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in-depth case study of an effective inclusive school in the south west of England. The findings revealed a number of positive results. Respondents expressed positive attitudes towards inclusion to the extent that the general school ethos could be viewed as inclusive. To illustrate: students with special educational needs were not excluded from any activity in their class, there was very little withdrawal from lessons with most support provided in-class, ‘all’ pupils participated in the mainstream life of the school, and there was a heavy focus on terminology and language with ‘curriculum and learning support’ being replaced by SEN. Additionally, parents were exceptionally pleased with the communication they received from the teachers and the students with SEN who had been integrated benefitted academically. It was not clear whether they benefitted so much socially although this might have been because they had to take a bus and had less opportunity to build friendship out of school hours. School participants were pleased with the way that the physical environment was restructured and professionals felt personal satisfaction in implementing inclusive practice. However they did feel that the policy should be LEA-wide rather than restricted to a few schools. As the deputy head commented “because we have a very good reputation for including students with additional needs, we have got the label that the school is good for SEN, and that is not the label that we want because we are losing the brightest of the students locally.


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