Firstly, Ellie Collier (2019) explains that Inclusive leadership in the early years is a concept that ensures everyone in early years and schools feel that they belong. Inclusivity embraces the entire early years community in developing comprehensive practices for the benefit of all children and young people.                                                                                                                  Inclusive practice in the early years refers to educating young children on values and how diverse the real world is and therefore promotes inclusiveness for all. The key aim is to ensure that all children, regardless of their background, abilities, or needs, have equal educational opportunities in schools (Arbenyega and Klibthong, 2022, p. 1-17). 
Similarly, (Early Years Alliance, no date) states that Inclusive Practice is not about everyone being treated the same all the time, because this is not always possible. It is however more about treating everyone with fairness and recognising that everyone has their own individual needs. However, Evie Lee (2023) acknowledges that Inclusive practice aims to minimise or remove barriers to learning and support to facilitate the success of all learners, whilst ensuring that teaching standards are not compromised. The design and delivery of learning can unintentionally present a range of barriers to learning or assessment that affect some learners more than others, and this can result in learners being unfairly disadvantaged.
The (Welsh Government, 2021) has a national strategy “Prosperity for all”, which states it is not just about material wealth but to make sure everyone has a good quality of life and live in safe communities. Inclusive education from the early years age will be the foundation for a lifetime of learning and accomplishments, as children’s needs vary at different times in their lives.
Furthermore, Inclusive Practice is very important as it provides all children with access to opportunities and support during the earliest and most influential years of their learning and growing. Also enabling children to be confident in who they are and what they aspire to in the future. It requires practitioners and leaders to be mindful, to identify their own tendentious thoughts, and be aware of unconscious biases.