Part 4: Guidelines on completing the Inclusive Education Audit

The setting culture cares about and values all children and young people (CYP) equally and celebrates diversity

• The setting admits all CYP from its locality
• Setting communities (staff, CYP, parents) value all children and young people whatever their background or needs
• Setting communities (staff, CYP, parents) reflect their inclusive culture in the way they talk about their children and settings
• The setting community focus is on the child and not the difference
• The diversity of the setting population and inclusive ethos is evident throughout the setting
  • information on websites and publicity material
  • setting assemblies and events
  • inclusive curriculum
  • signs and displays around the setting
• CYP and families are made to feel welcome by setting staff, governors, parents, and other children
• Fears, barriers to coming into the setting are anticipated and addressed
• Staff, CYP, parents treat each other with respect
• CYP and parents feel part of the local community e.g. invited to parties
• Supportive friendships are encouraged
• CYP are encouraged to care for one another and to act as advocates for others who they feel have been treated unfairly
• There is a 'can do', solution focused attitude.
• CYP have a voice and know where to go for help
• Parents and carers are treated with respect as equal partners in their child’s education
• Issues at the setting or at home are shared by parents and teachers to support the management of potential consequences
• There is a culture of understanding and support as opposed to blame
• There is a positive view of the setting within the local community
• Diversity is celebrated and seen as a rich resource to support learning
• CYP understand and are accepting of each other’s differences and are encouraged to care and support each other
• It is recognised that everyone, not just members of ethnic minorities, has a culture or cultures e.g. deaf culture
• The importance of a peer group is understood and managed

Leaders model an inclusive ethos / lead by example

• All leaders, Governors, staff, and parents believe in and actively promote inclusion
• All leaders, Governors and staff understand their legal responsibility for inclusion (Equality Act 2010, Children and Families Act 2014)
• Leaders and governors are courageous in their support of inclusion ensuring the needs of all CYP are prioritised above funding or performance
• Courageous decisions are made that put the child at the heart of a flexible approach
• All setting policies and procedures support inclusive practice
• All leaders, Governors, staff, and parents sign up to and demonstrate the setting culture in their behaviours and language
• Leaders, Governors, staff, parents and CYP feel confident to challenge attitudes about the limits to inclusion
• Governors contribute to and are actively involved in developing the setting’s inclusive practice
• Recruitment of staff reflects the settings inclusive ethos
• Leaders and Governors value and support the training and development of specialist staff
• The setting community accepts and values the way in which CYP self-identify e.g. gender
• Equal importance is placed on CYP’s social, emotional, therapeutic, and educational needs. This includes a balanced curriculum for all.
• CYP understand that different degrees of conformity to setting rules may be expected from different CYP
• The opinions of all CYP are sought on how the setting might be improved
• The opinions of all parents are sought on how the setting might be improved
• All children are actively supported to participate in all aspects of setting life including setting trips and other activities outside of the classroom
• Exclusion is understood as a process that can take place in classrooms and playgrounds. The setting has a process for managing CYP who might feel excluded
• The impact of exclusion is fully understood and should only be used as a last resort
• The setting ethos is not to exclude CYP
• The setting actively contributes to the development of inclusive practice across the city, sharing best practice, success stories, knowledge, skills, and resources

The setting has a clear and aspirational vision for the education of all CYP

• A whole setting strategic response to provision prioritises areas for development and uses a range of data sources to evaluate impact.
• Policies and approaches outline responsibilities, are understood by all staff, and are reviewed regularly in consultation with stakeholders.
• Staff, CYP and parents are encouraged to have high aspirations about their learning

The Governing Body fulfils its statutory duties in line with the SEN Code of Practice

• Governors work closely with the SENCo and Headteacher to agree policy and practice and ensure the budget for SEND is used effectively.
• Governors hold the setting to account for the progress of CYP with SEND and attend appropriate training to challenge and support effectively.

The setting has appropriately qualified staff to lead provision for all CYP

• Leaders are knowledgeable about policies regarding disadvantaged groups (e.g., SEND, FSM), engage critically with developments in national policy and practice and support staff to fulfill their responsibilities.
• All staff have access to high quality professional development linked to whole setting improvement.
• The quality of teaching for all CYP, including low and high achievers, those with SEND and those from disadvantaged backgrounds is central to performance management arrangements.

The setting is adequately staffed and resourced to meet the needs of all CYP

• The deployment of support staff is routinely reviewed and evaluated to positively impact on the progress of CYP
• Interventions are rigorously evaluated to ensure impact on progress and value for money

Co-production and partnership working are embedded within the setting ethos

• CYP have opportunities to communicate their views and influence their provision.
• The diversity of the setting is represented on the setting council
• Parents/carers are represented on the Governing body
• High levels of parental engagement and co-production contribute to policy decisions and the shaping of quality provision.
• Effective partnership working with external agencies and specialist services positively impacts on provision and supports positive outcomes for CYP

The setting makes best endeavours to be accessible to all CYP

This includes:

• Buildings
• Classrooms
• Communal areas (toilets, dining halls, corridors)
• Outdoor areas
• Pick up and drop off areas

Examples of good practice:

• The setting has an accessibility plan which shows how they plan to improve accessibility for CYP and when these improvements will be made
• The setting makes ‘reasonable adjustments’ to increase access with consideration given to:
  • Physical access – ramps, use of ground floor classrooms for CYP in wheelchairs where there is no lift
  • Acoustics – carpeting and acoustic tiling of classrooms
  • Visual supports – use of lighting and paint schemes
  • Communication supports – symbol systems, Braille, large print, audio formats

CYP are supported in moving around the setting

Consideration is given to the needs of CYP transitioning from one part of the setting to another

• Visual supports
• Auditory supports
• Technological supports
• Physical supports
• Additional time

All CYP are enabled to participate in off-site activities

• Access arrangements are put in place
• Barriers to participation are considered and mitigated against where possible

The setting environment is adapted to support the needs of all

• The setting conforms to the ‘Guidance on how to be a SEND friendly setting’ (See Core Provision Guidance)
• The environment is calm and quiet
• CYP who need it can be educated in smaller groups or class sizes where it addresses a need and is in the best interests of the CYP

The environment is adapted to meet the needs of the individual

• Each CYP’s individual needs are recognised and addressed including health and social care needs
• There is an understanding of the benefits that reasonable adjustments and adaptations for one child can have on others including those with temporary needs
• Setting’s knowledge and skills to support CYP grows in breadth and depth – systemic improvement

Everyone is made to feel welcome

• Information is made accessible to all, irrespective of home language or SEND
• Transition arrangements take into consideration the pupil’s individual needs
• CYP are helped to settle into the setting
• The individual feelings and needs of each CYP are considered and measures put in place to ensure that the pupil and their parents feel welcome e.g. refugees and asylum seekers
• Settings are working towards or have achieved the School of Sanctuary award

Diversity is accepted and accommodated

• Toilet facilities are available for all genders
• Uniform rules can be flexed to accommodate specific needs
• Religious rituals are respected and supported
• Dietary requirements are accommodated
• Religious customs are understood and respected e.g. single sex swimming lessons/dress code

The setting is aware of and effectively uses all available resources to continually improve inclusive practice and achievement

• Staff are aware of the resources delegated to the setting to support CYP from disadvantaged backgrounds and those with SEND, EAL etc
• Staff are aware of all the services that can support the development of learning and participation in the setting e.g. therapy services
• External agencies and specialists are used appropriately and in a way that adds value
• Resources are used to increase the capacity of the setting to respond to diversity including support for low and high achievers
• Staff are aware of and make use of other revenue streams or fund-raising opportunities
• Core Provision Guidance
• Outreach
• Specialist teachers
• Interpreters
• Staff have access to training on:
  • SEND
  • Valuing diversity
• Resources are used effectively to create flexibility in the curriculum
• The views of external support services are actively sought to inform setting practice and development plans

Staff have the knowledge, skills, and expertise to remove barriers to learning and participation in all aspects of the setting

• All staff have access to a range of training opportunities including training on attitudes, values, and diversity
• Staff have a breadth and depth of understanding of SEND, different faiths and cultures (All teachers are teachers of SEND)
• Staff are knowledgeable and well informed about supporting individual needs e.g. attachment; hearing impairment; visual impairment; autism; social emotional and mental health needs; speech language and communication; physical disability; gender difference; sexual orientation; medical needs; ethnicity and cultural differences; CYP where English is an Additional Language (EAL) or New to English (this list is not exhaustive)
• Staff can identify barriers to learning, match needs to appropriate support, including a range of intervention strategies and effectively monitor and review progress
• Behaviour is understood to be a communicative intent and explored accordingly with compassion, respect and understanding
• Staff are adept at adapting and differentiating whole class teaching to meet individual needs
• Each child's individualities and traits are understood
• Systems in the setting allow staff to have the relevant information to enable them to effectively support children and young people i.e. information is passed on from previous setting or class in a timely manner
• CYP are encouraged to develop their independence and resilience skills particularly prior to phase transfers or transition

Staff have a positive attitude and are committed to meeting the needs of all CYP

• CYP feel that staff understand their needs and what may be behind their behaviour
• Professionals are open to challenge, willing to listen and adapt
• Staff are vigilant in recognising changes in behaviour and proactively respond to warning signs, giving CYP options
• Staff share best practice within their settings and across settings

There are high expectations of all CYP

• Quality First Teaching
• Inclusive practice is seen as best practice
• Teaching and learning promote aspirational expectations for all CYP
• Robust systems ensure individuals and groups of CYP aspire to meet realistic but challenging targets.
• Staff ensure that provision is in place to deliver short- and long-term outcomes

The setting offers an inclusive environment that meets the needs of all CYP

• Inclusive classroom environments that support access to the curriculum including changes to teaching and learning arrangements, classroom organization, timetabling, support from other CYP, use of assistive technology
• A wide range of inclusive strategies to promote engagement, attainment, and independence.
• Effective deployment of support staff to maximize learning and progress.
• Teaching is planned to support learning rather than to deliver the curriculum
• Curriculum materials reflect the backgrounds, experience, and interests of all learners

Assessment contributes to the achievements of all CYP

• Systems for assessment directly involve and motivate CYP.
• Assessments focus on strengths and abilities as well as needs and barriers
• Assessments add value increasing the knowledge of what works for that child
• Assessment systems record, monitor and analyse the progress of individuals and groups of CYP
• Planning and recording systems evaluate impact in a cycle of review.
• The progress of CYP working below national curriculum levels is tracked and appropriate interventions put in place to reduce attainment gaps
• The wider outcomes and holistic development of CYP is recognized and valued.

The setting provides high quality, differentiated teaching for individuals and groups of CYP

• Staff have a clear understanding of the strengths and needs of all CYP including how to adapt their teaching environment and strategies
• Planning for CYP is person-centred, outcomes based and appropriately challenging.
• Staff are supported by setting leaders to improve the quality of differentiated learning and provision.
• Staff encourage all CYP to help more vulnerable peers to overcome any difficulties they may experience in lessons

The setting has a graduated response to provision that ensures early identification and intervention

• Evidence based interventions are delivered within a cycle of assess, plan, do and review to ensure impact.
• Everyone within the setting understands their responsibility for the learning and progress of all CYP.
• Learning from interventions is capitalized on and integrated into classroom teaching.

CYP are supported to become independent learners

• Teaching assistants aim to make CYP independent from their direct support

CYP are treated as individuals with their needs understood and addressed flexibly

• A pupil’s specific needs at any one time are recognised, understood, and supported e.g. CYP from refugee and asylum-seeking families; CYP who have experienced trauma; CYP who are in transition
• The setting actively supports the return to setting and participation of CYP who have had a bereavement, chronic illness, or long-term absence
• Creativity is used to meet everyone's different needs
• The setting is working towards or has achieved the School of Sanctuary award

The importance of friends and a peer group is understood and addressed creatively

• CYP are enabled to understand, respect, and support each other thereby minimising bullying, enabling friendships and acceptance
• CYP are supported to develop secure peer groups
• CYP have a voice and are enabled to share their experiences

Professionals from all agencies and services work in partnership to understand and meet the needs of children and young people

• Support and provision are needs led, not service led.
• Settings use other professionals and agencies to help develop a full understanding of a pupil’s needs
• Settings feel adequately supported to meet the needs of all CYP

CYP are meaningfully represented and have a voice with diversity actively promoted

• The setting has a setting council which represents the diversity and makeup of the setting
• Pupil difference is used as a resource for teaching and learning
• Children report feeling listened to

Co-production is embedded within the setting’s development and evaluation

• Parents/carers and CYP are involved in the development, delivery and evaluation of setting’s policies, procedures, and practices
• Parents/carers and CYP are used as a resource in problem solving issues and improvement

The setting has a holistic approach to provision in order to secure the wellbeing of CYP

• The focus is on the whole child or young person, with social, emotional, therapeutic needs considered alongside academic needs
• Packages of high-quality support are individually tailored to address the whole range of a child or young person’s needs
• Support staff e.g., pastoral, learning support, behaviour support, SENCO, health, and social care communicate and work collaboratively with classroom staff and other setting staff e.g., kitchen staff, ground staff, ICT to ensure wrap around provision
• Robust safeguarding procedures are understood and followed by staff.
• CYP are encouraged to live and act safely, and attendance and punctuality issues are acted upon.
• The setting has a positive ethos, adults act as good role models and there are opportunities for CYP to feel valued and express their views.
• A range of clubs and extra-curricular activities provide CYP with opportunities to develop skills outside the classroom, including the use of Sports Premium funding.

The setting has a broad curriculum that supports the personal development of all CYP

• All CYP take part in Personal, Social and Health Education programmes and additional interventions are provided for CYP who need further support.
• Opportunities to discuss personal and emotional issues enable CYP to develop and maintain relationships and friendships.
• There are opportunities for CYP to work co-operatively with each other to develop active listening, negotiation skills, self-esteem, confidence etc.
• Settings offer a more flexible, personalised curriculum where required

The setting reinforces its core values and expectations of behaviour through a consistent approach

• A graduated approach to behaviour ensures CYP have access to early intervention and timely interventions to promote positive behaviour.
• Clear procedures and recording systems enable staff to manage behaviour fairly, positively, and consistently.
• Behavioural and mental health needs are understood by staff.
• There are systems in place to combat bullying.
• CYP are involved in setting classroom expectations
• CYP are involved in helping to resolve classroom difficulties

The setting has effective systems that support the integration and transition of all CYP

• Systems are in place to ensure CYP receive their entitlement to a full-time education and any reduced timetables are regularly reviewed and increased.
• Settings ensure that those CYP who are on a reduced or amended timetable have access to alternative education
• Careful planning ensures the smooth transition of CYP from one year to another and from one key stage to another.
• CYP transferring from different settings have access to appropriate support that enables them to make a smooth transition

Barriers to attendance are explored and addressed

• Behaviour, exclusion, and attendance data are scrutinized to ensure additional learning needs are not missed.
• There are no informal or unofficial exclusions for any group of CYP
• Fixed period and permanent exclusions are not disproportionate for any group of CYP

Settings have high aspirations for all CYP

• The setting has a clear understanding of what good progress looks like for all groups of CYP
• Children and young people are supported to achieve their potential
• Each child or young person's achievements are celebrated
• The wider progress of CYP, including social and emotional development and communication skills, is recognized, and celebrated

The setting has systems in place for measuring the progress made by all CYP

• Assessment systems enable leaders and staff to measure the progress of all groups of CYP in a wide range of subjects and skills.
• Tracking systems ensure the progress of CYP from different backgrounds and with a range of needs is carefully monitored.
• Staff encourage peer and self-assessment of performance and progress
• Data is analysed to draw conclusions about progress so that appropriate action can be taken.

The setting identifies CYP who are not making expected progress, explores the reasons why and puts steps in place to remove barriers to learning

• Parents and carers are involved in exploring the reasons for limited progress
• Systems are in place for discussing problems and concerns re progress and engagement
• Staff work collaboratively with external agencies to get a broader understanding of a CYP’s needs
• Staff use their knowledge of the CYP and the impact of previous interventions and support to inform next steps.
• Attendance, exclusions, and reduced timetables are analysed across different groups to ensure that no one group is disproportionately affected

The setting has effective transition arrangements in place to ensure the progress of CYP is sustained

• CYP are well prepared for the next stage in their education, training, or employment.
• Tracking data demonstrates CYP continue to make sustained progress following transition.
• The impact of all transitions or changes are considered and effective plans put in place e.g., year on year moves, key stage moves, transitions to a new setting, changes of class teacher or TA.