. By failing to create inclusive lessons for Disabled pupils, we are failing to properly equip Disabled Young People with the tools to combat unhealthy and unsafe situations.

to discuss sex education, their experiences and what they wish they had been taught earlier. The panel mostly felt they had to discover what safe sex and healthy relationships looked like for them through trial and error, as they didn’t have any relevant education at school. This ultimately led them to be in some unsafe situations and often caused them to question their worth.

This event was empowering and educational.

It created a safe space where the Disabled community could support each other and share advice on relationships and sex, something that isn’t often facilitated. It shouldn’t just be down to the Disabled and LGBTQ+ communities to educate. Schools should be listening to the lived experience of Disabled people and utilising it within RSE.

The lack of inclusive RSE also impacts Young Disabled People’s ability to express and understand their sexuality, as they may miss out on LGBTQ+ education. Disabled people are so often viewed as innocent and asexual, the thought that Disabled students might not be heterosexual doesn’t occur. Although according to Parapride, a charity for LGBTQ+ Disabled people, “as many as 40% of LGBTQ+ people are Disabled.” The only way Disabled Young people can truly explore their sexuality and identity is through the Disabled LGBTQ+ community themselves.

The idea that Young People need to be given the right tools to make future informed decisions around relationships and sexual health is still a subject that people find uncomfortable. It is a topic many are scared to talk about as they fear Disabled people are too innocent to understand, but by avoiding important education Disabled people are at a disadvantage and lack crucial information to help keep themselves safe. If the DfE are serious about wanting to improve RSE and keep children ‘safe and healthy’, they need to start challenging these biases and include relevant and appropriate Disabled people-led RSE.

Lucy Webster, a Disabled advocate, created ‘Every Body Queer’ an events and community initiative by and for queer Disabled people. I recently attended one of their panels that brought together a passionate group of Queer, Disabled activists

What can you do to help? Let’s remove the stigma around Disabled people having relationships and sex. Start openly talking about the importance of relevant Relationships and Sex Education for Young Disabled People.

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Opinion piece

Domestic and Global thinking impacting on prospects for the Inclusive Education of Disabled People

By Richard Rieser, World of Inclusion This year so far has been packed with changes and generally not in a progressive direction supportive of Disabled people’s rights and Inclusive Education.

Recent cutbacks in international aid from USAID, following the election of President Trump, has led to widespread cuts to vital disability programmes, including many Inclusive Education projects in 134 countries. Overseas aid cutbacks are ALSO happening in Germany, France, United Kingdom, Netherlands, Belgium and a range of other donor countries. Trump is breaking with more than 70 years of a rules-based, equitable approach. It is inimical to a disability rights approach.

On the domestic front the United States’ long established Federal Programmes such as Individuals with Disabilities Education Act (IDEA) for federal support for the education of more than 8 million K-12 students are also under threat as the policy of challenging Diversity, Equality, Inclusion and Access are pushing this money to be given with few strings to the States. 54-year-old IDEA was based on supporting Disabled students to be educated (95%) in the mainstream and least restrictive environment.

Therefore, the response at the Third Global Summit held in Berlin at the beginning of April was important. The Amman-Berlin Declaration on Global Disability Inclusion, advancing the rights of Disabled people globally. Among the Declaration’s commitments to disability inclusion are two specific targets for international development cooperation. According to these, actors endorsing the declaration will: — strive for all their international development programs to be inclusive of, and accessible to, Disabled people. This will be achieved by actively making a positive contribution to inclusive, full equality, to non-discrimination, and by doing no harm.

— strive to ensure that at least 15 percent of international development programs being implemented at the country level pursue disability inclusion as an objective (“15 percent for the 15 percent”).

Although 4,700 Disabled people attended the summit it was a wasted opportunity to develop our Movement as the International Disability Alliance was too controlling. If you want more detail, see the report I did for Commonwealth Disabled People’s Forum.

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Opinion piece

However, at the GDS 2025, a session entitled 'From Gradual Actions to Systems Change: Transforming Education Systems to be Inclusive and Accessible to All' gathered key global actors to identify concrete steps for accelerating Inclusive Education systems. A major outcome of the session was the launch of a new coalition led by the UK, Norway, UNESCO, UNICEF, IDA, and IDDC, joined by other global partners such as the Government of South Africa, the Democratic Republic of Congo, and the Global Partnership for Education. This coalition aims to drive the development of Inclusive Education systems worldwide. Whilst undoubtedly a good initiative the lack of transparency and inaccessibility for DPOs does not bode well. What we really need now is pooling of all development funding and much greater collaboration of the willing to counter the unwilling. UNICEF are currently in the process of establishing mechanisms for broader engagement with the leadership Council.

What we really need now is pooling of all development funding and much greater collaboration of the willing to counter the unwilling.

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Following up on this, a number of NGOs and DPOs put out a statement for Global Action Week for Education 28th April to 5th May. Despite global and state party commitments to set up a Disability Inclusive Education system time and time again, Disabled children continue to be excluded from research and programmes that are designed to build more inclusive and equitable societies. In many lower- and middle-income countries the failure to reform the system has led to fewer than one third of Disabled children being able to read.

Coming from the Inclusive Futures consortium with more than £48m UK Government investment, the change to scale has not occurred. One important reason for this is that Disabled People’s Organisations were not fully involved at all stages in co-production. Far too many NGO jobs for non-Disabled people have been created as this seems to be easier than developing the capacity of DPOs to do the job.

The increase in defence funding is going to cut UK Aid from 0.5% of GDP to 0.3% GDP by 2028.

This is a far cry from David Cameron’s 0.7%, and is already reducing support for DPOs to implement a disability rights approach.

Keir Starmer seemed to pull the above policy out of his hat, without any consultation, to please Donald Trump on his visit to Washington.

Yet the Labour Manifesto said the Government would do nothing that effects Disabled people without fully consulting them. They did not consult

Opinion piece

on removing the Winter Fuel Allowance. They left out the most important parts of the benefits reform from the consultation. The Campaign against cuts to PIP and welfare benefits has already led to 126 Labour MPs standing up. Eventually the reforms were passed but much of the harmful content was removed due to campaigning by Disabled people. See takingthepip.co.uk for facts and actions. The important point here is that the DWP and Liz Kendall have misrepresented the truth. PIP and DLA were introduced to cover additional disability-related costs. It is not work related, yet the Government continually confuse it with work related benefits.

Now Christine Lenehan, the Government's SEND Czar, told the TES “we are considering whether EHCPS are the right vehicle to go forward. They were introduced in 2014; is this the right system for supporting children’s needs?” Lenehan said “EHCPs started off in 2014 as a system for a very small group of children, children who actively needed the engagement of health, care and education in order to meet their outcomes.” This is just not true. The Education Health and Care Plan was introduced for all those children with a statutory statement of Special Educational Needs. This is essential for the mainstreaming of Disabled children in ordinary schools. To get rid of it for mainstream pupils would be a major setback to inclusion. Already, SEN Jungle have organised a petition of 108,000 parents against this move. Last week Brigette Phillipson, Secretary for Education, gave a weak assurance that current funding of individual pupils labelled with SEND will be maintained.

The important point here is that the DWP and Liz Kendall have misrepresented the truth. PIP and DLA were introduced to cover additional disability-related costs. It is not work related, yet the Government continually confuse it with work related benefits.

The Curriculum Review interim report has been disappointing. It does not recognise that the content, assessment, and starting points of National Curriculums are all anti-inclusion.

The Government and their supporters should not have to rely on lies to get through their reactionary policy options. They should hold full and fair consultations and must recognise that inclusion, and reasonable standards of living for all, are human rights.

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Legal Question

Legal Question Can a judicial review be used to challenge the closure of a mainstream school — particularly where the closure is linked to gentrification in the area and results in the relocation of Disabled pupils? This includes the relocation of individuals labelled with autism to alternative mainstream schools that have stated they are unable or unwilling to meet their educational and support needs.”

Response The lawful reasons for closing a maintained school are outlined in the Opening and Closing Maintained Schools guidance (see page 23). A proposal could be made by the School’s Governing Body or the Local Authority.

— If the proposal comes from the Local Authority, you should find out at the outset whether the Governing Body is in agreement with the proposal for closure. If they object, this will strengthen your case to challenge a school closure.

— If the proposal to close comes from the school’s governing body, it must give the Secretary of State and the Local Authority at least 2 years’ notice of its intention to close the school.

The process to be followed is:

This Legal Question was posed by Richard Rieser, World of Inclusion. It was answered by Elinor Rae and Lucy Atherton from Simpson Millar Solicitors.

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Legal Question

1. Stage one — ­­ consultation Before publishing a closure proposal, the proposer must consult with any parties they consider appropriate. This consultation allows for the exploration of alternative options for the school’s future.

2. Stage two publication A statutory proposal should be published within 12 months of the initial consultation being completed. The proposer must comply with the publication requirements in the guidance (see page 30).

The Office of the Schools Adjudicator (OSA) Where the proposal was made by the Local Authority and the governing body disagrees with this, there is a further potential step. The governing body can request a referral to the OSA. Within one week of receipt of a request for a referral, a Local Authority must send the proposal, representations received and the minutes and papers for the meeting at which it considered the proposals to the OSA. 3. Stage 3 — representation This stage begins on the date the statutory proposal is published and must last four weeks. During this period, any individual or organisation may submit comments or objections, which the decision maker must consider.

4. Stage 4 —­decision

The Local Authority will be the decision maker on a school closure proposal, unless

the closure proposal is ‘related’ to another proposal that is to be decided by the Schools Adjudicator. The Schools Adjudicator will also be the decision maker in any case where the local authority does not make a decision within a period of 2 months of the end of the representation period.

When issuing a decision, the decision maker could: — Reject the proposal; — Approve the proposal without amendment; — Approve the proposal with such amendments as they think desirable; or — Approve the proposal subject to certain conditions (e.g. the granting of planning permission) being met.

Judicial review If the statutory process is not properly followed, a Judicial Review may be possible — but only after a final decision has been made. Parents should fully engage with the consultation process and could get legal advice on their representations, in the hope that a resolution can be found without the need for legal proceedings. Judicial review is a ‘remedy of last resort’ and so cannot be used where another route of challenge is available.

The most important thing if seeking to oppose a proposed closure in the scenario set out above is for the Governing Body to be supportive of keeping the school open, and to fight the school’s corner, including to the OSA if necessary.

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This magazine is published by: The Alliance for Inclusive Education (ALLFIE)

A national campaigning organisation led by disabled people. ALLFIE works to change laws, practices and procedures which discriminate against Disabled Young people and prevent inclusion. ALLFIE works together with allies to build a social climate in which everyone has a valued place.

336 Brixton Road, London SW9 7AA Tel: 020 7737 6030 Email: info@allfie.org.uk Website: www.allfie.org.uk

In collaboration with: Inclusive Solutions

A team of psychologists and associates who specialise in cutting edge practical strategies and ideas for developing effective inclusion in local mainstream schools and communities. We work with anyone who wants to bring about the real systems changes that are necessary to move towards a truly inclusive society.

Tel: 0115 9556045 or 01473 437590 Email: inclusive.solutions@me.com Website: inclusive-solutions.com

World of Inclusion

A consultancy that provides advice, resources and training in the UK and around the world to develop equality for disabled people especially in education. Richard Rieser is an expert disabled international equality trainer, consultant, film maker and writer and teacher.

Basement, 78 Mildmay Grove South, London N1 4PJ Tel: 020 7359 2855 or 07715 420727 Email: rlrieser@gmail.com Website: worldofinclusion.com

DISABLED PEOPLE, PARENTS AND ALLIES, WORKING TOGETHER to educate, facilitate and empower everyone who wants to be part of the growing inclusion movement. Together we want to bring down the barriers so all young people can learn, make friends and have a voice in ordinary school and throughout life. For each and every young person, this is an essential human right.

ALL MEANS ALL