The Power of “non-expert” Advocacy in Governance for Inclusion
By Laura Page, Director of Schools Supported Ltd
In the 2023/2024 academic year government figures showed that more that 1.6 million children had SEND, an increase of 101,000 from 2023. The question isn’t whether inclusion matters, but whether we’re equipped to deliver it effectively. As a governor, you hold the power to transform inclusion from policy to practice, even if you’ve never considered yourself a ‘SEND expert.’ But are you asking the right questions to make this happen?
Who does inclusion ‘include’?
As Ofsted reaffirms its prioritising of ‘Inclusion’ in schools, recent commentary has highlighted the potentially murky semantics of what that means in practice. In advance of the SAfE Governors Conference this June, governors might consider; does inclusion require a specialist lens from governors, or is it simply the outcome of what great education should do?
Surrey’s SEND numbers have risen in line with national trends at the same time as seeing a 76% increase in Free School Meals (FSM) since 2018. Compared to around 30% in more deprived areas like Newham (DfE, 2024), both these shifts challenge assumptions about what inclusion means and calls for fresh advocacy from governors to use their local and lived experiences to support our most marginalised learners.
The more time I spend in schools across the country, the more essential community knowledge and networks appear in improving inclusive practice. This is not only because of variation in school size, type and resourcing but also because the history and trajectory of community culture might be harnessed to tap into what belonging and success for all children feels like in “our school” rather than against an expected national ‘norm’.
The value of ‘non-expert’ advocacy
Governors and trustees, the largest voluntary workforce in England, collectively contribute approximately 15 million hours per year contributing an estimated value of £1 billion per year to the sector. (James et al, 2014) That time is not spent as SEND specialists, but as strategic advocates, questioning, challenging, and ensuring schools remain true to their commitment to inclusion. Though some Governors are educators themselves, one of the most valuable roles a governor plays is that of conduit between families and school or as a ‘non-expert’. After all, everyone experiences school in some way, having knowledge of the jargon and often unsaid processes of education is not a pre-requisite for entry. While our brilliant SENCos and SEND specialists bring critical knowledge, non-expert advocates in governance can ask the ‘obvious’ questions that are often overlooked such as:
- How do we know our school is inclusive beyond policy or values statements?
- What do we mean by inclusion?
- What data do we use beyond attainment gaps?
- What is the lived experience for the most vulnerable learners in our setting?
Governors who ask the right questions, listen as well as represent diverse voices, and challenge inconsistencies don’t need SEND expertise – they need curiosity, commitment, and courage. The latest output on the role of Governors responsibilities for SEND, emphasises the need for ‘asking the right questions” (DfE, 2025) and I think offers a simple starting point.
Data without depth can be misleading; the true power of non-expert advocacy lies in identifying gaps and pushing for clarity. For example, if our SATS or GCSE data is not also couched in an understanding of the supports, barriers and other successes children have experienced on their school journey, how can we accurately evaluate progress? Parent governors, particularly those who have navigated different parts of the SEND system, play a key role in this process. Just as some pupil voices are more amplified than others, the same applies to families.
Whose voices?
Experiences related to FSM, SEND, English as an Additional Language, Looked After Children and school exclusions are interconnected in a variety of ways and can nudge us towards those with the least amplified voices. Therefore, when engaging with parents and shaping governance decisions around inclusion and SEND, we should seek the experiences of families and children who;
- may have experienced exclusion,
- are newly arrived to the country.
- have Special Guardianship Orders
- have alternative home-languages
- include parents with disabilities themselves.
I recently attended a parent-governor coffee morning where attendees worked together to create a bank of ‘useful questions’ to ask when visiting prospective schools. Collaboratively they realised that though schools often spoke about who the SENCo was and some of the extra support they had, schools tended not to unpack what things like ‘scaffolding’ or ‘modelling’ were to parents i.e. what does effective teaching look like for my child? If as a governor you have ever remained quiet in a meeting when, yet another educational acronym or phrase was used, then you’ll see just how valuable that ‘un-known knowledge’ might be.
Asking great questions
The recent DfE guidance on the responsibilities of governors around SEND emphasises the importance of ‘asking the right questions’ and is available here. I have reworked their useful ‘checklist’ into questions that governors might want as a starting point for their enquiries. However, in the spirit of a blog about simplicity and accessibility, there are two questions that all leaders and governors might benefit from asking in terms of inclusion and SEND;
Why do we do what we do?
and
Do we do what we say we do?
Laura Page, Director Schools Supported Ltd
From Challenges to Solutions: Join Us at the SAfE Governors Conference
While the challenges of delivering true inclusion seem daunting, they’re not insurmountable. This is precisely why our SAfE Governors Conference this June is focused on ‘Delivering great governance for SEND.’
Our keynote speaker, Laura, will bridge the gap between these challenges and practical solutions by:
- exploring the current national picture of SEND and why collaborative work is essential
- considering how everyone in school contributes to securing good provision and practice
- considering the key principles of governance with respect to SEND and inclusion
- looking at practical ways that governors and trustees can best evaluate, review and support the provision of education for pupils with Special Educational Needs.
The conference won’t just highlight problems – it will equip you with concrete strategies to translate your knowledge into effective governance actions. Whether you’re new to governance or experienced, you’ll leave with renewed confidence in your ability to champion inclusive education for all learners in your setting.
