I think it’s fair to say I never expected to find myself in a Berlin classroom, watching a lesson on mood and setting in Shakespeare’s Twelfth Night delivered in both English and German, where pupils of all abilities were fully engaged.

Yet this experience, during a visit organised by the Goethe-Institut in June, was eye-opening - in more ways than one.

The visit, made up of representatives from across the UK’s four nations to explore the German education system, had a particular focus on how foreign language learning is approached.

However, as a trust leader focused on special education, I was especially interested in how Germany supports pupils with special educational needs and disabilities (SEND), including in the lesson I witnessed above.

Of course, education systems do not translate neatly from one country to another, but what struck me was not just what they did differently, but how inclusion was built into the design. Here are five things that stayed with me, and why they matter for SEND in the UK:

1. SEND is embedded, not exceptional

In Berlin, there is an expectation that every mainstream classroom serves pupils with SEND, This means that, while practice varies, SEND is part of the everyday classroom, not an add-on.

Teachers talked about differentiation as something they do for all learners, not just those with a diagnosis.

Adaptive teaching was planned in advance, not retrofitted. It reminded me that true inclusion starts with expecting all learners to be different from the very beginning, not by adding extra support only after challenges arise.

2. Foreign languages are for everyone

One striking element was Germany’s commitment to foreign language learning, regardless of background or need. All pupils are expected to learn at least one foreign language, typically English, and this includes pupils with SEND.

In the UK, I have often been told that students with SEND “need to master English” before another language is introduced. Yet in Berlin, even young children showed fluency and confidence that challenged this view.

At Liberty, we are already pushing back against that assumption, especially at Church Lawton School, where German is taught from primary. This visit reinforced the fact that inclusive language learning is possible and necessary.

3. Teacher confidence trumps complexity

Where SEND provision worked well, it was not because of more funding or smaller classes; it was because teachers were confident in their practice.

Teachers in Germany hold two subject specialisms, and must undertake both a master’s degree and an 18-month induction that includes a state exam and a research project.

All schools act as training schools, and development is continuous and research-informed.

This investment builds professional confidence and autonomy, which enables better support for diverse learners. Training and development are not optional extras when it comes to meaningful inclusion.

4. Community connection makes inclusion work

Particularly inspiring was Campus Rütli. Far more than a school, it brings together education, healthcare, social work, youth services and family support.

SEND specialists are part of the core team, and the school’s mission is to connect with the community and wider society. While replicating this in the UK would require investment, the principle is clear: wraparound inclusion works best when systems work together.

5. Vocational pathways can be aspirational and inclusive

At Berlin’s OSZ Kraftfahrzeugtechnik technical college and the Mercedes-Benz training centre, we saw a vocational system that was structured, rigorous and in high demand.

Students must apply to both a business and a school, as part of a dual learning model that balances theory and workplace practice.

SEND is not treated as a barrier. With clear progression routes, a competency-based curriculum and strong employer links, vocational learning is both inclusive and aspirational.

We already have a strong post-16 model based around academic, vocational and supported vocational pathways, but seeing this has challenged us to raise the bar further.

Final thoughts

Germany’s system is not without challenges. Teacher shortages, rising levels of need and inconsistencies between states featured in our conversations. But what stood out was possibility rather than perfection.

The visit reminded me that real inclusion does not rely on heroic interventions or perfect conditions; it comes from consistent expectations, confident teaching and systems built with all learners in mind from the start.

Inclusion should not feel exceptional; it should feel inevitable. With the right leadership, mindset and collaboration, there is no reason we cannot make that our reality here, too.

Dr Nic Crossley is CEO of Liberty Academy Trust