This presentation reports on the way that key participants in inclusive education provide real-world perspectives to support systematic, long-term policy change. It uses a recent example of a States of Jersey/National Association of Special Education (nasen) project (UK), which sought to evaluate current provision in that island location. Its aim was to use insider knowledge to help develop a 5-Year Plan to enhance inclusion in Jersey’s schools and other education settings. Using surveys, face-to-face interviews and focus groups, the project team gathered quantitative and qualitative data which illustrated a diverse range of views concerning the effectiveness of current provision, as well as the challenges and barriers encountered by learners with special educational needs (SEN). The project’s final report made 50 recommendations across 23 areas of policy and provision. All were accepted by the States of Jersey Parliament, including the adoption of a 5-Year Plan, mapped in the project’s final report. Work on the latter is currently proceeding, including consultations with parents and charities and the inauguration of a set of baseline measures. The presentation provides insights into the data-gathering methodology used, indicative data extracts and a most importantly, a commentary on the ways which the project outputs have subsequently been helping to stimulate further island-wide initiatives.