This article explores a Special Educational Needs Coordinator's experience of progressing from a "mainstream + SEN" approach to inclusion, defined as an extrinsically inclusive model, and perhaps more closely aligned to integration, towards a model of intrinsic inclusiveness. A three-tiered reading/spelling programme was implemented, using a structured, cumulative, individualised, multi-sensory approach for all children, with accompanying shared strategies and methods. Progress was evaluated through standardised tests, pupil questionnaires/interviews and discussion with staff. In addition to recorded progress in reading and spelling ages, the data revealed the majority of staff and children's satisfaction with the methods/strategies used, and the shared ownership of them. The article concludes by discussing areas for development. (Contains 2 tables.)