INSET: Inclusion Learning Walks: Evaluating Inclusive Practice

This CPD equips leaders and teachers to conduct purposeful, evidence-informed learning walks that evaluate how inclusion is lived out in classrooms — the focus now emphasised by both ISI and Ofsted. The session builds confidence in identifying inclusive practice, gathering fair evidence, and offering constructive, improvement‑focused feedback.

Duration: 3 hours (half‑day)

Audience: Senior leaders, middle leaders, inclusion/SEND leads, pastoral leads

Inclusion Learning Walks INSET Outline

Inclusion in the Current Inspection Landscape

• How inclusion is evaluated in the latest Ofsted and ISI frameworks ( as relevant) .
• The shift from policy-driven evaluation to practice-led evidence.
• Core inclusion indicators:
  • Adaptive teaching
  • Access to the curriculum
  • Classroom climate and relationships
  • Fair, consistent behaviour responses
• Understanding “inclusion in action” vs “inclusion on paper”.

What Inclusive Practice Looks Like in Real Classrooms

• Adaptive teaching with high expectations and effective scaffolding
• Accessible curriculum with clear explanations and supportive resources
• Warm, predictable climate that supports diverse and neurodivergent learners
• Fair routines with appropriate adjustments and calm, consistent behaviour responses

The Inclusion Learning Walk Toolkit

Observation of Quality‑First Teaching

• Low-inference observation prompts.
• Identifying behaviours that support access, not just SEND provision.

Scaffolding & Independence Indicators

• Strategies such as chunking, guided practice, and gradual release.
• Evidence of pupils being equipped to work independently.

Classroom Environment Audit

• Accessibility of texts, displays and resources.
• Organisation, visual timetables, seating design and sensory considerations.
• Does the environment actively support inclusion?

Routines & Transitions

• What “joining the routine” looks like for different pupils.
• Smooth transitions between activities and spaces.
• Classroom culture during movement, entry, exit and settling.

Gathering and Recording Evidence on an Inclusion Learning Walk

This section introduces participants to the core principles of collecting meaningful, low‑inference evidence during inclusion learning walks. The focus is on developing a shared approach to noticing what matters, capturing it accurately, and linking observations to the key domains of inclusive practice.

This part of the CPD will cover:

• What to pay attention to during an inclusion learning walk, using clear domains such as adaptive teaching, curriculum accessibility, classroom climate, and consistency in behaviour.
• How to record evidence objectively, using low‑inference, factual notes that support fair interpretation and professional discussion.
• Capturing brief pupil voice where appropriate, without disrupting learning.
• How to collate and summarise evidence after the walk so it can meaningfully inform feedback, team discussions, and school improvement priorities.

This section gives participants the confidence to gather high‑quality evidence without feeling intrusive, evaluative, or overly focused on compliance. Further detailed examples and models are explored during the live CPD session.

Giving Constructive Feedback & Using Findings Well

Developmental Feedback Approaches

• Strengths-first conversations.
• Coaching questions to support teacher reflection.
• Language that builds trust and improvement rather than judgement.

Using Learning Walks to Strengthen Whole-School Inclusion

• Identifying patterns and trends.
• Informing CPD, curriculum design and resource allocation.
• Ensuring consistency across phases or departments.
• Linking findings to school improvement priorities.

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