This chapter provides the reader an opportunity to deepen their understanding of inclusive teaching and to identify their aspirations in regard to classroom practice. It provides a summary of the educational, legal and political framework for inclusive education and sets current practice into the broader context, referring to the history of inclusion for students with Special Educational Needs Disability (SEND). The chapter invites the reader to start work, and to reflect on their school's arrangements for SEND, inclusive teaching and differentiation. Aspirations for schools and teachers are consistently high and are expected to be responsive and flexible in differentiating to meet the needs of pupils with SEND and to accurately track the success of provision. The chapter shows some key information that is of relevance for classroom teachers. However, reference to the school's own policies and documentation relating to their arrangements for SEND is essential and a close reading of the relevant section of the Code of Practice is advisable.