The DfE's new Inclusion Bases guidance sets out an ambitious vision for more inclusive mainstream education. But can schools deliver it without sufficient funding, specialist expertise and SEND capacity? I explore the opportunities, challenges and leadership implications for schools and trusts.

Improvement planning should be a dynamic, disciplined process, not a static document. Rooted in self-evaluation, focused on root causes and delivered through 100-day cycles, this approach sharpens priorities, strengthens impact and drives sustained improvement.