How can children and young people people’s additional support needs be met at whole school level?

At whole school level senior leaders have a crucial role to play in creating inclusive cultures within their settings. This includes agreeing inclusive values and supporting a school school’s inclusive journey through ensuring training, policies and processes put children and young people at the heart of what the setting does, so they are supported to live their best lives.

The guidance in this section details what it is expected would be available in all Solihull schools for children from 5 to leaving school at 16 or 18 as part of a universal offer of support to the children and young people in their community.

This is linked to the definitions within Solihull’s Strategy for Inclusive Education 2022-25.

 

‘Inclusion is a never ending process concerned with the involvement of individuals, the creation of participatory systems and settings, and the promotion of inclusive values.’ Booth and Ainscow (2017)

 

‘The aim of inclusion is to reduce exclusion and discriminatory attitudes, including those in relation to age, social class, ethnicity, religion, gender and attainment.’ Ainscow et. al (2006)

 

The Inclusion Programme Board also agreed that:

 

‘When schools, settings and colleges value everyone equally they welcome all children within their surrounding community.’

 

‘There is no one single model for an inclusive setting', however research tells us that the common features to all, are that settings are ‘welcoming and supportive places for all learners’ and that ‘wider community involvement is valued’.