The Platform
Inclusion in Action is a collaborative inquiry platform for school teams. It gives every teacher a structured, AI-guided process for understanding individual children — and every senior leader a whole-school framework for meeting the new SEND reforms.
How it works
Whole school
Your team runs inquiry cycles across six domains of inclusive practice — belonging, relationships, teaching and learning, policy and culture, staff wellbeing, and family and student voice. Each cycle records what is actually happening, what is getting in the way, and what changes next. The accumulated evidence is the base your Inclusion Strategy stands on.
Individual child
When a teacher notices something, the inquiry begins. Five movements take the team from the child's ecosystem, through what the behaviour communicates and what the nervous system is doing, to a working hypothesis — and then to a Prevent–Teach–Reinforce plan and an Individual Support Plan. No diagnosis. No referral. No minimum evidence threshold.
Alongside both
An AI inquiry partner that works across both lenses. It asks the next right question, connects observations a team has made weeks apart, and surfaces patterns nobody had time to notice. It never writes the intervention — that judgement stays with the people who know the child.
Platform and courses
The platform and the course library are one loop, not two products. As a team records evidence, the Inclusion Coach signposts the training that answers the question actually in front of them — a single module, not a whole programme — and deep-links straight into it. When someone completes it, that comes back into the platform and shapes what it suggests next.
Professional learning stops being an annual event disconnected from practice, and becomes the next step in an inquiry your team is already running.
A team records what they are noticing in an inquiry cycle.
The Inclusion Coach signposts the module that speaks to it.
One click carries the session into the course library.
Completion returns to the platform and informs the next recommendation.
Who it’s for
Senior leader
Class teacher
The stressed practitioner
SEND reforms 2026
The DfE’s Inclusive Mainstream Fund guidance specifies seven principles every school Inclusion Strategy must address. Our six domains cover all of them — and our seventh goes further.
DfE inclusion principle
Inclusion in Action
DfE principleAmbitious leadership and governance that embeds inclusion
Inclusion in ActionDomain D — Inclusion in policy, procedures and culture; Zoom Out inquiry cycles
DfE principleEvidence-based support prioritising early intervention
Inclusion in ActionZoom In FBA — ecosystem to hypothesis to PTR plan, with ISP output
DfE principleHigh-quality teaching with curriculum designed for all learners
Inclusion in ActionDomain C — Teaching and learning inquiry
DfE principleAccessible and enriching provision beyond the classroom
Inclusion in ActionDomain A — Sense of belonging and participation
DfE principleA safe and respectful culture fostering belonging and attendance
Inclusion in ActionDomains A and B — Belonging, relationships, social-emotional learning
DfE principleStrong partnerships with families and wider services
Inclusion in ActionDomain F — Family and student voice; dedicated Zoom In Family Voice movement
DfE principleInclusive environments with continuous accessibility improvements
Inclusion in ActionDomains C and D — environment and policy inquiry
Our differentiator
Staff inclusion and wellbeing — not in the DfE framework
Domain E — Staff wellbeing: our differentiator. A regulated adult co-regulates a dysregulated child.
Independent sector research · ASCL 2026
A 2026 roundtable convened by the Association of School and College Leaders — with contributors from the DfE, EEF, Ormiston Academies Trust, Red Kite Trust and University College Cork — published a paper on the graduated approach. Its central argument: the Assess–Plan–Do–Review cycle is being misused as a SEND-only, diagnosis-led gatekeeping tool, and must be reframed as a problem-solving continuum available to every teacher, for any barrier to learning, without waiting for formal identification.
What the paper calls for
“A problem-solving tool for use by all — not merely a diagnostic procedure that can lead to the release of resources, predominantly for use by the SENCO.”
What Inclusion in Action does
Any teacher can begin the Zoom In with what they notice. No diagnosis. No referral. No prior specialist training required. The working hypothesis is formed collaboratively, iteratively and early — exactly the continuum of support model the sector is now calling for.
Theoretical foundation
Every design decision in Inclusion in Action is grounded in the research base that genuine inclusive practice is built on — not a curated set of references, but a framework that shapes every question the platform asks.
Get started
Request a pilot place and we'll walk you through the Zoom In, the Zoom Out and the Inclusion Coach with your own context in front of us.