Part 4: Guidelines on completing the Inclusive Education Audit – Alternative Provision Version

The AP setting culture values all CYP equally and celebrates diversity, with a focus on understanding and addressing the unique challenges faced by AP students.

• The AP setting admits all CYP from its locality, ensuring that no student is excluded based on their background or needs.
• The setting creates a welcoming atmosphere for all students, staff, and visitors. This includes friendly greetings, accessible information, and a supportive environment that makes everyone feel valued and respected.
• The AP setting regularly celebrates cultural, religious, and social diversity through events, activities, and displays. This could includes cultural festivals, diversity weeks, and themed activities that highlight different cultures and traditions.
• The curriculum includes diverse perspectives and materials that reflect the backgrounds and experiences of all students. This helps students see themselves represented and learn about others.
• The AP setting uses flexible learning approaches to accommodate different learning styles and needs. This includes differentiated instruction, personalized learning pathways, and the use of assistive technologies.
• The setting implements peer support programs, such as buddy systems and peer mentoring, to help students build supportive relationships and feel connected to their peers.
• Each student has an individualized support plan that addresses their specific needs and challenges. These plans are developed in collaboration with students, parents, and relevant professionals.
• The AP setting actively engages with families, providing resources and support to help them participate in their child's education. This includes regular communication, family workshops, and involvement in decision-making processes.
• Staff, students, and parents treat each other with respect and understanding. This is reinforced through training, policies, and a culture that promotes empathy and kindness.
• The setting has robust anti-bullying policies and initiatives that promote a safe and inclusive environment. This includes regular training for staff and students, clear reporting procedures, and support for those affected by bullying.
• The AP setting has a student voice system that represents the diversity of the student body and provides a platform for students to voice their opinions and contribute to decision-making.
• Regular feedback mechanisms, such as surveys and focus groups, are used to gather student input on various aspects of school life. This feedback is used to make improvements and ensure that student needs are being met.
• The AP setting engages with the local community, fostering partnerships with local businesses, organizations, and community groups to enhance learning opportunities and support for students. 

Leaders model an inclusive ethos, demonstrating empathy and support for students with complex needs

• Leaders ensure that all policies and procedures support inclusive practice. This includes reviewing and updating policies to reflect the needs of students with complex needs and ensuring that these policies are communicated effectively to all staff, students, and parents.
• Leaders visibly demonstrate their commitment to inclusion by participating in training, attending inclusive events, and actively promoting inclusive values in their daily interactions and communications. Leaders are empathic and undertake further professional development opportunities to understand the experiences and challenges faced by students with complex needs. This approach helps leaders develop a deeper understanding and more compassionate approach to supporting these students.
• Leaders maintain an open-door policy, encouraging students, parents, and staff to share their concerns and experiences. This approach fosters a culture of openness and trust, where everyone feels heard and valued.
• Leaders ensure that personalised support plans are in place for students with complex needs. These plans are developed collaboratively with students, parents, and relevant professionals, and are regularly reviewed and updated to reflect the changing needs of the students.
• Leaders prioritise the allocation of resources to support students with complex needs. This includes ensuring that there are adequate staff, training, and materials to meet the diverse needs of these students.
• Leaders actively collaborate with external agencies and professionals, such as educational psychologists, social workers, and mental health practitioners, to provide comprehensive support for students with complex needs. This collaboration ensures that students receive the holistic support they need to thrive.
• Leaders involve students, parents, and staff in decision-making processes related to inclusion. This collaborative approach ensures that the voices of those directly affected by policies and practices are heard and considered.
• Leaders model inclusive behaviour by treating all students, staff, and parents with respect and empathy. They demonstrate inclusive practices in their daily interactions and set a positive example for others to follow.
• Leaders advocate for the needs of students with complex needs within the school and the wider community. This includes raising awareness about the importance of inclusion and working to remove barriers that may prevent students from accessing the support they need.
• Leaders engage in reflective practice, regularly evaluating their own actions and decisions to ensure they align with inclusive values. This self-reflection helps leaders continuously improve their approach to inclusion.
• Leaders recognize and celebrate the achievements of students with complex needs, as well as the efforts of staff who support them. This positive reinforcement helps build a culture of inclusion and encourages ongoing commitment to inclusive practices. 

The AP setting has a clear and aspirational vision for the education and holistic development of all CYP, focusing on personalised learning pathways and reintegration into mainstream education or other appropriate settings

• The AP setting has a clear and aspirational vision statement that is prominently displayed and communicated to all stakeholders. This vision emphasizes the holistic development of all CYP and the importance of personalized learning pathways.
• The AP setting engages in strategic planning to align its vision with actionable goals and objectives. This includes setting long-term and short-term goals that focus on both academic and personal development.
• Each student has an Individual Learning Plan (ILP), or similar document, that outlines their personalized learning goals, strengths, and areas for development. These plans are regularly reviewed and updated in collaboration with students, parents, and relevant professionals.
• The AP setting offers a flexible curriculum that can be tailored to meet the individual needs and interests of each student. This includes a mix of academic subjects, vocational training, and enrichment activities.
• The AP setting provides a range of holistic support services, including mental health support, counseling, and social-emotional learning programs. These services are integrated into the daily routine and are accessible to all students.
• A variety of extracurricular activities are offered to support the personal development of students. This includes sports, arts, clubs, and community service opportunities that help students develop new skills and interests.
• The AP setting has structured transition programs to support students in reintegrating into mainstream education or other appropriate settings. This includes gradual transition plans, support from transition coordinators, and regular communication with receiving schools.
• The AP setting maintains strong partnerships with mainstream schools to facilitate smooth transitions. This includes joint planning meetings, shared professional development, and collaborative support for students.
• The AP setting fosters a culture of high expectations and aspirations for all students. This is reflected in the language used by staff, the goals set for students, and the celebration of achievements.
• Students have access to role models and mentors who inspire and support them in achieving their goals. This includes guest speakers, alumni, and community leaders who share their experiences and provide guidance.
• The AP setting uses data to inform decision-making and drive continuous improvement. This includes regular analysis of student progress, feedback from stakeholders, and evaluation of programs and interventions.
• Policies and practices are designed to be inclusive and supportive of all students, regardless of their background or needs. This includes ensuring that all students have access to the resources and opportunities they need to succeed. 

The AP governance team fulfills its statutory duties in line with the SEN Code of Practice, ensuring compliance with all relevant regulations and promoting best practices in inclusive education

• The governance team participates in training on the SEN Code of Practice and other relevant regulations. This ensures that all members are up-to-date with current legal requirements and best practices in inclusive education.
• The governance team regularly reviews and updates the AP’s policies to ensure they are in line with the SEN Code of Practice.
• The governance team actively promotes best practices in inclusive education within the AP and the wider community. This includes sharing success stories, participating in local networks, and collaborating with other education settings to improve inclusive practices.
• The governance team is committed to continuous improvement in inclusive education. This includes regularly reviewing and reflecting on their own practices, seeking feedback from stakeholders, and implementing changes based on evidence and best practices.
• The governance team engages with parents and carers of students with SEND, ensuring they are involved in decision-making processes and that their views are considered. This includes regular communication and involvement in policy development. 
  The governance team ensures that the voices of students with SEND are heard and valued. This includes involving students in discussions about their own support and provision. 

The AP setting has appropriately qualified staff, including specialists in understanding behaviour, mental health, and SEND, to lead provision for all CYP.

• The AP setting actively recruits staff with specific qualifications and experience in understanding behaviour, mental health, and SEND. Job descriptions clearly outline the required qualifications and experience to ensure that the right candidates are attracted.
• The AP setting has designated specialist roles, such as Behaviour Specialists/Mental Health Practitioners to lead provision in these areas. These specialists have advanced qualifications and extensive experience in their respective fields.
• All staff, including specialists, engage in continuous professional development to stay updated with the latest research, strategies, and best practices in behaviour management, mental health, and SEND. This includes attending workshops, conferences, and online courses.
• The AP setting provides regular in-house training sessions led by specialists. These sessions cover topics such as trauma-informed practices, de-escalation techniques, and differentiated instruction, ensuring that all staff are equipped to support diverse learners.
• The AP setting employs a multi-disciplinary approach, where specialists in behaviour, mental health, and SEND work collaboratively with teachers, support staff, and external professionals. Regular team meetings are held to discuss student progress, share insights, and develop integrated support plans.
• Experienced specialists mentor and support other staff members, fostering a culture of collaboration and continuous learning. This peer support system helps build capacity within the school and ensures that all staff feel confident in their roles.
• Specialists lead the implementation of evidence-based interventions and strategies tailored to the needs of individual students. This includes behaviour intervention plans, therapeutic support, and personalised learning plans.
• The effectiveness of interventions is regularly monitored and evaluated by specialists. Data on student progress is collected and analyzed to inform practice and make necessary adjustments to support plans.
• The AP setting prioritizes the wellbeing of both students and staff. Wellbeing initiatives, such as mindfulness programs, stress management workshops, and access to mental health resources, are integrated into the school culture. 

The AP setting is adequately staffed and resourced to meet the diverse and complex needs of all CYP, including access to therapeutic support and specialised interventions where necessary

• The AP setting ensures that staffing levels are sufficient to meet the needs of all students. This includes having a balanced ratio of teachers, support staff, and specialists to provide individualised attention and support.
• All staff receive ongoing professional development to enhance their skills and knowledge in supporting students with diverse needs. This includes training in trauma-informed practices, behaviour management, mental health support, and SEND.
• New staff members undergo comprehensive induction programs that introduce them to the setting's inclusive policies, practices, and the specific needs of the student population. This ensures that all staff are well-prepared to support students from day one.
• The AP setting implements evidence-based interventions tailored to the needs of individual students. This includes academic interventions, behavioural support programs, and therapeutic approaches that have been proven effective.
• The AP setting provides safe spaces for students to access support from specialists. These spaces are designed to be calming and supportive, offering a refuge for students who need a break or additional support.
• The AP setting engages in strategic resource planning to ensure that all necessary materials, equipment, and support services are available. This includes budgeting for specialised resources, assistive technologies, and therapeutic tools.
• Resources are used flexibly to respond to the changing needs of students. This includes reallocating staff and materials as needed to provide targeted support and address emerging challenges.
• The AP setting regularly monitors the effectiveness of staffing and resource allocation. This includes collecting and analysing data on student progress, staff performance, and the impact of interventions.
• The AP setting is committed to continuous improvement, using feedback from students, parents, and staff to make informed decisions and enhance the quality of provision. This includes regular reviews of policies, practices, and resource allocation to ensure they remain effective and responsive to student needs. 

Co-production and partnership working are embedded within the AP setting ethos, involving multi-agency collaboration with parents/carers, young people, health, social care, and educational professionals to support the holistic needs of CYP

• The AP setting regularly holds parent forums where parents and carers can share their views, provide feedback, and contribute to decision-making processes. These forums ensure that parents are actively involved in shaping school policies and practices.
• The AP setting has a student council that represents the diversity of the student body. The council provides a platform for students to voice their opinions, contribute to school decisions, and lead initiatives that promote inclusion and wellbeing.
• Students are encouraged to lead projects and initiatives that address issues important to them. This includes organizing events, creating awareness campaigns, and developing resources that support their peers.
• The AP setting works with integrated support teams that include professionals from health, social care, and education. These teams collaborate to develop and implement comprehensive support plans for students, ensuring that all aspects of their needs are addressed.
• The AP setting holds regular multi-agency meetings to discuss student progress, share information, and coordinate support. These meetings ensure that all professionals involved with a student are working together effectively.
• The AP setting partners with local health services to provide on-site access to medical, mental health, and therapeutic support where necessary. This includes visits from healthcare professionals.
• The AP setting collaborates with social care agencies to support students and families facing challenges. This includes shared support plans and coordinated interventions to address issues such as safeguarding and family support.
• The AP setting establishes partnerships with local community organisations, businesses, and charities to enhance learning opportunities and provide additional support for students. These partnerships could include work experience placements, mentoring programs, and community service projects.
• The AP setting involves all stakeholders in the development and review of inclusive policies. This includes consulting with parents, students, staff, and external professionals to ensure that policies reflect the needs and perspectives of the entire school community.
• The AP setting maintains transparent communication with all stakeholders, providing regular updates on the setting’s initiatives, student progress, and opportunities for involvement. This includes newsletters, social media updates, and regular meetings.
• The AP setting has robust feedback mechanisms in place to gather input from students, parents, and staff. This feedback is used to inform the setting’s improvement plans and ensure that the setting is responsive to the needs of its community.
• The AP setting engages in reflective practice, regularly evaluating the effectiveness of its co-production and partnership working. This includes reviewing outcomes, identifying areas for improvement, and implementing changes based on feedback and evidence.
• The AP setting recognizes and celebrates the contributions of students, parents, staff, and partners to the school community. This includes awards, certificates, and public acknowledgements.

The AP setting makes best endeavours to be accessible to all CYP, ensuring that buildings, classrooms, communal areas (toilets, areas to eat), outdoor areas, and pick-up and drop-off areas are safe, welcoming, and conducive to learning and well-being

• The AP setting makes reasonable adjustments to increase access for all students. This includes physical adjustments, such as ramps and lifts, as well as adjustments to teaching methods and materials.
• The AP setting provides accessible toilet facilities that are equipped with necessary adaptations, such as grab rails and emergency pull cords.
• Classrooms/learning areas and communal areas are designed to be sensory-friendly, with features such as soft lighting, acoustic panels, and calming colours to reduce sensory overload.
• The AP setting uses visual supports, such as clear signage, pictograms, and color-coded areas, to help students navigate the environment independently.
• Communal areas, such as dining halls and outdoor spaces, are designed to be inclusive and welcoming. This includes providing seating arrangements that accommodate students with different needs and ensuring that these areas are accessible to all.
• The AP setting ensures that pick-up and drop-off areas are safe and well-organized. This includes clear signage, designated areas for different modes of transport, and staff supervision during busy times.
• The AP setting creates outdoor learning spaces that are accessible and conducive to learning.
• Regular health and safety audits are conducted to ensure that all areas of the setting are safe and accessible. This includes checking for potential hazards, ensuring that emergency exits are accessible, and maintaining clear pathways.
• The AP setting has clear emergency procedures in place that consider the needs of all students. This includes evacuation plans that accommodate students with mobility issues and communication needs.
• The AP setting follows universal design principles to create an environment that is accessible to all students. This includes designing spaces that are flexible, intuitive, and easy to navigate. 

CYP are supported in moving around the AP setting, with clear signage, staff assistance, and adaptations as needed to ensure ease of movement and safety

• The AP setting uses consistent and clear signage throughout the setting to help students navigate the environment. This includes signs for classrooms, communal areas, toilets, and exits.
• Signs include pictograms and symbols to support students with different communication needs, including those with SEND or EAL (English as an Additional Language).
• The AP setting may use color-coded areas to help students easily identify different zones within the setting, such as learning areas, recreational spaces, and administrative offices.
• Staff provide additional support during transition times, such as during arrival and departure. This includes being present in key areas to offer assistance and ensure safety.
• The AP setting ensures that all pathways are accessible to students with mobility issues. This includes ramps, wide corridors, and automatic doors where necessary.
• The AP setting uses visual timetables to help students understand their daily schedule and know where they need to be at different times. This reduces anxiety and supports independence.
• For students with specific needs, personalised routes are created to help them move around the setting safely and efficiently. This includes identifying the best paths and providing any necessary adaptations.
• Emergency exits are clearly marked and accessible to all students. Regular drills are conducted to ensure that students know how to evacuate safely in case of an emergency
• The AP setting designates safe zones where students can go if they feel overwhelmed or need a break. These areas are easily accessible and monitored by staff.
• Regular risk assessments are conducted to identify and mitigate any potential

All CYP are enabled to participate in any off-site activities, with appropriate risk assessments, support plans, and resources to ensure inclusivity and safety

• The AP setting conducts detailed risk assessments for all off-site activities. These assessments identify potential hazards and outline measures to mitigate risks, ensuring the safety of all participants.
• For students with specific needs, individual risk assessments are conducted to address their unique requirements. This includes considering mobility issues, medical needs, and behavioural challenges.
• Off-site activities are planned with inclusivity in mind, ensuring that all students can participate. This includes selecting accessible venues, providing necessary adaptations, and considering the diverse needs of the student population.
• Students and parents are involved in the planning process for off-site activities. This ensures that their needs and preferences are considered, and any potential barriers to participation are identified and addressed.
• The AP setting ensures that transport arrangements for off-site activities are accessible to all students. This could include providing wheelchair-accessible vehicles and ensuring that transport providers are aware of and can accommodate specific needs.
• The AP setting provides adapted equipment to support the participation of all students in off-site activities. This includes mobility aids, sensory supports, and communication devices.
• Clear and accessible information about off-site activities is provided to students and parents. This includes details about the activity, transport arrangements, and any specific requirements or adaptations.
• The AP setting ensures that there is adequate supervision for all off-site activities. This includes having a sufficient number of staff and ensuring that staff-to-student ratios are appropriate for the needs of the group.
• The AP setting has clear emergency plans in place for off-site activities. This includes procedures for medical emergencies, behavioural incidents, and other unexpected situations.
• After each off-site activity, the AP setting conducts a post-activity evaluation to assess what went well and identify areas for improvement. This includes gathering feedback from students, parents, and staff.
• The AP setting recognizes and celebrates the participation and achievements of students in off-site activities. This includes sharing stories and photos, giving certificates, and highlighting successes in school communications. 

The AP setting environment is adapted to meet the specific needs of individual CYP, with personalised adjustments and resources to support their learning and well-being

• The AP setting provides individual learning spaces for students who need a quieter, more controlled environment.These spaces are equipped with personalised resources and tools to support each student's learning style and needs.
• The AP setting offers flexible seating options, such as standing desks, bean bags, and ergonomic chairs, to accommodate different physical and sensory needs. Students can choose the seating that best supports their comfort and concentration.
• The AP setting includes sensory space designed to provide a calming environment for students who need sensory breaks. These rooms are equipped with resources which may include sensory tools, soft lighting, and calming sounds to help students regulate their emotions.
• Learning spaces are adapted to be sensory-friendly, with features which may include noise-reducing panels, soft lighting, and minimal visual clutter. This helps create a more comfortable learning environment for students with sensory sensitivities.
• The AP setting provides assistive devices, such as speech-to-text software, communication boards, and adaptive keyboards, to support students with specific learning needs.
• These technologies help students access the curriculum and participate fully in classroom activities.
• The AP setting uses personalised learning apps that adapt to each student's learning pace and style. These apps provide tailored instruction and practice, helping students build skills and confidence.
• The AP setting ensures that all facilities, including toilets and changing areas, are accessible to students with medical needs. This includes providing necessary adaptations, such as grab rails and adjustable equipment.
• The AP setting creates individualized behaviour intervention plans for students who need additional support. These plans include strategies based on the environment for managing behaviour, promoting positive interactions, and addressing triggers. 

Everyone in the AP setting is made to feel welcome, with a focus on creating an inclusive and supportive atmosphere for students, staff, and visitors

• Staff and students greet each other warmly at the start of the day. This helps create a positive and welcoming atmosphere from the moment students arrive.
• The AP setting uses inclusive signage that reflects the diversity of the school community. This could includes signs in multiple languages and symbols that represent different cultures and identities.
• The AP setting maintains an open-door policy, encouraging students, parents, and staff to share their concerns and suggestions. This fosters a culture of openness and trust.
• The AP setting has robust anti-bullying policies and initiatives that promote a safe and inclusive environment. This includes regular training for staff and students, clear reporting procedures, and support for those affected by bullying.
• The AP setting regularly celebrates cultural, religious, and social diversity through events, activities, and displays. This includes cultural festivals, diversity weeks, and themed activities that highlight different cultures and traditions.
• The AP setting ensures that all communication is clear and accessible. This includes providing information in multiple languages, using simple language, and offering alternative formats such as large print.
• The AP setting provides regular updates to students, parents, and staff about school events, policies, and opportunities for involvement. This includes newsletters, social media updates, and regular meetings.
• Staff, students, and parents treat each other with respect and understanding. This is reinforced through training, policies, and a culture that promotes empathy and kindness.
• The AP setting recognizes and celebrates the achievements of students, staff, and the school community. This includes awards, certificates, and public acknowledgements.

The AP setting is aware of and effectively uses all available resources, including external support and funding, to continually adapt the environment to meet the diverse needs of all CYP, including sensory-friendly spaces, quiet areas, and flexible learning environments

• The AP setting conducts a resource mapping exercise to identify all available resources, including internal and external support, funding opportunities, and community partnerships. This helps ensure that all potential resources are utilized effectively.
• The AP setting strategically allocates resources to areas of greatest need. This includes prioritizing funding for sensory-friendly spaces, quiet areas, and flexible learning environments.
• The AP setting designates quiet zones where students can go if they need a break from the classroom environment. These areas are equipped with comfortable seating, calming activities, and minimal distractions.
• The AP setting provides outdoor quiet spaces, such as sensory gardens or nature trails, where students can relax and enjoy a peaceful environment.
• The AP setting establishes partnerships with local community organizations, businesses, and charities to enhance learning opportunities and provide additional support for students. These partnerships could include work experience placements, mentoring programs, and community service projects.
• The AP setting collaborates with external specialists, such as occupational therapists, speech and language therapists, and mental health professionals, to provide targeted support for students.
• These specialists work with staff to develop and implement effective interventions.
• The AP setting actively seeks out and applies for grants to fund initiatives that support the diverse needs of students. This includes grants for sensory equipment, technology, and professional development.
• The AP setting organises fundraising initiatives to support settings projects and programs. 

Staff in the AP setting have the knowledge, skills, and expertise to remove barriers to learning and participation, including training in trauma-informed practices, understanding behaviour, SEND and mental health support.

• All staff receive training in trauma-informed practices to understand the impact of trauma on learning and behaviour. This training includes strategies for creating a safe and supportive environment, recognising signs of trauma, and responding appropriately to students' needs.
• Staff are trained in evidence-based behaviour management techniques, such as Positive Behaviour Support (PBS) and restorative practices. This training helps staff manage challenging behaviours effectively and promote positive interactions.
• Staff receive specialized training in supporting students with Special Educational Needs and Disabilities (SEND). This includes understanding and adapting provision to different types of SEND.
• Staff are trained in mental health first aid and other mental health support strategies. This training equips staff to recognize signs of mental health issues, provide initial support, and refer students to appropriate services.
• The AP setting provides ongoing professional development opportunities for staff to stay updated with the latest research, strategies, and best practices. This includes attending workshops, conferences, and online courses.
• Regular in-house training sessions are led by specialists in behaviour, mental health, and SEND. These sessions cover topics such as de-escalation techniques, differentiated instruction, and trauma-informed care.
• Staff work as part of multi-disciplinary teams that include professionals from health, social care, and education. Regular team meetings are held to discuss student progress, share insights, and develop integrated support plans.
• Experienced staff mentor and support their colleagues, fostering a culture of collaboration and continuous learning. This peer support system helps build capacity within the school and ensures that all staff feel confident in their roles.
• Staff implement evidence-based interventions and strategies tailored to the needs of individual students. This includes behaviour intervention plans, therapeutic support, and personalised learning plans.
• The effectiveness of interventions is regularly monitored and evaluated. Data on student progress is collected and analysed to inform practice and make necessary adjustments to support plans. 

Staff in the AP setting have a positive attitude and are committed to meeting the diverse needs of all CeYP, demonstrating flexibility, empathy, and resilienc

1. Promote a Positive and Inclusive Culture:
   Regular Training and Workshops: Conduct regular training sessions on diversity, equity, and inclusion to ensure staff understand the importance of these values and how to implement them in their daily interactions.
   Celebrate Diversity: Organize events and activities that celebrate different cultures, backgrounds, and abilities, fostering an environment where diversity is respected and valued.
2. Foster Empathy and Understanding:
   Empathy Training: Implement training programs focused on developing empathy, helping staff understand and relate to the experiences of CYP with diverse needs.
   Peer Support Networks: Establish peer support networks where staff can share experiences and strategies for supporting diverse learners.
3. Encourage Flexibility and Adaptability:
   Flexible Teaching Strategies: Encourage staff to use a variety of teaching methods and strategies to accommodate different learning styles and needs.
   Personalized Learning Plans: Develop personalized learning plans for CYP, allowing staff to tailor their approach to meet individual needs.
4. Build Resilience and Well-being:
   Well-being Programs: Implement programs that support the mental and emotional well-being of staff, helping them manage stress and maintain a positive attitude.
   Resilience Training: Provide training on resilience, equipping staff with strategies to cope with challenges and setbacks.
5. Recognize and Reward Commitment:
   Recognition Programs: Establish programs to recognize and reward staff who demonstrate exceptional commitment to inclusive practices.
   Feedback Mechanisms: Create mechanisms for regular feedback from CYP and their families, highlighting staff who make a significant positive impact.
6. Promote Collaboration and Teamwork:
   Collaborative Planning: Encourage collaborative planning sessions where staff can work together to develop inclusive strategies and share best practices.
   Multi-Agency Collaboration: Foster collaboration with external professionals and agencies to provide comprehensive support for CYP.
7. Continuous Professional Development:
   Ongoing Training: Ensure staff have access to ongoing professional development opportunities related to inclusive education.
   Access to Resources: Provide access to a wide range of resources, including literature, online courses, and expert consultations, to support staff in their professional growth.
   Implementing these best practices can help create a positive and inclusive environment where all staff are committed to meeting the diverse needs of CYP. If you need more detailed examples or further assistance, feel free to ask!

The AP setting maintains high expectations and aspirations for all CYP, encouraging them to achieve their full potential through personalised learning goals and supportive interventions

• Develop Individual Learning Plans (ILPs), or similar document, for each CYP, setting specific, measurable, achievable, relevant, and time-bound (SMART) goals that cater to their unique strengths and areas for improvement.
• Conduct regular reviews of ILPs with CYP and their families to celebrate achievements, set new goals, and adjust strategies as needed.
• Hold regular events to celebrate the achievements of CYP, recognising both academic and personal milestones.
• Create a system of awards and certificates to acknowledge the efforts and successes of CYP in various areas, such as academic progress, attendance, and personal development.
• Use personalised instruction strategies to ensure that all CYP are challenged and supported according to their individual needs and abilities.
• Implement targeted interventions for CYP who need additional support, such as one-on-one tutoring, small group sessions, and specialised programs.
• Provide career guidance and counselling to help CYP explore their interests and aspirations, and understand the pathways to achieving their goals. 
• Invite role models and mentors from various fields to speak with CYP, sharing their experiences and inspiring them to aim high.
• Offer a broad and balanced curriculum that includes academic subjects, vocational training, and enrichment activities, ensuring that all CYP have opportunities to discover and develop their talents.
• Involve CYP in curriculum planning and decision-making processes, ensuring that their interests and aspirations are reflected in the learning opportunities provided.
• Implement positive behaviour support strategies that reinforce high expectations and encourage CYP to strive for excellence.
• Provide regular, constructive feedback and encouragement to CYP, helping them understand their progress and motivating them to keep improving.
• Use data tracking systems to monitor the progress of CYP, identifying trends and areas for improvement to ensure that all students are on track to achieve their goals.
• Regularly evaluate the effectiveness of teaching strategies and interventions, making adjustments as needed to maintain high standards and support continuous improvement. 

The AP setting provides high-quality, personalised teaching for individuals and groups of CYP, adapting instructional strategies to meet the unique needs and learning styles of each student

• Use a variety of adaptive teaching methods to cater to different learning styles.
• Group students flexibly based on their needs, interests, and abilities, allowing for targeted instruction and peer support.
• Develop Individual Learning Plans (ILPs), or similar document, for each CYP, setting personalized learning goals that are specific, measurable, achievable, relevant, and time-bound (SMART).
• Conduct regular reviews of ILPs with CYP and their families to track progress, celebrate achievements, and adjust goals as needed. 
• Utilise assistive technologies to support students with specific needs, such as speech-to-text software, audiobooks, and screen readers.
• Incorporate online learning platforms that offer personalized learning experiences, allowing CYP to progress at their own pace.
• Provide small group instruction for students who need additional support, focusing on specific skills or concepts.
• Implement peer tutoring programs where students can support each other’s learning, fostering collaboration and reinforcing understanding.
• Use formative assessments to monitor student progress continuously, providing immediate feedback and adjusting instruction as needed.
• Encourage students to engage in self-assessment, helping them reflect on their learning and identify areas for improvement. 
• Design project-based learning activities that allow students to explore real-world problems and apply their knowledge in meaningful ways.
• Give students choices in their projects, allowing them to pursue topics that interest them and align with their strengths.
• Ensure the curriculum reflects the diverse backgrounds and experiences of all students, promoting cultural awareness and sensitivity.
• Integrate Social and Emotional Learning (SEL) programs into the curriculum to support students’ social and emotional development, helping them build resilience, empathy, and self-regulation. 

The AP setting effectively uses technology, where relevant, to support personalised learning, providing students with access to digital resources, assistive technologies, and online learning platforms that cater to their individual needs

• Use speech-to-text software to support students with writing difficulties, allowing them to dictate their thoughts and have them transcribed.
• Implement text-to-speech tools to help students with reading difficulties by converting written text into spoken words.
• Utilise adaptive learning platforms that adjust the difficulty of tasks based on the student’s performance, providing personalised learning experiences.
• Create virtual classrooms where students can access lessons, assignments, and resources at their own pace, enabling flexible learning.
• Provide access to interactive e-books that include multimedia elements such as videos, quizzes, and animations to enhance understanding.
• Use educational apps tailored to specific subjects or skills, offering engaging and interactive ways for students to learn.
• Employ learning analytics to track student progress and identify areas where they may need additional support, allowing for data-driven decision-making.
• Use technology to provide immediate, personalized feedback on assignments and assessments, helping students understand their strengths and areas for improvement.
• Implement online collaboration platforms where students can work together on projects, share ideas, and provide peer feedback.
• Encourage students to create digital portfolios to showcase their work, reflect on their learning, and track their progress over time.
• Incorporate educational games that align with the curriculum, using game-based learning to motivate and engage students.
• Use digital badges and rewards to recognize student achievements and encourage continued effort and progress.
• Assign interactive tasks and projects that students can complete online, allowing for more hands-on learning experiences.
• Set up online discussion forums where students can ask questions, share insights, and receive support from teachers and peers.
• Offer virtual office hours where students can connect with teachers for additional help and guidance outside of regular class times.  
• Provide ongoing professional development for staff on the effective use of educational technology, ensuring they are equipped to integrate tech tools into their teaching.
• Create opportunities for staff to share best practices and success stories related to the use of technology in personalised learning. 

The AP setting regularly reviews and updates its curriculum to ensure it remains relevant and responsive to the changing needs and interests of students, incorporating feedback from students, staff, and external stakeholders

• Conduct regular surveys and questionnaires to gather feedback from students about their learning experiences, interests, and suggestions for curriculum improvements.
• Organise focus groups with students to discuss their views on the curriculum, identifying areas that are engaging and those that need enhancement.
• Hold regular curriculum review meetings with teaching staff to discuss the effectiveness of the current curriculum and share ideas for updates and improvements.
• Establish professional learning communities where staff can collaborate on curriculum development, share best practices, and stay informed about new educational trends.
• Integrate the latest educational research and evidence-based practices into the curriculum to ensure it reflects current knowledge and methodologies.
• Develop partnerships with local businesses and industries to ensure the curriculum includes relevant skills and knowledge that prepare students for future careers.
• Ensure the curriculum includes components that develop students' digital literacy skills, preparing them for a technology-driven world.
• Review the curriculum to ensure it is inclusive and accessible to all students, including those with special educational needs and disabilities (SEND).
• Integrate project-based learning opportunities that allow students to apply their knowledge to real-world problems and scenarios.
• Update the curriculum to include discussions and analyses of current events, helping students connect their learning to the world around them.
• Use assessment data to evaluate the effectiveness of the curriculum and identify areas for improvement.
• Implement a continuous improvement cycle for curriculum review, ensuring regular updates based on feedback and data.
• Create opportunities to showcase student work and achievements, highlighting the impact of curriculum updates and celebrating student success.
• Share highlights of curriculum updates and successes with the school community, keeping everyone informed and engaged.

The AP setting promotes positive behaviour through recognition and rewards, celebrating achievements and reinforcing constructive actions

• Student of the Week/Month: Implement a "Student of the Week" or "Student of the Month" program to recognise students who demonstrate positive behaviour, effort, and improvement.
• Hold regular events to celebrate student achievements, both academic and behavioural, in front of their peers and staff.
• Introduce a merit point system where students earn points for positive behaviour, which can be exchanged for rewards such as extra break time, small prizes, or privileges.
• Award certificates and badges for specific positive behaviours, such as kindness, responsibility, and perseverance.
• Provide immediate verbal praise and positive feedback to students when they exhibit positive behaviour, reinforcing the desired actions.
• Send positive notes or emails to parents/carers to inform them of their child's good behaviour and achievements.
• Develop individual behaviour plans for students who need additional support, outlining specific goals and rewards for achieving them.
• Create behaviour contracts that students sign, agreeing to follow certain behaviour expectations in exchange for rewards.
• Allow students to nominate their peers for positive behaviour awards, fostering a supportive and collaborative environment.
• Establish peer mentoring programs where older or more experienced students' mentor younger ones, promoting positive behaviour through role modelling.
• Recognise and reward inclusive behaviour, such as helping others, showing empathy, and promoting a welcoming environment for all.
• Use visual displays to track and display positive behaviour, providing a visual reminder and motivation for students.
• Create achievement boards to showcase student accomplishments and positive behavior, celebrating their efforts publicly.
• Establish clear behaviour rules and expectations that are consistently enforced, ensuring students understand what is expected of them.
• Apply consistent consequences for negative behaviour, while focusing on positive reinforcement to encourage desired behaviours.

The AP setting understands the importance of friends and a peer group, addressing this creatively through structured social activities, peer mentoring, and group projects.

• Establish social clubs based on students' interests, such as art, music, sports, or gaming, to provide regular opportunities for social interaction and friendship building.
• Implement a buddy system where older or more experienced students are paired with new or younger students to provide guidance, support, and friendship.
• Create peer tutoring programs where students can help each other with academic subjects, fostering both academic and social connections.
• Design project-based learning activities that require students to work in groups, encouraging collaboration, communication, and teamwork.
• Assign group projects that allow students to explore topics together, share responsibilities, and learn from each other’s strengths.
• Organise outdoor team-building activities, such as obstacle courses, scavenger hunts, or adventure trips, to build trust and camaraderie among students.
• Train students to become peer counsellors who can offer support and a listening ear to their classmates, under the supervision of trained staff.
• Ensure that group activities and projects are inclusive, mixing students from different backgrounds and abilities to promote diversity and mutual respect.

CYP in the AP setting are represented and have a voice in decision-making processes

• Establish a student voice system where representatives can voice their opinions, suggest improvements, and participate in decision-making processes.
• Conduct regular surveys and questionnaires to gather feedback from students on various aspects of the setting, including teaching, facilities, and policies.
• Place suggestion boxes around the setting where students can anonymously submit their ideas, concerns, and feedback.
• Encourage students to form and lead clubs and societies based on their interests.
• Support student-led projects that address issues important to them, such as community service initiatives or awareness campaigns.
• Train students to become peer mentors, providing support and guidance to their classmates and fostering a sense of responsibility and leadership.

The AP setting offers a broad curriculum that supports the personal development of all CYP, this may include life skills, vocational training, and enrichment activities

• Include learning opportunities on personal safety, covering topics such as online safety, first aid, and core life skills.
• Organise career exploration programs where students can learn about different professions, including guest speakers.
• Offer vocational learning opportunities in technical skills such as carpentry, plumbing, electrical work, and automotive repair, providing hands-on experience and certifications.
• Provide entrepreneurship learning opportunities that teach students how to start and run their own businesses, including business planning, marketing, and financial management.
• Include a variety of arts and culture learning opportunities, such as music, dance, and visual arts, allowing students to explore and develop their creative talents.
• Offer a range of sports and physical education activities, promoting physical fitness, teamwork, and healthy competition.
• Provide enrichment activities focused on science, technology, engineering, and mathematics (STEM), including robotics clubs, coding workshops, and science fairs.
• Incorporate mindfulness and well-being programs that teach students techniques for managing stress, building resilience, and maintaining mental health.
• Offer learning opportunities in conflict resolution and communication skills, helping students navigate interpersonal relationships and resolve disputes constructively.
• Include activities that promote empathy and compassion, such as community service projects and peer support programs.
• Develop student leadership programs that provide opportunities for students to take on leadership roles, such as student council, peer mentoring, and organising setting events.
• Include learning opportunties on global issues and cultural awareness, encouraging students to think critically about their role in the world and fostering a sense of global citizenship.
• Provide learning opportunities on physical health education that covers topics such as exercise, nutrition, sexual health, and substance abuse prevention. 
• Ensure access to mental health support services, including counselling, workshops on mental health awareness, and stress management techniques.
• Teach students about healthy relationships, including respect, consent, and effective communication.
• Engage students in sustainability projects, such as school gardens, recycling programs, and energy conservation initiatives.
• Incorporate outdoor learning experiences, such as nature walks, environmental science studies, and outdoor adventure activities.
• Offer learning opportunities in digital skills, including coding, digital design, and online research, preparing students for the digital world.
• Educate students about cyber safety, including how to protect their personal information online and navigate social media responsibly.
• Organise workshops for families on topics such as parenting skills, supporting student learning, and promoting well-being at home. 

The AP setting implements comprehensive student wellbeing programs, including mental health awareness, stress management workshops, and physical health initiatives

• Organise workshops on mental health topics such as anxiety, depression, and coping strategies, led by mental health professionals.
• Run mental health awareness campaigns to reduce stigma and encourage students to seek help when needed, using posters, social media, and setting events.
• Train staff and students in mental health first aid, equipping them with the skills to support peers in distress and refer them to appropriate resources.
• Offer mindfulness and meditation sessions to help students manage stress, improve focus, and enhance emotional regulation.
• Teach relaxation techniques such as deep breathing exercises, progressive muscle relaxation, and visualisation to help students cope with stress.
• Provide workshops on time management and organizational skills to help students balance their academic responsibilities and personal lives.
• Implement regular fitness programs to promote physical health and well-being.
• Run campaigns to encourage healthy eating habits, providing information on nutrition.
• Integrate Social and Emotional Learning (SEL) into the curriculum, teaching students skills such as empathy, self-awareness, and relationship-building.
• Establish peer support programs where students can provide emotional support and guidance to each other, fostering a sense of community and belonging.
• Offer training in conflict resolution and effective communication to help students navigate interpersonal challenges.
• Provide information about helplines and online support services that students can access for confidential advice and assistance. 

The AP setting reinforces its core values and expectations of behaviour through a consistent, restorative approach that emphasises respect, responsibility, and community

• Develop and communicate clear behavior policies that outline the core values of respect, responsibility, and community, and the expectations for student behavior.
• Establish setting rules collaboratively with students, ensuring they understand and agree to the expectations.
• Use restorative practice to address conflicts and behavioral issues, allowing students to discuss the impact of their actions and work towards repairing harm.
• Hold restorative conferences for more serious incidents, involving all affected parties in a structured dialogue to restore relationships and find solutions.
• Implement recognition programs that reward positive behavior, such as "Student of the Week" awards, certificates, and public acknowledgments.
• Use a merit system where students earn points for demonstrating core values, which can be exchanged for rewards or privileges. 
• Apply fair and consistent consequences for negative behavior, ensuring that all students understand the repercussions of their actions.
• Instead of punitive measures, consider use reflective activities where students can think about their behavior, its impact, and how to make amends. 
• Organise team-building exercises and activities that promote cooperation, trust, and a sense of community among students.
• Engage students in community service projects that emphasize the importance of giving back and working together for the common good.
• Ensure that staff consistently model the core values of respect, responsibility, and community in their interactions with students and each other.
• Encourage older students or student leaders to act as role models, demonstrating positive behavior and mentoring younger students. 

The AP setting actively explores and addresses barriers to attendance, implementing strategies to improve engagement and reduce absenteeism

• Implement a robust system for monitoring attendance daily, identifying patterns of absenteeism early.
• Set up alerts to notify staff and parents when a student’s attendance falls below a certain threshold, prompting early intervention.
• Conduct surveys or interviews with students to understand the reasons behind their absenteeism, such as health issues, family responsibilities, or bullying.
• Engage with parents/carers to discuss attendance issues and identify any home-related barriers that may be affecting their child’s attendance.
• Develop personalised attendance plans for students with chronic absenteeism, outlining specific strategies and support to improve their attendance.
• Pair students with mentors who can provide guidance, support, and encouragement to attend school regularly.
• Implement well-being programs that promote physical and mental health, helping students feel better equipped to attend the setting regularly.
• Conduct home visits for students who are frequently absent to provide support and discuss strategies for improving attendance.
• Introduce reward systems that recognize and celebrate good attendance, such as certificates, prizes, or special privileges.
• Organize attendance challenges or competitions between groups to motivate students to attend regularly.
• Maintain open communication channels between the home school, students, and parents to discuss attendance issues and collaborate on solutions.
• Hold events to recognize and celebrate students who have improved their attendance, highlighting their efforts and achievements. 

The AP setting offers family support services, providing resources and assistance to parents and carers to help them support their children’s education and wellbeing

• Offer workshops on topics based around the core focus of the AP  Provide training sessions on parenting skills, including positive discipline, managing behavior, and fostering resilience in children.
• Establish support groups for parents and carers to share experiences, offer mutual support, and discuss strategies for supporting their children.
• Create a resource center where parents can access information, materials, and support related to their child’s education and well-being.
• Develop an online portal with resources such as articles, videos, and toolkits on various topics relevant to parenting and education.
• Send regular updates to parents about their child’s progress, setting events, and important information through newsletters or via emails.
• Encourage parents to volunteer in settings activities, such as event organisers, or members of parent committees.
• Organise family events such as cultural nights, and family fun days to foster a sense of community and engagement.
• Provide information about and access to health services, including mental health support, dental care, and vision screenings.
• Provide translation services for non-English speaking parents to ensure they can access information and participate fully in settings activities. 
• Conduct regular surveys to gather feedback from parents about the support services provided and identify areas for improvement.
• Organise focus groups with parents to discuss their needs, concerns, and suggestions for enhancing family support services. 

The AP setting has a graduated response to provision that ensures early identification and intervention for CYP, with clear processes for assessing needs and implementing appropriate support plans

• Develop clear referral forms and procedures for schools to refer students for additional support, ensuring that all relevant information is collected.
• Conduct regular screening assessments to identify students who may need additional support, such as literacy and numeracy screenings, behavioral checklists, and social-emotional assessments.
• Implement a system for staff to observe and monitor students' progress and behavior, noting any concerns that may indicate a need for intervention.
• Hold regular referral meetings with a multidisciplinary team to review referrals, discuss student needs, and plan appropriate interventions.
• Create Individual Education Plans (IEPs), or similar documents, for students with identified needs, outlining specific goals, strategies, and accommodations to support their learning and development.
• Collaborate with external professionals, such as educational psychologists, speech and language therapists, and occupational therapists, to conduct specialist assessments and provide recommendations.
• Organise multi-agency meetings to discuss and coordinate support for students with complex needs, involving professionals from health, social care, and education.
• Schedule regular meetings with parents/carers to discuss their child's progress, share assessment results, and involve them in the planning and implementation of support strategies.
• Use data tracking systems to monitor student progress regularly, ensuring that interventions are effective and making adjustments as needed.
• Hold regular review meetings to evaluate the effectiveness of support plans, involving teachers, parents, and external professionals as appropriate.
• Maintain comprehensive records of assessments, interventions, and progress for each student, ensuring that information is easily accessible and up-to-date. 
• Regularly analyse data to identify trends, evaluate the effectiveness of interventions, and inform future planning. 

The setting has systems in place for measuring progress, including using assessments to capture academic progress, personal development, and social-emotional growth

• Use standardised tests to assess students' proficiency in core subjects such as math, reading, and writing, providing a benchmark for academic progress.
• Implement formative assessments, such as quizzes, classwork, and homework, to monitor ongoing academic progress and inform instruction.
• Conduct summative assessments at the end of units or terms to evaluate students' overall understanding and mastery of the material. 
• Encourage students to create portfolios that showcase their work, achievements, and reflections on their learning journey, highlighting personal growth and development. 
• Use self-assessment tools where students reflect on their strengths, areas for improvement, and set personal goals.
• Conduct regular teacher observations to assess students' personal development, such as their ability to work independently, manage time, and demonstrate responsibility.
• Use Social-Emotional Learning (SEL) Assessments assessments to measure students' social-emotional competencies, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making.
• Implement behavioral checklists to track students' social interactions, emotional regulation, and adherence to school rules and expectations.
• Incorporate peer feedback mechanisms where students provide constructive feedback to each other on social-emotional skills and behaviors.
• Develop comprehensive progress reports that include academic performance, personal development, and social-emotional growth, providing a holistic view of each student's progress.
• Provide regular, constructive feedback to students on their academic work, personal development, and social-emotional skills, helping them understand their progress and areas for improvement.
• Provide training for staff on effective assessment strategies, data analysis, and using assessment results to inform instruction and support student growth.
• Create opportunities for staff to share best practices and successful assessment techniques with their colleagues.
• Provide necessary accommodations and modifications for students with special educational needs, ensuring fair and accurate assessment of their progress. 

The AP setting identifies CYP who are not making expected progress, explores the underlying reasons, and implements targeted interventions to remove barriers to learning and support their development

• Conduct regular formative and summative assessments to monitor student progress and identify those who are not meeting expected benchmark.
• Use data analysis tools to track student performance over time, identifying patterns and trends that indicate a lack of progress.
• Perform holistic assessments that consider academic performance, social-emotional development, and behavioural factors to gain a complete understanding of the student's needs.
• Hold meetings with a multi-disciplinary team, including teachers, special education staff, counsellors, and external professionals, to discuss the student's progress and needs. 
• Conduct interviews with students to understand their perspectives on their learning challenges and any external factors affecting their progress. 
• Engage with parents or carers to gather insights into the student's home environment, health, and any other factors that may be impacting their learning.
• Observe the student's behaviour in different settings to identify any social or emotional issues that may be affecting their learning.
• Develop individualised support plans that outline specific interventions tailored to the student's needs, such as one-on-one tutoring, small group instruction, or specialized programs.
• Implement targeted academic interventions, such as additional literacy and numeracy support, differentiated instruction, and the use of assistive technology.
• Provide behavioural interventions, such as social skills training, counselling, and behaviour modification programs, to address any underlying behavioural issues. 
• Regularly monitor the student's progress using formative assessments, observations, and feedback from teachers and parents.
• Adjust interventions based on the student's progress and feedback, ensuring that the support remains effective and relevant to their needs. 
• Collaborate with external professionals, such as educational psychologists, speech and language therapists, and occupational therapists, to provide specialised assessments and interventions.
• Work with external agencies, such as social services and mental health organizations, to address any external factors impacting the student's progress. 

The AP setting has effective transition arrangements in place to ensure the progress of CYP is sustained, whether they are returning to mainstream education, moving to further education, or entering the workforce

• Develop individual transition plans for each student, outlining their goals, strengths, and areas of need, and detailing the steps required for a successful transition.
• Hold regular transition meetings with students, parents, teachers, and relevant professionals to discuss and update the transition plan.
• Ensure point of contact to coordinate with receiving schools, colleges, or employers, ensuring a smooth handover of information and support.
• Share detailed information about the student's academic achievements, support needs, and any accommodations required with the receiving institution.
• Provide follow-up support for students after they have transitioned, including regular check-ins, and academic assistance.
• Develop customised transition programs for students with specific needs, such as those with special educational needs and disabilities (SEND), ensuring they receive the necessary support and accommodations.
• Offer flexible pathways that allow students to transition at their own pace, providing additional time and support as needed.
• Teach stress management techniques to help students handle the pressures and challenges of transitioning to a new environment.
• Hold transition ceremonies to celebrate students' achievements and mark their progression to the next stage of their education or career.
• Recognise and reward students who have successfully transitioned, highlighting their hard work and resilience.