In schools, we often talk as if curriculum is a binary choice. Either students access the same curriculum as everyone else, or they move onto something more personalised. However, many children are accessing something of a best fit, in-between model, which has student needs at the centre.

That’s where the Hybrid Inclusion Model comes in. In reality, many students are working within a best-fit, in-between model. They are neither fully accessing the curriculum in the same way as their peers, nor operating on a completely personalised pathway. Their learning sits in the middle, shaped by need, support, and responsiveness.

Keep reading for a Hybrid Inclusion Model planning tool download 👇.

‘The Hybrid Inclusion Model’ is the term I use to describe what many schools are already doing, even if they don’t yet have the name for it. It reflects the lived reality of inclusive classrooms, particularly at Tier 1 and Tier 2. For pupils with more complex needs, including those moving towards or already supported by an EHCP, the question is rarely whether support is needed, but how it is provided without unnecessarily removing them from the classroom. A Hybrid model starts from the principle that inclusion remains important, even when learning pathways look very different. This curriculum recognises when a more personalised approach, including the Engagement Model, is appropriate but it may not be for 100% of the day.

Tier 1 and Tier 2 classroom practice: inclusion as the default

Tier 1 and Tier 2 provision for these students focuses on adapting the classroom environment and teaching approach so that time spent with peers is meaningful and achievable. This includes clear structure, predictable routines, reduced cognitive load, adapted language, visual support, sensory regulation strategies, flexible pacing and access to assistive technology. These adaptations are not about expecting pupils to ‘keep up’, but about enabling them to engage safely and successfully at their own level with peers..

Many students following a Hybrid Inclusion Model will also have personalised timetables. These can be viewed as dynamic tools (although routine is important for many). Time in class can be maximised where it supports communication, regulation, social understanding and engagement, and reduced where the demands of the environment become overwhelming or unproductive. The aim is not full-time inclusion at any cost, but thoughtful inclusion that meets the student where they are.

Personalised learning, including work linked to EHCP outcomes or the Engagement Model, can sit alongside classroom learning rather than replacing it entirely. A student may engage in whole-class activities for parts of the day, access targeted or individual learning at specific points, and move flexibly between the two as needs fluctuate.

For students with higher needs, a Hybrid Inclusion Model provides a bridge between the classroom and personalised learning. It protects connection and belonging, while still allowing for the intensity and specificity of support that some children require. Inclusive practice at this level is not about fitting children into the system, but shaping the system around the child.

Personalised curriculum and the Engagement Model

For some students, adaption within the classroom is no longer enough. When a pupil is working significantly below age-related expectations, a personalised curriculum may be required. Learning objectives are likely drawn from EHCP outcomes rather than the national curriculum.

Children may be able to be supported in class using a personalised curriculum, or if they struggle to participate in the majority of class activities, the Engagement Model may also be appropriate. For both options, as much time as is appropriate for the individual in their base class is still important and ideally, if out of class for extended periods, gradual work towards reintegration will be best practice unless the student’s needs are extremely high and this is not possible. For example, a student with very high needs who is awaiting a specialist school placement.

Ultimately, we do not want children to be excluded from the classroom community. It means the focus shifts from coverage to development, from attainment to meaningful engagement and progress. This level of provision requires clear planning, regular review and strong SENCo support to ensure it remains aspirational and purposeful.

The Hybrid Inclusion Model: combining the best of both

The Hybrid Inclusion Model brings these approaches together. It deliberately blends high-quality whole-class teaching, adaptation for access, differentiation where pupils need different routes, and personalised learning where appropriate. You are likely already doing this for some students.

It recognises that:
– Most students benefit from staying connected to the shared classroom curriculum
– Some students need moments of personalisation without being permanently separated
– Provision should be flexible across lessons, subjects and time

For example, A student might access whole-class teaching for most of the day, with adapted delivery and scaffolding within lessons, and then engage in personalised learning aligned to EHCP outcomes at specific points.

Why this matters

The Hybrid Inclusion Model label helps schools move away from extremes. It avoids pretending one size fits all, while also avoiding unnecessary withdrawal and lowered expectations. It gives teachers permission to be nuanced, SENCOs a clearer framework for decision-making, and leaders a way to articulate inclusive practice with confidence.

Most importantly, it reflects reality. Classrooms are complex. Learners are diverse. A curriculum that truly serves them has to be flexible enough to honour both.

Is it hybrid due to funding?

It’s also important to acknowledge the reality many schools are working within. For some children, a Hybrid Inclusion Model is not in place because it is the ideal long-term model, but because funding, staffing and resource constraints force difficult decisions. In these situations, schools are often doing the best they can with what they have, balancing individual need against system pressures that sit outside their control. That does not mean those needs have disappeared. If a child requires a fully personalised curriculum and the current provision is only a best-fit compromise, the solution is not to accept less, but to keep pushing. Where funding does not match need, schools must continue to challenge their local authority, apply for EHC needs assessments, and request appropriate levels of support. If this reflects your context, you may find it helpful to explore my webinars on applying for EHCPs and challenging local authorities for adequate funding. When the needs are clear and the provision isn’t enough, persistence matters.

Next steps: deciding whether a Hybrid Inclusion Model is right

For students with high levels of need, the decision is not whether support is required, but what type of curriculum best meets their needs right now. A Hybrid Inclusion Model can be an effective and appropriate approach, but only when it is chosen deliberately, reviewed regularly and rooted in the child’s profile, not the system’s limitations.

Schools may find it helpful to ask the following questions:

– What does this student need in order to engage meaningfully in learning, regulation and communication?
– Which parts of the school day support connection, confidence and engagement, and which parts consistently overwhelm or dysregulate them?
– Is the current balance between classroom learning and personalised provision meeting EHCP outcomes, or simply managing capacity?
– Which subjects or lessons lend themselves to inclusive participation for this student, and which may require a more personalised or alternative approach?
– Is time out of class purposeful, time-limited and linked to clear outcomes, or has it become the default?
– Are we regularly reviewing and increasing inclusion where appropriate, rather than letting timetables drift?

For parents and carers, similar reflective questions can be useful.

– Is this model helping my child feel safe, included and able to learn?
– Where does my child thrive most, and where do they struggle most?
– Are there subjects or parts of the day where inclusion feels positive and meaningful?
– Is personalised provision clearly linked to outcomes, or does it feel like a holding pattern?

Turning reflection into action

Download your planning tool with key questions and provision plan here:

To support this process, it can be helpful to map provision visually and intentionally. An action-planning grid allows schools to step back, look across the timetable and make informed decisions rather than reactive ones.

A Hybrid Inclusion Model action-planning grid might include:
– Subject or time of day
– Current provision (whole class, adapted, personalised, individual)
– What is working well for this pupil
– What is not working
– Level of engagement (linked to EHCP outcomes or the Engagement Model)
– Agreed adjustments or next steps
– Review date and success criteria

This tool supports clearer conversations between teachers, SENCOs, leaders and families. It also provides a transparent record of decision-making, review and intent, which is essential for high-needs provision.

If you’re considering a Hybrid Inclusion Model for a student, the key question is not whether it looks inclusive on paper, but whether it is working for the child in front of you. Intentional planning, honest review (with section EHCP F annotation) and the confidence to adjust where needed, are what make the difference.

Thanks for reading,

Lynn

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