By international standards, the English education system has long has relatively high levels of inclusion. However, there has never been any clarity as to what is meant by ‘inclusion’, let alone as to what might be the indicators of quality inclusive provision. As a result, the definition of quality is a political process in which different groups compete for the dominance of their preferred definition. Despite this, this paper will argue that the situation in England is not simply chaotic. Different notions of quality can be understood as embodying different models of social justice. Using Nancy Fraser’s (2008) three-strand notion of justice, some can be seen as foregrounding questions of ‘distribution’ – that is, judging quality in terms of the equalisation of opportunities and outcomes. Some foreground ‘recognition’ – that is the valuing and acceptance of diversity. Others again foreground ‘representation’ – that is the right to voice and access to decision-making. Whilst these models are very different from one another, they are not necessarily irreconcilable, and the paper will explore how this reconciliation might be achieved. Reference: Fraser, N. (2008). Scales of justice: reimagining political space in a globalizing world. Cambridge: Polity Press.