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Inclusive & Adaptive Learning

IAL Endorsement · Inclusion & Learner Development

Inclusive & Adaptive Learning Endorsement

Recognises schools where every learner, including those with special educational needs and disabilities, can access, take part in and progress through learning designed for variability from the start.

16 standards in 5 areas
3 levels
3 years validity

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IAL is an endorsement: it is awarded together with, or after, USAAC Core Accreditation. Core and endorsements can be reviewed in one combined visit.

Accreditation levels

Three levels of IAL recognition

Levels recognise inclusive practice that is consistently in place (Established), embedded school-wide and improving outcomes (Advanced), and sustained over time while helping other schools improve (Elite).

Level I

Established

Quality Assured

Every standard is fully in place and consistently practised, and the safeguarding gate is met.

Every standard at least Established; safeguarding Met.

Level II

Advanced

Excellence in Practice

Practice is embedded school-wide, monitored with evidence and improving outcomes.

Advanced in at least two-thirds of standards, including all Vision & Leadership standards; none below Established.

Level III

Elite

Sector Leadership

Impact is sustained across two review cycles and the school leads others in the field.

Advanced in every standard, Elite in at least half, and impact sustained across two review cycles.

Framework

The IAL standards

16 standards in 5 areas. Each has published descriptors for Established, Advanced and Elite, and the evidence reviewers look for. Levels are cumulative: each one includes everything below it.

Vision & Leadership

IAL.1.1

Rights-based inclusion policyLeaders set a clear inclusive education policy, grounded in the right to education, that commits the school to removing barriers for every learner.

EstablishedA written inclusion policy aligned with national law and UN CRPD Article 24 is known to staff and families and applied consistently in admissions, behaviour and support decisions.

AdvancedThe policy is reviewed annually with learners, families and staff; leaders check admissions, behaviour and exclusion decisions for disproportionate impact on any group and act on the findings.

EliteThe policy and its review process have been sustained across two review cycles, and the school helps other schools develop rights-based inclusion policies.

Evidence: Inclusion policy and annual review records · Admissions, behaviour and exclusion data analysed by learner group · Interviews with leaders, staff and families

IAL.1.2

Inclusion leadership and coordinationA named, suitably qualified inclusion lead coordinates identification, support and review, with the time and authority to influence whole-school decisions.

EstablishedAn inclusion lead maintains an up-to-date record of learners' needs and support, coordinates provision and reports regularly to senior leaders and governors.

AdvancedThe inclusion lead advises the senior team; inclusion is a standing item in improvement planning, and resources are allocated against identified needs and reviewed for impact.

EliteDistributed inclusion leadership has been sustained over time, and the school's leaders mentor inclusion leads in other schools or co-design guidance with partners.

Evidence: Inclusion lead role description and qualifications · Needs and provision record · Governor and senior team minutes on inclusion

IAL.1.3

Families and learners as partnersLearners with additional needs and their families take part in decisions about identification, support and transitions.

EstablishedFamilies are consulted when needs are identified and at each plan review; communication is accessible and, where needed, offered in the family's home language.

AdvancedLearners contribute their own views to every plan review and transition, and family feedback is collected systematically and used to improve provision.

EliteCo-production with learners and families has been sustained over time, and the school shares its partnership model with other schools or disability organisations.

Evidence: Plan review records showing learner and family contributions · Family feedback and resulting actions · Transition plans for learners with additional needs

Teaching & Learning

IAL.2.1

Universal Design for LearningTeachers plan for learner variability, offering multiple means of engagement, representation, and action and expression.

EstablishedPlanning routinely shows flexible goals, materials and ways to show learning, informed by the UDL Guidelines, so most learners can access core content without separate provision.

AdvancedUDL is embedded across subjects and phases; leaders monitor planning and lessons, and evidence shows fewer barriers and improved participation for learners with diverse needs.

EliteUDL practice has had sustained impact across two review cycles, and the school leads UDL professional learning or shares design resources with other schools.

Evidence: Lesson plans and unit designs · Lesson observations focused on access and engagement · Learner work showing varied ways of demonstrating learning

IAL.2.2

Adapted teaching with high expectationsTeaching, tasks and pace are adapted to learners' identified needs while keeping high expectations and access to the full curriculum.

EstablishedTeachers use information on learners' needs to adapt tasks, scaffolds and grouping; learners with SEND study the same curriculum with support and are not withdrawn by default.

AdvancedClass and specialist teachers co-plan and co-teach; adaptations are reviewed against progress, and learners with SEND make progress comparable to peers with similar starting points.

EliteHigh-expectation adaptive teaching has been sustained over two review cycles, and the school's teachers model and coach co-teaching practice for other schools.

Evidence: Learner profiles and their use in planning · Co-planning and co-teaching records · Progress data for learners with SEND compared with peers

IAL.2.3

Accessible and fair assessmentAssessment gives every learner a fair, accessible way to show what they know, with access arrangements matched to their normal way of working.

EstablishedAccess arrangements such as extra time, readers, scribes or alternative formats are identified, documented and used consistently in classroom and formal assessment.

AdvancedAssessments are designed accessibly from the start; arrangements are reviewed for effectiveness, and assessment information drives timely adjustments to teaching and support.

EliteAccessible assessment design has been sustained over time, and the school shares assessment approaches or training with other schools or examining partners.

Evidence: Access arrangements register · Sample assessments and adapted versions · Records of adjustments made after assessment

IAL.2.4

Language as equityLearners new to the language of instruction receive structured support, and all learners' home languages are valued as resources for learning.

EstablishedNewcomers' language proficiency is assessed on arrival; structured language support is provided alongside curriculum access, and language needs are distinguished from special educational needs.

AdvancedTeachers across subjects use language-aware strategies and home languages purposefully; newcomers' progress in language and subjects is tracked and support is adjusted.

EliteEquitable outcomes for multilingual learners have been sustained over two review cycles, and the school supports other schools to develop newcomer and home-language provision.

Evidence: Arrival assessments and language support plans · Lessons showing language-aware teaching · Progress data for newcomers and multilingual learners

People & Capacity

IAL.3.1

Inclusive teaching expertiseAll teaching staff develop the knowledge and skills to teach learners with diverse needs, including common neurodevelopmental, sensory, physical and learning differences.

EstablishedAll teaching staff receive training in inclusive pedagogy and the specific needs of current learners, and apply it in lessons.

AdvancedInclusive teaching expertise is planned from a needs analysis, includes coaching, and its impact on classroom practice and learner progress is evaluated.

EliteDeep staff expertise has been sustained over time, and the school provides inclusive teaching training or placements for staff from other schools.

Evidence: Inclusive teaching training records and needs analysis · Lesson observations · Coaching records and impact evaluation

IAL.3.2

Specialist and multi-agency supportLearners can access qualified specialists, such as speech, occupational and educational psychology services, through clear in-house or partner arrangements.

EstablishedClear referral routes to qualified specialists exist; specialist advice is recorded in learners' plans and shared with the teachers who need it.

AdvancedSpecialists work alongside teachers in classrooms and planning; waiting times and the impact of specialist input are monitored and improved.

EliteEffective multi-agency working has been sustained over two review cycles, and the school co-designs specialist support models with partner schools or agencies.

Evidence: Referral procedures and specialist agreements · Specialist reports reflected in learner plans · Records of specialist work with teachers

IAL.3.3

Support staff deploymentLearning support staff are trained and deployed to build learners' independence and access to teaching, not dependence on adult help.

EstablishedSupport staff have clear roles, relevant training and planned time with teachers; learners with the greatest needs still receive regular teaching from qualified teachers.

AdvancedDeployment is reviewed against learner independence and progress; support staff use consistent scaffolding strategies and contribute to planning and review.

EliteEffective deployment has been sustained over time, and the school shares its support staff model and training with other schools.

Evidence: Support staff role descriptions and timetables · Training records · Observations of support in lessons

Environment & Resources

IAL.4.1

Accessible physical environmentBuildings, grounds and learning spaces are accessible, with reasonable adjustments and calm or sensory-friendly spaces available when learners need them.

EstablishedAn accessibility audit is completed and acted on; reasonable adjustments are made for current learners, and a calm or low-sensory space is available.

AdvancedAn accessibility plan sets priorities with learners and families; classrooms are organised to reduce sensory and physical barriers, and progress is reviewed annually.

EliteAccessibility improvements have been sustained across two review cycles, and the school advises other schools on accessible and sensory-aware design.

Evidence: Accessibility audit and plan · Site walk focused on access · Records of reasonable adjustments

IAL.4.2

Accessible materials and communicationLearning materials and school communication are available in formats learners and families can use, such as large print, braille, audio, easy-read or sign language.

EstablishedAlternative formats and communication support, including augmentative and alternative communication where needed, are provided promptly for learners and families who need them.

AdvancedMaterials are produced accessibly by default across subjects; learners use their preferred formats independently, and accessibility is checked before resources are adopted.

EliteAccessible-by-default practice has been sustained over time, and the school shares accessible resources or guidance with other schools.

Evidence: Samples of materials in alternative formats · Communication support arrangements · Resource accessibility checks

IAL.4.3

Purposeful assistive technologyAssistive technology and adaptive resources are chosen for identified needs, used purposefully, and reviewed for impact, privacy and fairness.

EstablishedAssistive tools and resources are matched to learners' assessed needs, learners and staff are trained to use them, and learner data is protected.

AdvancedUse of assistive tools is reviewed with learners for impact on independence and progress; access is equitable and does not depend on families' ability to pay.

EliteNeeds-led, evidence-based use of assistive resources has been sustained over time, and the school helps other schools select and evaluate assistive support.

Evidence: Learner plans linking needs to assistive resources · Training records for learners and staff · Reviews of impact and data protection

Impact & Improvement

IAL.5.1

Identification and individual plansNeeds are identified early and fairly, and learners who need it have an individual plan with measurable targets that is regularly reviewed.

EstablishedA clear identification process combines teacher observation, assessment and family information; individual plans set measurable targets and are reviewed at least termly.

AdvancedIdentification is checked for bias across learner groups; plan targets drive daily teaching, and review outcomes show most learners meeting or exceeding targets.

EliteEffective identification and planning have been sustained over two review cycles, and the school trains other schools in fair identification and planning.

Evidence: Identification procedure and records · Sample individual plans and reviews · Analysis of identification rates by learner group

IAL.5.2

Equity of outcomesThe school monitors progress, attendance, participation and exclusion for learners with additional needs and other groups at risk of disadvantage, and acts on gaps.

EstablishedOutcome data is analysed by learner group at least annually, gaps are identified, and actions to close them are planned and recorded.

AdvancedGaps are monitored throughout the year, interventions are evaluated for impact, and evidence shows gaps narrowing for learners with additional needs.

EliteNarrowed gaps have been sustained across two review cycles, and the school shares its equity analysis methods with other schools.

Evidence: Outcome data by learner group · Intervention evaluations · Participation records for trips, clubs and leadership roles

IAL.5.3

Inclusion self-review and improvementThe school uses structured self-review, such as the Index for Inclusion, to identify barriers to learning and participation and improve inclusive culture, policy and practice.

EstablishedAn inclusion self-review involving staff, learners and families is completed at least every two years and leads to a written improvement plan.

AdvancedSelf-review findings are acted on and re-tested; improvements in learner and family experience of inclusion are evidenced over time.

EliteContinuous inclusive improvement has been sustained over two review cycles, and the school leads peer review of inclusion with other schools.

Evidence: Inclusion self-review and improvement plan · Learner and family surveys on inclusion · Records of actions and re-review

Scope

What IAL covers

Each topic is assessed in exactly one USAAC framework, so schools are never reviewed twice for the same practice.

Special educational needs and disabilities (SEND)Universal Design for Learning (UDL)Accessibility of spaces, materials and communicationIndividual learning plans and specialist supportEquity of access, participation and outcomesLanguage as equity: home languages and newcomer support

Assessed elsewhere

Baseline inclusion duties and safeguardingCORE
Social-emotional learning, counselling and mental healthHWB
Language learning and plurilingual competenceLGC
AI and edtech in teaching and learningAIDL

Key benefits

Why IAL?

Shows families that every learner is welcomed, supported and expected to succeed.
Strengthens teaching for all learners through Universal Design for Learning.
Aligns provision with UN CRPD Article 24 and international good practice.
Gives a clear, evidence-based route for improving inclusive practice.

Aligned with

Validity: Valid 3 years, with a short annual update.

Part of the Whole-Child School pathway.

Self-assessment

Which level is your school ready for?

Rate your school on each IAL standard using the published descriptors. The suggested level follows the same rules reviewers use.

IAL.1.1
Rights-based inclusion policy
Leaders set a clear inclusive education policy, grounded in the right to education, that commits the school to removing barriers for every learner.
IAL.1.2
Inclusion leadership and coordination
A named, suitably qualified inclusion lead coordinates identification, support and review, with the time and authority to influence whole-school decisions.
IAL.1.3
Families and learners as partners
Learners with additional needs and their families take part in decisions about identification, support and transitions.

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