Interview: Chloe Metcalf – Educator, SEND Specialist, and Advocate for Inclusive Learning. Part 2

Part Two

Education never stands still, and Chloe has seen the sector shift and evolve in so many ways. In Part Two, she reflects on the changes she’s witnessed in classrooms, the growing focus on SEND inclusion, and how technology has impacted teaching. Her perspective is both inspiring and honest, showing how much has improved but also where challenges remain.

I’ve been teaching long enough to see initiatives and teaching trends come and go and then come back again! Teaching itself hasn’t been revolutionised; good teachers have always taught children well, regardless of which initiative is in favour. The biggest difference now is the staff shortage, which makes it harder to recruit and retain the right people for each role. Trends in SEND roles have emerged as schools adapt to these challenges.

It’s great that teachers now get protected planning and preparation time, and that newly qualified teachers have extra study time. The increase in specialist teachers for subjects like Music, PE, and Modern Foreign Languages has really improved the quality of primary education across the board. I’ve also welcomed the move towards less cluttered classrooms and the growing awareness of how to adjust learning environments for different sensory needs. It’s encouraging to see schools becoming more mindful of how the physical space impacts children’s ability to focus and feel calm.

The degree of need among pupils seems to be higher and more complex in mainstream classes compared to twenty years ago. With demand for specialist school places still very high, this trend looks to continue.

There’s now a far greater understanding of the many barriers to learning children may face. Pupils who might once have been labelled as “difficult”, “naughty”, “shy” or “odd” are now better understood and supported. There’s been a real drive to reduce “out in the corridor” interventions and create more inclusive classrooms where everyone learns together.

That said, inclusion only works with the right support in place. It’s not about having pupils physically present but unable to access learning. True inclusion is knowing each child and teaching in a multi-sensory, scaffolded way so they can genuinely participate. And if that means additional small-group or one-to-one support, then that’s what inclusion looks like for that pupil.