Creating your Inclusion Strategy - Speech & Language Link

Creating your Inclusion Strategy with SLC at its core?

Chart showing percentage of pupils with SLCN amongst those with SEMH

It bears repeating that Speech, Language and Communication underpin every aspect of inclusion. They are essential for accessing the curriculum, developing literacy, expressing needs, regulating emotions and building relationships. Although addressing SLCN alone does not constitute an Inclusion Strategy, it should be regarded as a foundational priority that underpins success across the wider strategy.

The Department for Education (DfE) requires all schools in England to publish an Inclusion Strategy by 31 December 2026. The strategy should combine local evidence, national expectations and practical planning to improve inclusion for all pupils. The DfE’s framework includes seven principles of inclusion and a five-step approach to strategy development. Schools are expected to identify barriers to learning and participation, select and fund appropriate activities and define the outcomes they intend to achieve.

Understanding your cohort

Whilst the DfE template starts with a Statement of Intent, before you can create this you need to understand your cohort. Where there is evidence within your needs analysis of social exclusion, behaviour challenges, reduced attendance, literacy difficulties and ultimately poorer educational outcomes, it is important to remember that all of these are strongly linked to communication difficulties. These issues cannot be fully addressed in isolation from speech, language and communication (SLC).

Identifying barriers

National research highlights that SLCN is one of the most common barriers to learning and literacy, behaviour, attendance and social participation. At a classroom level, problems may manifest as difficulties following instructions, accessing vocabulary-heavy curriculum content, participating in group work or managing social interactions.

Given the prevalence of SLCN, communication difficulties should be regarded as a predictable need within many school populations and therefore as one of the commonly occurring and predictable barriers referenced by the DfE.

Noting predictable need rather than more straightforward identified need will help your school to be on the lookout for children who are struggling. Whilst schools can use SEND profiles and transition information to note already identified needs, SLC needs are not always observable as pupils find ways to manage their difficulties (often called ‘masking’). The best way to identify pupils who may struggle is to screen language levels universally, particularly on school entry and at significant transition points, such as into junior and secondary school.

Selecting activities and approaches

It is important to select tools which offer or facilitate appropriate support at each tier of intervention. Whole class communication strategies are part of the universal support layer for SLCN but will also form an integral part of universal SEND support for all areas in which SLC is a key component.

Back to Statement of Intent

Having completed the previous steps, consider returning to your Statement of Intent which now may be easier to write.

Funding sources and budgeted costs

Consider SLC support across universal, targeted, and targeted plus levels, using integrated tools and staff training that support movement between levels in line with SEND reform aims. Costs can be funded through Inclusive Mainstream Funding, the notional
SEN budget, core CPD funding and Pupil Premium.

Implementing, monitoring and reviewing

A common challenge for schools is ensuring that good intentions become consistent practice. When implementing SLC support, start
by identifying a small number of priority actions and ensure that staff understand not only what to do, but why it matters, appropriate CPD can be essential here.

Communication-supportive classrooms, explicit vocabulary instruction, structured opportunities for speaking and listening, and adaptations to teacher language should be visible throughout the school. Leaders
should monitor implementation through learning walks, pupil voice activities and discussion with staff, focusing on how communication is
being supported.

Alongside implementation, it is important to review the effectiveness of both universal and targeted support. Schools should consider how information gathered is shared with teachers, parents and other professionals to support joined-up decision making.

Evaluating the impact and refining

The final step is to evaluate whether the activities identified within the Inclusion Strategy are reducing barriers to learning and participation. Although language scores and intervention outcomes are important, schools should also consider wider indicators of inclusion. For example, has there been an improvement in attendance, engagement and participation? Are pupils more confident in expressing themselves and contributing in lessons? Have staff developed greater confidence in recognising and supporting communication needs? Are fewer pupils requiring increasingly intensive levels of support because needs are being identified and addressed earlier? Speech, language and communication is not a stand-alone priority. It is a foundation that underpins learning, relationships, wellbeing and inclusion.

Making speech, language and communication a core element of your Inclusion Strategy is therefore not simply a SEND initiative. It is a practical and evidence-informed way of addressing some of the most significant barriers to learning and participation.