Inclusive Educational
– PgDip

Award: PgDip/MA in Inclusive Educational Leadership


Entirely online• Training with world-leading practitioners • Accredited by a leading UK university
• Global network of
outstanding educators • Credit awarded based on your current practice • Includes online
training courses for teachers in your school • Highly positive and lasting impacts on your career, school and
students •
Cost-efficient, with the option of monthly fee fulfilment

Course Commences September 2021

Application Deadline 31st August 2021

(Prices for UK passport holders only – please enquire for non-UK passport holders)

Fee for Inclusive Leadership Scholarship PG Diploma course = £2,900 (+VAT)
(the average cost in the UK for a post graduate diploma is circa £5000)

Fee for the second year for the Masters qualification = £3,433 (+£275 non-refundable registration fee payable directly to the university)
(the average cost of a Masters in the UK is circa £8,000)

If you commit to the Masters from the beginning you will save a further £500 and will total £5,490 + VAT for both years.

The real value of this two year programme is:
£8,000 (Average Masters cost)
£5,000 for the whole-school online training
£1,200 for coaching
Total value of this course: £14,200
Your scholarship: £7,612

You can apply both for a scholarship and the possibility of paying in instalments.

Instalment arrangements are made directly with Inclusion Expert for the first year. 
The university will advise you on the payment terms for year two.

Applicants are offered the opportunity to apply for a scholarship worth £7,612. Our aim is
to enable educational leaders from across the globe to become outstanding practitioners.
Applicants will be granted the scholarship award following a successful application.

Leading on Inclusive Educational Leadership

Helping you to help your children and young people, your school and your career.

The course is one of nine specialised post graduate diploma courses. It is highly suitable for teachers who wish to hone their leadership skills in order to deliver the best possible outcomes for children and young people in their school or setting. It will also act as a springboard for future career development, giving opportunity for self- reflection and exposure to new ideas and cutting-edge thinking.

40% of the course assessment is based on the practical application of skills and knowledge. You will work collaboratively with leading experts
in your specialist field. The course, delivered by the University of Buckingham and Inclusion Expert, will support you in bringing about sustainable changes to the whole school community.

Key activities and issues addressed:

  • Identify and develop your skills and knowledge in relation to leadership, Inclusion and wellbeing and the impact on vulnerable learners
  • Connect with colleagues beyond own setting and identify their development needs. This might be another school or setting, a different year group or phase in your current place
  • Identify with them a plan of action based on informed reading and research, in terms of coaching and/or training to improve outcomes for vulnerable learners
  • Work with the setting(s) to highlight the impact the work you have facilitated. Evaluate the outcome

The importance of this course in relation to your role

You are well established in your current role and are quietly thinking of your next step. You know your own areas of strength and you are working on some things you would like to do better. You might have asked yourself – would my skills and experience be effective in another setting or with a different age phase? What can I do to extend my horizons and build on what I have achieved so far in my career? If you recognise yourself here then this is the course for you.

Pastoral scholarship


Who Is This Course for?

Pastoral Leaders, SENCOs, Inclusion Leads.

Course Leader

Each course has a dedicated Course Leader who is a respected expert practitioner. The Course Leader is responsible for scholar support and oversight of the specialist content relating to each module.

Specialist Coaching

The dedicated course leader will meet the group 1-3 times a month for group coaching sessions as well as being available for individual discussions and support. The purpose of the coaching is to support the practical elements of this course which amount to 40% of the final grade. The course leader will be a sounding board, mentor and supervisor who will empower you to grow personally and professionally.

Why you should apply

Does this sound like you?

You are an effective leader, with a high level of emotional intelligence. You go the extra mile and advocate for children and young people whom others may consider difficult. You are fascinated by the psychological aspects of children and their needs, which may stem from past traumas or a challenging home life. You have a proven track record in improving the life chances for the most vulnerable in your setting, and you want to ensure that your colleagues are also equipped with the skills and knowledge to improve outcomes. You understand that effective social and emotional leadership is most evident in the classroom and therefore much of your focus lies in supporting teachers as well as students.

As a professional leader, you are committed to supporting your colleagues to develop a whole school approach.

If this describes you, you will be in a strong position to be awarded a place on this unique programme.

Benefits of the Scholarship for the Whole School

For school based staff

Safeguarding Review and Training
  • Improved interpersonal competence and empathy leading to enhanced collaboration and collective responsibility, to deliver improved outcomes for children and young people
  • Development of self-awareness and team building. Team members increasingly mindful of their own, and each other’s, strengths and weaknesses
  • Better understanding of SEMH and associated skills, knowledge and experience, across the staff, governing body/trustees and wider school community
  • Free SEMH Training course. Accessible to all staff and led by the scholar
  • Shared purpose and common language across the school and governing body, extending to stakeholders; parents; carers; visiting professionals

For school leadership

  • A leader with advanced skills, knowledge and understanding of leadership, Inclusion and wellbeing.
  • Enhanced focus on pedagogy leading to better educational outcomes
  • Improved SEMH provision and ‘in house’ expert led CPD
  • Increased capacity to meet the needs of complex children and young people
  • Continuous improvement as experience grows and evidence of ‘what works’ is shared
  • Calls for SLT intervention following incidents reduced
  • Calls for the exclusion of vulnerable children reduced
  • Levels of internal staff stress and absenteeism reduced

For the scholar

  • Development of advanced strategic thinking and planning skills
  • Improved knowledge of statutory guidance and application of key strategies
  • Access to leading experts in the field
  • Opportunity to develop problem-solving skills and the confidence and courage to be creative and innovative.
  • Highly regarded, accredited qualification, relevant to current role as well as preparation for future career enhancement








As the course progresses scholars can expect:

  • Calls on their expertise and support for their initiatives and ambitions
  • Staff to bring solutions rather than problems
  • Behaviour to be seen as communication
  • Greater acknowledgement of the impact of attachment and trauma on the wellbeing of children and adults
  • A collective will to understand and mitigate the impact of negative behaviour and attitudes on the health of the organisation

In short, scholars will develop new thinking strategies. The course will give space to reflect on practice and it will provide opportunities for discussion and debate with expert practitioners, as well as peer professionals. Above all this is a practical course supported by research and academic rigour. It is a marriage of theory and practice.


Overview of the PG Dip Programme

The course is structured around four modules:

Learning, Action, Impact, Support & Assessment

Course information

This programme comprises of 4 modules at Level 7. Each module is worth 30 credits. The courses will enable educational leaders to develop and evidence outstanding practices, and real whole-school change, in support of the most vulnerable and challenging children and young people.  The programme aims to enable teachers to develop expertise in inclusive educational leadership. They will do this through the critical evaluation of research and scholarship and, most importantly, integrate their learning into their own practice.  PGDip scholars will be expected to critically analyse, engage in and reflect on educational issues and understand the implications for their own educational setting.

Element of course


Leading on inclusive educational leadership


Leading people and organisational change



Leading on transformative change for vulnerable children


Leading on up skilling staff



The specialist module focuses on the development of critical enquiry and reflection, together with professional knowledge and expertise. The module aims to build on the skills developed in the other three modules. This allows for leaders and potential leaders to grow in confidence from having a research-informed approach. Scholars will evaluate their own approaches and perspectives on leading change and consider ethical and organisational factors in overcoming barriers and meeting challenges and be able to apply change management theory to practice.



This module introduces scholars to the thinking related to leading staff and organisational change. Scholars take simple but thoughtful steps to help identify what would have the greatest impact within their setting for the most vulnerable and challenging children and young people. In this module scholars will reflect on their development through critical evaluation of key documents relating to leadership competencies and they will be able to evidence the application of this theory on their actions in their setting.






Scholars demonstrate their ability to devise a work-based action plan for working with vulnerable children and young people.  This will be completed by working collaboratively with four other scholars, to explore the effectiveness of teacher professional development in their current organisation. This will involve an evaluation of coaching theory and methods along with an understanding of contemporary statutory policy to understand the nature and responsibilities of pastoral leadership.  Scholars apply a range of appropriate research methods and enquiry methodologies to assess the effectiveness of their plan taking into account the culture, leadership and processes associated with their organisation.

This module looks at the latest in terms of evidence based pedagogy and links this to the work of a pastoral leader outside of the classroom.  The scholars work with the professional development of their staff through the delivery of five online courses; Attachment in the Classroom; Behaviour as Communication; Advanced Listening Skills and, How to Support Students in a Crisis. In this unit, scholars are introduced to the most recent research and theoretical knowledge around effective teacher development. 







Skills and

Facilitate sustainable and positive change for the most vulnerable pupils with highly complex needs.

Communicate good practice to fellow specialists and non-specialists.

Synthesise relevant literature and current trends within Education in support of arguments.




Collate evidence for the portfolio.

Demonstrate understanding of the conditions for successful organisational change.

Articulate the role of leaders in the leader in the management of change.








Collate evidence for the portfolio.

Demonstrate skills of planning provision for a group of vulnerable children and young people.

Evaluate teacher professional development within the context.

Explore the power of coaching theory and methods in supporting effective professional development.




Collate evidence for the portfolio.

Demonstrate skills in searching for and critically analysing relevant literature in order to plan teacher development materials relevant to a chosen area of interest.








Collate evidence for the portfolio.

Support Coaching sessions, webinars and resources, Online course content, IT help, a mentor (course leader), group sessions with other students, guidance from the university, additional training from other organisations that are contributing to this course.

Each Module will be assessed by an essay set and marked by the university. For the first 3 modules the requirement is 2500 (+/-10%) words. The final essay is 4000 (+/-10%) words. Assignments will be used to assess:

  1. Knowledge and understanding of course material.
  2. Knowledge and understanding of relevant scholarship.
  3. Ability to reflect and apply theoretical knowledge to practical organisational problems.
  4. Ability to evaluate the efficacy of theory in relation to both wider debates and to engage with the material in relation to their existing practical work experience.
  5. Ability to construct clear, concise and well- developed written arguments.
  6. The ability to write academically and to edit and refine an argument with the correct Harvard referencing.

You will be expected to read research and cite findings in relation to organisational leadership, staff development, 
This academic deep dive will furnish you with new ways of viewing your work.

Portfolio of
evidence and reflections

Throughout the course, you will record evidence in a portfolio to demonstrate your practice and the impact of your actions. You will also be expected to reflect, in writing, to questions set by course leaders. Each reflection should be between 300-400 words

The portfolio and reflections will be worth 40% of your overall grade.

You will be provided with guidance and support directly by the University of Buckingham in how to complete your research project.


University of Buckingham

Social, Emotional and Mental Health Pedagogy Training

This training is includes at no extra course in the programme of study for the PG Dip. These training sessions support school leaders and classroom staff to understand and practise the art of inclusive classrooms. This will compliment the exceptional supportive work schools already do. Our aim is to equip teachers to include all children in the classroom and to enable them (child and teacher) to thrive.

Prerequisites of the One Year PG Dip in Inclusive Educational Leadership (120 credits)

You will need:

  • The support of your headteacher
  • Evidence of your Bachelor’s Degree
  • To be a UK passport holder
  • Funding to cover the course fees from your school, the Virtual School or your own resources
  • Willingness to complete academic study and reflect on your professional practice, over the course of a year
  • Time to complete the course requirements:
    – 3 (term time only) online 1 hour lectures per month
    –  Reading: 2 essential core books plus additional reading to support academic writing and to deepen understanding of the module topic
    – Online group coaching: 1 hour once a month (instead of a lecture)
    – Short written reflections (300- 400 words) per module
    – A portfolio showcasing your current practice
    – Four essays based on the module content (30 credits each)
    – Optional networking and drop-in sessions

The PG Dip fee for September 2021 is £2,900 + VAT.


The Master’s Degree in Inclusive Educational Leadership

If you successfully complete the PGDip you can opt to study for a further year and be awarded the associated master’s degree.

You will be required to submit a 12-15,000-word dissertation. Academic support is offered but there are no lectures or additional coursework.  (60 credits)

The Master’s Degree fee is £3,708 (exclusive of the PG Dip fee).

Sign up now to the 2 Year Master’s Degree and you will receive £500 scholarship. You will pay £5,490 + VAT for both years.


Next Steps

Click here to fill in the online form to register interest or ask any further questions.

Speak to your headteacher.

Consider the impact on your professional and personal life.

Apply Now !

How does the Inclusion Expert Scholarship and financing work?

Item Cost When this is due
Application Form £50 Submission of application form (non-refundable) deadline by tbc.
Postgraduate Diploma £5,000 reduced to £2,900 (+VAT) Having been awarded a scholarship, you will need to settle the remaining £2,900 (+VAT) by 17th September 2021.

Please contact the office for payment options.

Masters Program £14,200 minus £7,612 Scholarship = £6,588 (total for both years) Having been accepted on to the program, you will need to pay:

-the fee of £2,400 (+VAT) towards PG Dip course (Year 1) by 17th September 2021.

-the fee of £3,708 towards Master’s Degree (Year 2) by  September 2022.

Please contact the office for payment options.

We advise you to liaise with your school setting to find out if contribution by the school is available.

Whole School SEMH Pedagogy Training £5,000 reduced to £0
3 Online Coaching Sessions £1,200 reduced to £0

Inclusion Expert Scholarship Application Process

  1. Evidence of competencies – fill out the table below.
  2. Written statement – 500 words of why you want to do this course, why you should be a recipient of a place on this prestigious course and what you hope to do with this qualification in the future.
  3. Signature and agreement of a senior member of staff from your school setting.
  4. One character reference of approx. 100 words from someone who has known you for at least 3 years and can attest to your ability to complete a course and have emotional intelligence and awareness enough to kindly and compassionately support staff and students.
  5. The Inclusion Expert team will be in touch to process the £50 non-refundable administration fee for processing the application.
  6. If English is not your first language, then please do speak with the Inclusion Expert team to confirm your capability of writing high level academic essays in English.

We aim to respond to all applications within 2 weeks. Applicants who have not been accepted will be written to with feedback.



    Has a Bachelor's Degree YesNo
    Has been successful with vulnerable and challenging students YesNo
    Has been a pastoral leader for at least one year YesNo
    Is able to reflect on their own practice YesNo
    Can work effectively with other staff YesNo
    Senior Leader YesNo
    Has completed additional pastoral training YesNo
    Has led whole school initiative YesNo
    Has a teaching qualification YesNo

    Frequently Asked Questions

    Will there be additional costs through the year? Will I have to buy books or other materials?

    There will be costs of books and any materials you will need such as computer and so on. You will need to access the internet to attend the online webinars.
    Aside from the usual course equipment, there are no additional costs.

    Will I be able to take time out for school holidays?

    Yes, this course is designed to fit in with your existing hectic life!  We understand better the demands on teachers at home and at work, which is why we’ve designed this to work with you. Yes, there are additional pieces of work, but we will be here to support you with coaching to ensure this is a success for you, your pupils and school.

    Who will assess the four essays and what feedback will I receive for them?

    The University of Buckingham will assess the essays. They will provide feedback and allow you to resubmit if there are any problems. Our aim is to support you so you know what is expected of you and how to best go about doing the written work.

    How do you take payments?

    See above. Please discuss this with our Finance Department. Contact us on

    What do I receive at the end of the programme?

    You will receive a PG Dip in Inclusive Educational Leadership from the University of Buckingham and you can also add to your CV/Bio that you were an Inclusion Expert Scholar

    How much does it cost?

    Master’s Degree Course – Total £7,188 plus £50 application fee

    PG Diploma Course – Total £2,900 (+VAT) plus £50 application fee

    How do I sign up?

    Fill in the application form. If you have any further questions or are not sure about anything then please do be in touch with the office using

    Daniel Sobel MA Ed (Psychology) FCMI FCIC FRSA is the Founder and Lead Consultant of Inclusion Expert. An internationally respected leader in inclusive education, he has advised the Department for Education, the European Union and governments abroad. Daniel is a well-known speaker, and has written for publications including Headteacher Update, The Times Educational Supplement and The Guardian. He has authored three books for Bloomsbury press, Narrowing the Attainment Gap (2018) and Leading on Pastoral Care (2019).

    Glinys Weller is an experienced cross phase School Improvement and SEN specialist with wide experience of primary, secondary and special education.  Her background includes two headships and a consultant headship, plus senior roles in different local authorities. She has worked in a variety of interim and consultancy roles since 2002. Her knowledge of educational policy and practice is detailed and comprehensive

    Glinys has successfully led two virtual schools on an interim basis, in Barnet and Surrey. In Birmingham in 2008-10 she worked on a project to develop the Looked After Children Education Service – the forerunner of the Virtual Schools we see today.  Glinys was the School Improvement partner for the Brent Virtual School in 2014 and worked with the Virtual Schools in Slough and Haringey when undertaking other, linked, assignments. She also worked alongside the highly effective Virtual School in Ealing.

    Glinys was an Associate Tutor at the University of Leicester School of Education for 11 years, working on the MBA in Educational Administration and the MA in Leadership of Learning.

    Renate Pruessmann

    Renate Pruessmann coordinates with all the schools involved in projects with IE. Renate is the first point of contact for the schools once a project has been commissioned, to address any queries. She will liaise with and manage the consultants who will be delivering programmes to the schools, ensuring that all project targets are met effectively and on time.

    Contact Us

    If you would like to discuss your application with us, then please send an email to: Please ensure you state where you heard about the course, and which city/town your school is in so we know which regional lead to put you in touch with.

    Find out more about this course

    Please fill in the form below to register your interest! Alternatively, contact us on 0333 301 0686.

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