Sir Tim Brighouse once described how, within even the most rigid education systems, there are always “gaps in the hedges” - small openings through which creativity, courage and humanity can grow.

As educators, we recognise those spaces instinctively. They are where inclusion flourishes, where we reimagine assessment, and where we remember what truly counts in education.

The curriculum and assessment review, led by Professor Becky Francis, seemed to try to widen those gaps in the hedges. Its recognition of enrichment, breadth and curriculum quality represents an important shift towards valuing the full educational experience rather than just measurable outcomes.

Yet one big issue remains unresolved: many pupils, including those with special educational needs and disabilities (SEND), are still not treated fairly within our national assessment and accountability systems.

Inclusive accountability in schools

As a headteacher striving to make our school accessible to every child, I see daily how inclusion requires creativity, flexibility and courage. It means adapting lessons on the spot, rethinking familiar approaches and listening closely to families and specialists who know the children best.

Like many forward-thinking schools, we are constantly finding those gaps in the hedges - small spaces where we can reshape curriculum and pedagogy to meet the diverse needs of 21st century learners. Yet while our practice evolves, assessment procedures have not kept pace.

Inclusive schools need inclusive assessment methods. Fair accountability depends on understanding the story behind each child: their journey, progress and context, not simply their test score.

Mainstream schools that are genuinely inclusive continue to be judged harshly because every pupil’s result counts equally in headline data, even when some children are unable to sit the tests or are working far below age-related expectations.

Distorted progress

This is unfair and distorts the story of progress. It also risks sending a dangerous message to the pupils themselves: that their efforts and achievements do not matter, that they do not belong within the same measure of success as their peers.

Why is this still happening?

A primary school’s success cannot be measured only by how many pupils achieve the expected standard in reading, writing and mathematics. The real success of an inclusive school lies in its commitment to ensuring that every child, regardless of ability or need, feels that they belong; that they are learning and growing, and that their achievements are recognised in meaningful ways.

Lifelong learning

These are not soft outcomes. They are the foundations of lifelong learning and of a sense of belonging that shapes identity and self-worth.

Assessment should be a tool that supports learning rather than one that limits it. It should provide insight, not judgement.

In practice, that means:

• Placing greater emphasis on formative assessment and teacher judgement, supported by professional dialogue and moderation.
• Tracking progress from each child’s unique starting point rather than a single national benchmark.
• Recognising the additional challenges and successes of inclusive schools within accountability frameworks, rather than penalising them for doing the right thing.
• Valuing communication, social development and confidence alongside English and mathematics.

Achieving this will not be simple. It requires a culture shift and courage from policymakers to reconsider what accountability means, and courage from leaders and teachers to hold fast to their values in the face of pressure. It means trusting professionals to know their pupils and valuing qualitative understanding alongside numerical outcomes.

Above all, it means remembering that education is a human enterprise, not a statistical exercise.

Finding gaps in the hedges has become a metaphor for how many of us work today. We look for the small openings where flexibility still exists, places where we can innovate, take risks and make decisions that put children first.

But we should not have to search for gaps. The system itself should be built on principles of inclusion, trust, fairness and belonging.

James Searjeant is headteacher Wyborne Primary School in south-east London

You can now get the UK’s most-trusted source of education news in a mobile app. Get Tes magazine on iOS and on Android