This award recognises a setting that has demonstrated exceptional commitment to promoting inclusiveness in the classroom and creating a positive and supportive learning environment for all students.
2026 Winner: Fairfax Academy, Birmingham
Fairfax Academy, a mixed, non-selective secondary school in Birmingham with a Hearing Impairment Resource Base, exemplifies deeply embedded inclusive practice. Its ethos ensures every pupil, including those with SEND and EHCPs, accesses high-quality education, pastoral care, and enrichment opportunities. Last year, EHCP students achieved outcomes nearly four times higher than national averages, while SEND Support pupils also outperformed national benchmarks. Attendance and engagement reflect this success, with persistent absence well below national figures and NEET outcomes demonstrating sustainable post-16 progression.
Inclusion at Fairfax is universal, not an add-on. Early identification, high-quality teaching, pastoral care, and targeted interventions are complemented by co-produced initiatives with students and parents, such as ADHD workshops and tailored early help. Specialist provision, including the SEMH Centre, BREATH Mental Health Support Centre, and HI Resource Base, ensures learners with complex needs flourish within mainstream settings. Extracurricular engagement, from inclusive sports to Culture Day, further nurtures belonging, confidence, and personal growth, making Fairfax Academy a national model of authentic, evidence-based inclusion.
Commended
Stanhope Primary School, London
Stanhope Primary School exemplifies trailblazing inclusive practice by embedding inclusion as a central organising principle across curriculum design, identification, intervention, professional learning, and school culture. Its 12-level vulnerability framework replaces labels like SEND, disadvantage, or EAL with a nuanced understanding of overlapping, dynamic needs across academic, social, emotional, sensory, linguistic, health, and contextual domains.
High-quality teaching forms the first line of support, complemented by a sequenced Intervention Menu tailored to pupils’ layered vulnerabilities. Provision mapping ensures interventions are coordinated, coherent, and impactful. The environment further supports inclusion, with calm, predictable classrooms, a Jungle Room, Sensory Room, Nurture Room, and trauma-informed practices embedded consistently.
Leadership emphasises aspiration and dignity, with enrichment opportunities enabling pupils with additional needs to flourish. External recognition, including multiple Inclusion Quality Mark reviews, validates measurable outcomes in attendance, wellbeing, progress, and family engagement. Stanhope redefines inclusion as a moral, structural, and evidence-led commitment, ensuring that every child is supported to thrive academically, socially, and emotionally within a culture of equity and opportunity.
Whitefield Primary School, Liverpool
Whitefield Primary School, located in Liverpool’s Everton ward, serves a community facing profound socio-economic challenges, with 42% of pupils eligible for Free School Meals and 35% identified with SEND. Despite this, it is a “place of hope” (Ofsted 2024) rated Outstanding, where high aspirations ensure every learner receives the best possible education.
Inclusion is central to Whitefield’s ethos, reflected in its motto: “Be here, be you, belong.” Flagship status for the Inclusion Quality Mark underpins initiatives such as trauma-informed therapeutic classrooms, low-arousal environments, and adult-sized furniture, supporting regulation and reducing cognitive load. Emotional wellbeing is prioritised through the Emotional Regulation Project, “Zones of Regulation,” “My Happy Mind,” and parent workshops, fostering consistent emotional literacy at home and school.
Innovative PedTech strategies, recognised nationally, ensure all pupils, including SEND and EAL learners, access the full curriculum. Whitefield also leads research partnerships and hosts national EdTech and ARC Hubs, proving that culture, care, and innovation enable every child to thrive academically, socially, and emotionally.
City Heights E-ACT Academy, London
City Heights E-ACT Academy is a mixed, inclusive secondary school in Tulse Hill, Lambeth, that places special educational needs and disability (SEND) support at the heart of its work to help all pupils thrive academically and socially. The academy formally achieved the IQM Inclusive School Award in June 2025, recognising its strong commitment to educational inclusion and the high quality of support it provides for learners with a range of needs, both inside and beyond the classroom.
City Heights welcomes students with SEND and works proactively to ensure they can fully participate in school life. The school publishes a detailed SEND Information Report outlining targeted support strategies, including classroom adaptations, specialist interventions such as literacy support, Lego Therapy, emotional regulation programmes, and access to speech and language therapy. The inclusion team, led by a SENDCo and Deputy SENDCo, collaborates with external professionals — such as educational psychologists, CAMHS and Lambeth mental health services — to tailor provision and monitor progress.
The academy’s approach is underpinned by the graduated ‘assess, plan, do, review’ cycle, ensuring individual needs are identified early and interventions adjusted over time based on pupil response. Teachers are trained to adapt lessons to meet diverse needs and all pupils are encouraged to express their views through pupil voice activities, parental meetings and annual reviews for those with Education, Health and Care Plans.
These practices reflect a whole-school inclusive ethos where learners with SEND are supported to access the mainstream curriculum, develop social and emotional skills, and achieve their full potential.
Trinity Lewisham School, London
Trinity Church of England School in Lewisham is widely recognised for its exemplary SEND and inclusive education practice, as evidenced by recent external accolades. In March 2025, the school’s inclusive approach was reviewed and praised by the Inclusion Quality Mark (IQM) — a nationally recognised framework that celebrates schools with outstanding inclusive practice. Trinity was commended for its aspirational leadership, strong staff knowledge, active pupil voice and tailored support that removes barriers to learning for all pupils, including those with special educational needs and disabilities (SEND).
The IQM reviewer highlighted Trinity’s tailored provision, pupil passports, sensory toolkits and reasonable adjustments as strengths woven into daily practice, and awarded the school Centre of Excellence status for inclusion — placing Trinity among the leading inclusive schools in the country.
Trinity’s SEND Offer for 2025–26 sets out a comprehensive range of interventions, resources and tools designed to support learners who find learning difficult. These include differentiated learning, emotional regulation spaces and sensory support areas that help pupils manage stress and build self-regulation skills, backed by external professionals such as speech and language therapists and educational psychologists.
These developments reflect Trinity’s ongoing commitment to equity and personalised support, ensuring every child, regardless of need, can succeed within a supportive and inclusive school environment.
Sturry Church of England Primary School, Kent
Sturry Church of England Primary School in Park View, Sturry, Kent, has built a strong reputation for inclusive practice and effective support for pupils with Special Educational Needs and Disabilities (SEND). In 2025 the school was officially recognised with the Inclusion Quality Mark (IQM) as both an Inclusive School and an IQM Centre of Excellence — a prestigious national award celebrating schools that create a sense of belonging where all pupils, regardless of background or ability, feel noticed, valued and successful. This recognition reflects the school’s whole-school commitment to inclusion, underpinned by a strong pastoral ethos and high expectations for every learner.
The school’s 2025 Ofsted inspection also highlighted how all pupils, including those with SEND, have access to the full curriculum and equal opportunities to learn, noting that staff know pupils very well and support them effectively so they can thrive and flourish in the learning environment. Adaptations and targeted support are used skilfully so that no pupil falls behind.
Sturry’s inclusive practices involve personalised learning approaches, effective interventions and a rich, supportive curriculum that addresses academic and social needs alike. The school’s emphasis on positive relationships, high aspirations, and individual progress ensures that pupils with SEND make strong progress and feel part of the school community.
2025 Winner: River Learning Trust, Oxfordshire
The River Learning Trust (RLT), with 28 schools and 15,000 pupils, prioritises inclusion by investing in specialist expertise, staff training, and innovative SEND support. RLT fosters fully inclusive cultures, exceeding national averages for SEND and disadvantaged pupils. Its strategy includes staff development, collaboration with local partners, and strategic SENDCO leadership. The trust supports EHCP consultations, alternative provision quality assurance, and behaviour training. In 2024, an enhanced communication needs provision was launched, showing positive impact. SEND pupils at RLT outperform national averages in phonics (52% vs. 43%) and GCSEs (23.1% vs. 17%), earning Ofsted and national recognition.
Commended
Ted Wragg Trust, Devon
The Ted Wragg Trust Speech and Language Team transforms education for over 13,000 children, ensuring those with speech, language, and communication needs receive the support they deserve. Led by Kylie Rio-Wood, the team screens Reception and Year 7 students, with over 4,400 screenings in 2023-24 and 5,000 already in 2024-25. They provide specialist group interventions, achieving a 98% success rate in primary and 89% in secondary. The trust also invests in virtual SALT assessments, expanding access to therapy and aiding EHCP referrals. Their work reduces waiting times, improves long-term outcomes, and highlights the need for greater investment in SALT services.
Raynham Primary School, London
As a large mainstream school with two Specially Resourced Provisions (SRPs) for autism and complex needs, Raynham Primary School educates SEND pupils alongside their peers, fostering integration and remarkable progress. The school's Inclusion Hub provides a safe space for pupils and parents, while its pastoral team offers emotional, social, and mental health support. The SRPs set a benchmark for inclusive teaching, benefiting the entire school community. As Enfield’s first Inclusion Charter Champion Setting, Raynham is committed to embedding inclusive practices in all aspects of school life.
Windmill Primary School, Shropshire
Windmill Primary School welcomes children who have struggled in previous schools, integrating them into full-time classrooms with emotional literacy support. The Emotional Literacy Support Coordinator works closely with pupils and families, helping them build confidence and engagement. The school's success rate reflects strategic planning, patience, and empathy. Children with violent tendencies, attachment disorders, or anxiety have transformed into engaged learners through tailored interventions. The school helps to foster emotional resilience, friendship-building, and self-belief, ensuring every child feels valued and supported in a culture that celebrates diversity and promotes respect.
The Hamble School, Hampshire
The Hamble School has been nationally recognised for its outstanding SEND inclusion practices, winning two national awards. The school ensures that every student, regardless of their challenges, has access to tailored support that helps them thrive academically and socially. By adopting innovative teaching strategies, offering individual interventions, and creating an inclusive learning environment, Hamble sets a benchmark for SEND education. Their approach fosters confidence, independence, and success for all learners. This dedication to inclusion not only benefits SEND students but enhances the whole school community, demonstrating that every child has the potential to succeed with the right support.
Statham Primary School, Cheshire
An outstanding commitment to inclusivity has earned Statham Primary School the 'Committed to Inclusion' award for the second consecutive year. The school fosters a culture of respect and equality, ensuring all children feel safe, secure, happy, and empowered to learn. Their structured personal development program nurtures the 'whole child,' aiming to develop resilient, respectful, and confident members of society. By providing opportunities to learn about rights and responsibilities within a diverse society, Statham Primary ensures that every student, including those with Special Educational Needs (SEN), receives tailored support to thrive.
Market Weighton School, York
The Market Weighton School exemplifies exceptional inclusive practices, earning national recognition for its commitment to supporting all students. The school's ethos emphasises understanding and addressing individual student needs, fostering a nurturing environment where every learner thrives. Headteacher Mr. Harrison's participation in panels discussing mainstream education and inclusion further underscores TMWS's dedication to continuous improvement in this area. The school's prospectus highlights a supportive atmosphere, with smaller class sizes and tailored support, ensuring each student receives personalised attention. TMWS's inclusive culture not only enhances academic achievements but also promotes personal growth, preparing students for diverse futures.
2024 Winner: St John's C of E Middle School Academy
Appropriate adaptations and support are put in place to ensure high numbers of pupils with SEN can take part in St. John’s rich array of carefully planned extra-curricular activities. Established seven years ago, the school’s ‘Launchpad’ provides vital support for students with cognition and learning difficulties, while the school works closely with a range of outside agencies. Support is available from Occupational Therapists and Physiotherapists while Gross and fine motor skill intervention is available for pupils with identified physical difficulties.
