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We have worked with a range of stakeholders, including children and young people, families and educational settings to develop a definition of inclusion that is specific for educational settings in Ïã¸ÛÁùºÏ²Ê×ÊÁÏͼ¿â.

Every child and young person in Ïã¸ÛÁùºÏ²Ê×ÊÁÏͼ¿â has educational opportunities with accessible opportunities to succeed and grow. To make this happen in a caring environment that values emotional well-being, schools should meet everyone's needs. Kids learn together despite any issues or differences.

Every person in the educational community is respected as an individual and experiences a sense of belonging as well as being seen, heard, and acknowledged in all of our educational environments. Through quality first teaching, differentiation of delivery, appropriately planned learning objectives, an accessible curriculum, and other reasonable adjustments, all children and young people in our settings have their needs met. This enables every child and young person to advance through the curriculum regardless of their aptitude, ability, or SEND.

In Ïã¸ÛÁùºÏ²Ê×ÊÁÏͼ¿â educational settings, we take care to identify and provide early support, both additional to and separate from what is already offered, based on need rather than labels, for children and young people who have been identified as having additional needs. There is a system in place in each setting for attending to, and responding to, the range of needs of every student, with the aim of ensuring no student faces barriers to access learning and support.

When all of the previously mentioned is carried out in line with the SEND Code of Practice, the Children and Families Act 2014, the Equality Act 2010, Working Together to Safeguard Children and Keeping Children Safe in Education (2022), as well as the United Nations Convention on the Rights of a Child, inclusion in Ïã¸ÛÁùºÏ²Ê×ÊÁÏͼ¿â is achieved.