• A culture of welcome, acceptance, and safety for every young person.
• All members of your school community demonstrate unconditional positive regard and know their children.
• All school staff understand their role in making young people feel welcomed, accepted and safe.
• Young people feel welcome, valued and respected and that they belong within the school community. [Ofsted 11/25]
• Core practices meet the needs of a range of young people who attend and promote all young people's sense of belonging. [Ofsted 11/25]
• Equality objectives are visible and lived in your school.

• Is your attendance data similar or better than national/regional averages? Is your attendance data improving?
• What is the comparative attendance for key groups including disadvantaged pupils, those with SEND, those known to children's social care?
• Are Elective Home Education figures and part-time timetables low?
• Community engagement is high (statistics from school events, parents' evening, parental complaints etc.).
• Young people engage with the wider curriculum well, particularly for key groups of learners.

• Are certain unwanted behaviours, such as punctuality, a concern for you?
• Positive community voice (young people, parents and staff).
• Successfully embedded processes such as 'meet and greet' and calm corridors that support a vibrant and safe climate.
• Evidence that leaders develop constructive relationships with all parents and the wider community to build trust. [Ofsted 11/25]

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• All members of the school community demonstrate unconditional positive regard including positive language and positive attitudes.
• Trauma-informed approaches are embedded and impacting positively on young people.
• Your academy/school has a culture of no judgements and fresh starts are commonplace.
• Staff feel empowered to challenge each other in the best interest of our young people.
• Evident and 'lived' Soft front, hard back: warmth with clear boundaries.
• Relationships between pupils and staff show kindness, courtesy, empathy and respect, reflecting a positive culture. [Ofsted 11/25]

• Internal and external QA evidence that unconditional positive regard is typical and this culture is embedded.
• Unwanted behaviours are low and/or are decreasing (lesson removal data, On Call data, seclusion data, detention data etc.).
• What does your reward/recognition/celebration data show?
• Is your attendance data better than national/regional averages? Is your attendance data improving?
• Community engagement (statistics from school events, parents' evening, parental complaints).
• Training records demonstrating commitment and engagement to a relational approach.

• There is a vibrant, safe and inclusive culture across the whole school community.
• Positive community voice (students, parents and staff).
• Successfully embedded relational approaches and calm corridors that support a kind climate.

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• Staff build strong, positive relationships with all young people from the outset.
• Schools invest time in getting to know ALL of their young people and their needs.
• Equity and justice are evident philosophies.
• A range of voices (young people, parents, previous settings) are gathered to inform a holistic picture of every young person.
• Staff are trained to anticipate and support needs during key transition periods.
• Schools are able to prepare and adapt to meet the needs of their young people from transition into and out of your academy/school.
• Where individual learning plans are in place, they are developed through a variety of people including SENCO, pastoral support and other non-educational professionals.

• What does your relational/behaviour data show? Where are suspensions and exclusions comparatively to national/regional data?
• What does other internal unwanted behaviour data show? Including lesson removal data, On Call data, seclusion data, detention data etc.
• What does your positive data show? E.g. rewards/recognition/celebration data.
• What does comparative data for key groups including disadvantaged pupils, those with SEND, those known to children's social care show?
• Positive and high community engagement (statistics from school events, parents' evening, parental complaint).
• Positive community voice (student, parent and staff).

• What are your established processes to support meeting the needs of your vulnerable students? E.g. TAF meetings, VCM meetings, concern logs etc.
• Are restorative conversations and a reparational approach embedded?
• How effective are your pastoral systems and flows? Are they effective, consistent and support a child-centred approach?
• What are your processes and expectations for transition points? Are they effective? Do they truly support an inclusive approach?
• Are processes and procedures clear and enable all staff and students to meet expectations?
• Do development plans focus on a child-centred approach?
• Evidence that there is a vibrant, safe and inclusive culture across the whole school community.

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• Timely, appropriate, and coordinated support for ALL young people – do the right people come together to provide the right support at the right time?
• Leaders are committed to their role in the local area partnership's strategy to improve the experiences of, and outcomes for, pupils with SEND; they promote the local offer and help pupils with SEND, and their families, to find out what support is available and how to access it. [Ofsted 11/25]
• Ensuring parents are aware of what is being done to support their child and how they can support/reinforce at home. Regular updates are shared (including sharing positives) which builds strong supportive home-school relationships. [Ofsted 11/25]
• Effective engagement with external providers and local industry.
• Effective engagement with feeder schools so next key stage and next steps support is inclusive and effective.
• Seeking guidance to best support our young people.
• Information to support a young person is shared with the relevant practitioners in a timely and appropriate manner.
• Effective communication is a priority across the academy/school.
• Strong relationships with the local community and parents/carers.

• High attendance at community events such as parents' evenings.
• Community voice, particularly for young people with additional needs, recognises positive collaboration.
• Internal and external QA demonstrates that robust and clear processes are in place to support individual needs and that this is having impact on outcomes and attendance.

• There is evidence that academy/school processes hold collaboration at the heart of every decision to support a young person.
• Co-production plan written and embedded.
• Regular and clear communication with communities.
• Strong links to local businesses/industries.
• Is your academy/school well represented at inclusion partnership events?
• Evidence that leaders are committed to their role in the local area partnership's strategy to improve the experiences of, and outcomes for, pupils with SEND. [Ofsted ES 11/25]
• Evidence that leaders support pupils who are known (or previously known) to children's social care effectively. [Ofsted ES 11/25]

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• Inclusion is a strategic and shared responsibility.
• Leaders inspire a clear vision and ethos aligned with strategic goals and shared with the community.
• All leaders including governors promote inclusive practice. All stakeholders are invested in inclusion.
• There is shared accountability across all roles to support young people.
• Members of staff are trained to understand their role within an inclusive academy/school.
• Inclusion flows, protocols, and principles clearly understood and lived by all staff.
• Inclusion principles such as kindness and positivity are demonstrated daily by all staff.
• Leaders have established a culture in which staff understand the range of barriers that pupils may face to their learning and/or well-being; they quickly and accurately identify pupils facing these barriers. [Ofsted 11/25]
• Relationships between young people and staff show kindness, courtesy, empathy and respect, reflecting a positive culture. [Ofsted 11/25]

• Internal and external QA demonstrate that there are established positive cultures in safeguarding, attendance, relational approach, learning and development.
• What do KPIs regarding Attendance (including Persistent Absence, Severe Absence, Elective Home Education and Part Time Tables) say about your culture?
• What do KPIs regarding relational approaches and outcomes say about your culture?
• Evidence that leaders have high expectations for all groups of young people. What do the gaps in performance, attendance and relational data suggest about your culture?

• Evidence that shows 'leaders, staff and young people have an established culture across the school where relationships between adults and young people are open, respectful and harmonious.' [Ofsted 11/25]
• Inclusion is discussed at every opportunity including being a regular agenda item in meetings.
• Inclusive-focused staff development plan.
• Are positive language and Unconditional Positive Regard typical and consistent?
• Is there a genuine vibrant, safe and inclusive 'feel' around your academy/school?
• Is there a named governor for inclusion?

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• High quality and evidence informed teaching practice.
• Equity in outcomes for all learner groups.
• All young people engaged in class and making progress (inclusive classroom presence).
• Wider curriculum and individual curricula are reviewed on a regular basis for each young person.
• Curriculums consider starting points, context and ensure accessibility for ALL young people.
• Students can access curriculums effectively through reasonable adjustments.
• There is a Trauma Informed Learning approach across the whole school providing emotionally regulating climates for all young people.
• Resilience, independence, self-motivation and aspiration are inherently part of adapted curriculums for young people with additional needs. This is monitored and reviewed.

• Internal and external QA demonstrate that schema and knowledge develop effectively for ALL young people.
• What do KPIs [Attendance, relational and outcomes] say about your curriculum and its inclusivity? Gaps for key groups are in line with national/regional or better.
• Evidence that 'Leaders make sure that any alternative provision the school uses is suitable and safe, and the decisions to place pupils in it are made in pupils' best interests.' [Ofsted 11/25]
• Evidence that leaders design a high-quality, ambitious curriculum for all pupils, paying particular regard to disadvantaged pupils, those with SEND and those facing other barriers. Leaders and staff deliver the curriculum effectively across all subjects, year groups and key stages. [Ofsted 11/25]

• Positive community voice (young people, parents and staff).
• Do your curriculum and T&L philosophies root in effective research methods?
• Evidence to show your curriculum intent is aspirational but also meets the needs of all young people.
• Evidence to show that the implementation of your curriculums is effective, for ALL young people.
• All relevant stakeholders are involved in individual learning plans. How effective are the processes in your academy/school?

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• ALL young people access lessons and make progress with the appropriate support, including consistent routines and language.
• Staff have the knowledge and confidence to meet diverse needs.
• Teachers use a variety of skills and techniques to engage all young people.
• Teaching and learning are a whole school priority. There is a clear, coherent and active development plan focusing on high quality inclusive teaching.
• Quality First Teaching includes adapting delivery styles and resourcing to meet all needs every lesson. Learning environments are communication friendly for all additional needs.
• Leaders understand that the most effective inclusion strategy begins with every day high quality inclusive teaching. [Ofsted 11/25]
• Leaders meet the needs of pupils with SEND, and adapt the environment, teaching and the school's wider offer in ways that support them to access education. [Ofsted 11/25]

• Internal and external QA demonstrate that schema and knowledge develop effectively for ALL young people.
• What do your academy/school KPIs suggest about your teaching and learning inclusivity? Are the gaps for key groups in line with national/regional or better? Are these gaps closing?
• Punctuality, attendance, internal truancy, On Call and other data evidencing an inclusive T&L culture.

• Student voice regarding teaching and learning. Particularly young people with additional needs.
• Staff voice regarding confidence to meet all needs.
• Is your development plan appropriate and prioritises QFT?

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• Strong and broad Individual Graduated Response (IGR) embedded and having positive impact. Your IGR includes a range of interventions including therapeutic interventions.
• Targeted, evidence-informed interventions/support are inherent within your IGR.
• Staff understand the IGR and know when and how to apply support protocols.
• Staff are proactive in anticipating needs, including putting support in place and/or requesting support.
• An inclusive provision, including internal and external AP (Alternative Provision), is part of your IGR.
• All students with additional needs have access to adults who are regularly trained and skilled/qualified to support them. Including reasonable adjustments in place and reviewed regularly.
• Families know how to access support and engage positively.
• Leaders make sure pupils receive effective support, consult with external specialists and implement their advice as necessary, and ensure that appropriate reasonable adjustments are made in accordance with the Equality Act 2010 and the SEND Code of Practice. [Ofsted 11/25]

• There is an effective, tiered support framework in place (IGR). This includes robust and rigorous logs of review and assessment processes. These demonstrate interventions are positively impacting on individuals.
• Outcomes for all children including those in designated learner groups (e.g. SEND, Pupil Premium, FSM) improve and gaps reduce.
• Punctuality, attendance, internal truancy, On Call and other data evidencing that your IGR is having impact on belonging and the wider culture.
• Leaders identify pupils' emerging or changing needs quickly and accurately, make sure support is effective and draw on any specialist advice when necessary. Leaders use the 'graduated approach' (a continuous cycle of 'assess, plan, do and review'). [Ofsted 11/25]

• Community voice and evidence of parental engagement.
• Staff voice regarding confidence to support the IGR.
• Is the IGR part of ongoing training/development? Is the IGR discussed regularly with staff?

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• EDI (Equality, Diversity, Inclusion) objectives are evident in everyday practice.
• Accessibility plan in place and reviewed regularly.
• Adaptations to environment are commonplace, where appropriate (e.g. classroom, corridors, outdoor spaces).
• There is an investment in the atmosphere/culture in and around your school.
• There are a variety of spaces for all members of the community such as safe spaces, sensory rooms, etc.
• Are additional staff in lessons/interventions aware of their role in meeting the needs of the young people?
• Leaders meet the needs of pupils with SEND, and adapt the environment, teaching and the school's wider offer in ways that support them to access education. [Ofsted 11/25]

• Your published school accessibility plan meets the requirements of the Equality Act 2010, is implemented effectively and is reviewed regularly. [Ofsted 11/25]
• Outcomes for all children including those in designated learner groups (e.g. SEND, Pupil Premium, FSM) improve and gaps reduce.
• Punctuality, attendance, internal truancy, On Call and other data evidencing that your IGR is having impact on belonging and the wider culture.

• Community voice and evidence of parental engagement.
• Bullying logs reduce and/or are managed effectively so that you 'create an environment in which pupils feel safe, and in which bullying, unlawful discrimination, harassment, victimisation, physical and sexual abuse and/or violence and emotional abuse – online or offline – are not accepted and are dealt with quickly, consistently and effectively.' [Ofsted 11/25]

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• Positive language used throughout all policies and practice.
• Relationships protocols are adaptive and flexible, where appropriate.
• Reparation is a whole academy/school priority and prevails over sanctions.
• Policies are written for children, parents and schools (child and parent friendly versions).
• Leaders use appropriate evidence to inform their pupil premium strategy, including when selecting approaches to take. The strategy and approaches are generally understood and implemented by staff. [Ofsted 11/25]
• Leaders and staff establish strategies that consistently enhance the opportunities and experiences of disadvantaged pupils, those with SEND, those known to children's social care, and those facing other barriers to their learning and/or well-being. [Ofsted 11/25]

• Internal and external QA demonstrate that policies are applied consistently by all members of staff.
• Internal and external QA demonstrate that policies are also applied flexibly to support young people with specific needs.
• Staff have the necessary expertise, confidence and support to adapt behaviour policies and practices appropriately and consistently for pupils with specific needs. [Ofsted 11/25]
• Outcomes for all children including those in designated learner groups (e.g. SEND, Pupil Premium, FSM) improve and gaps reduce.
• Key data including attendance and punctuality evidence that inclusive practice and policy is having positive impacts.

• Positive language, Unconditional Regard and restorative approaches are evident and consistent.
• Community voice evidences confidence with application of policies as well as their appropriateness.
• Establish appropriate policies, procedures and practices that promote the welfare, mental health and well-being of all children. [Ofsted 11/25]

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