Inclusion Audit Tool

Inclusion Audit

Your Inclusion Audit will:

Demonstrate the Assess Plan Do Review cycle(APDR)

Highlight areas of support requiredfrom outside agencies

Involvement from your Area SENCO is targeted to meet your provision’s individual needs

Replace the need to complete an Audit of the Environment form following Intensive support.

Demonstrate how effective the local area is in implementing the reforms contained in the Children and Families Act 2014. These reforms were introduced in September 2014 and place responsibilities on local areas:

  • To ensure disabled children and young people and those who have special educational needs are identified effectively.
  • To ensure that these children and young people have their needs identified and met effectively toimprove their outcomes.

Name of provision: / Completed by:
Date completed by the provision: / Title/rolewithin the provision:
Area SENCO: / (Date)Involvement/discussion with Area SENCO
Date of action plan: / Date to be reviewed: / Comments following the review:

Provision’s approach to Inclusion

The provision is fully committed to Equality Act 2010 and the SEND Code of Practice 2015. The provision is welcoming to a family irrespective of the child’s needs and has a proactive approach to organising provision for any child.
  • Is an Inclusion/Special Educational Needs (SEN) policy in place which has regard to the Code of Practice 2015? E.g. The provisionhas planned and prepared to meet the needs for any child or at least explore the possibility of meeting the child’s needs and be prepared to make reasonable adjustments.
  • How do you ensure all staff are fully committed?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision demonstrates an inclusive approach to delivering the EYFS in line with SEND Code of Practice 2015 and demonstrates a positive approach to receiving children with additional needs which includes following the graduated approach for SEN support.
  • How do your admission and settling-in procedures reflect your inclusive approach?
  • How do you evidence that you follow the graduated response?
  • Are parents and children’s views gathered and acted upon?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision has experience in supporting children with a range of additional needs and plans appropriate differentiation and support for individual children.
  • Have you experience of supporting children with a range of additional needs?
  • What evidence do you have to show appropriate differentiation and personalised support? E.g. Person Centred Plan/Support Plan, Personalised Plan, differentiated planning and resources, visual prompts in the environment.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Leadership and management
The provision effectively identifies children who require additional arrangements to be made.
  • What do you use to support effective identification of children with additional needs?
  • Are you aware of Doncaster’s Local Offer and how to access local information?
  • How do you share information about the local offer with parents?
  • Are there robust systems to support early identification?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
All staff have an understanding of the Special Educational Needs (SEN)/Inclusion /equality policy .
  • What evidence do you gather and how do you ensure that staff have an understanding of the SEN/Inclusion/equality policy?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The Special Educational Needs Co-ordinator (SENCO) and staff have ownership of the policy, which has clear, parent friendly descriptions of the provision’s SEN process.
  • Have all staff been involved in developing the SEN /inclusion/equality policy having regard to the Code of Practice 2015?
  • Is the policy parent/carer friendly?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision has at least one member of staff that has updated training on Early Help Assessment
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
There is evidence from the provision of SEN/Inclusion training being disseminated.
  • What evidence is there that the provision disseminates training to all staff? E.g. messages cascaded to all staff, staff meeting agenda/minutes, action plans, recent CPD, in house training, information sharing following attendance at SENCO Network, SENCO Cluster meetings, role of SENCO training?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Leadership and management
There is evidence of impact from SEN training.
  • Cascading theevidence of the impact from SEN training.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision retains knowledge from training, independently transfers it between staff and generalises it to other children.
  • Are your staff confident and knowledgeable and ensure that both practice and provision meets the needs of children with additional needs?
  • What evidence is there that staff can transfer knowledge and skills in supporting a child with additional needs to subsequent children with similar needs?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision has ownership of training and knowledge and delivers in house trainingas part of new staff induction processes. Staff turnover is planned so it does not interrupt provision for a child with additional needs and/or SEN support.
  • Do the leadership team ensure that systems are in place to ensure that new and existing staff understand obligations and processes?
  • How do you minimise interruptions to children’s provision in the event of staff changes?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Robust observation and identification processes for children with SEN are apparent throughout the provision and all staff are aware of the graduated approach. Staff are sensitive to parent’s readiness to discuss their child’s needs.
  • How do you ensure that observation and identification processes for children with SEN are robust and consistent across the provision?
  • What evidence do you have to support this?
  • Are staff sensitive to the needs of parents and prepared to tackle difficult conversations?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and
actions
The provision is aware and follows legal requirements for SEND Code of Practice 2015 and Equality Act 2010.
  • Are all your policies for SEND and Inclusion in line with SEND CoP 2015?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Leadership and management
The provision actively supports on-going training and development for SENCO and staff.
  • What evidence do you have of this? E.g. training matrix, evidence of staff meetings, in house training, attendance at SENCO Network meetings, coaching and mentoring, peer: peer observations/support, provision to provision support.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Newly acquired SEN knowledge, materials and skills are planned to be generalised through provisions via staff meetings or staff training.
  • What evidence is there of training being disseminated? E.g. staff meeting minutes, in house training, actions plans and SENCO file.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Management are proactively committed to meeting the needs of all children in their provision and there is a culture of inclusion.
  • Consider recruitment and induction processes to ensure that there is a commitment to inclusion.
  • How do you maintain a commitment to inclusion which is shared by all staff?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision shows readiness to make reasonable adjustments and adapt their practice and provision. They understand their anticipatory duty to be ready and prepared to meet the needs of all children.
  • How do you keep updated with local information regarding multi-agency professionals and other provisions?
  • What evidence do you have of preparations prior to a child starting at the provision? E.g. Pre entry meetings, taster sessions, risk assessments, transition documents.
  • How do you make sure that the provision is prepared to welcome and explore ways of meeting children’s needs?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision demonstrates a positive attitude and approach to making reasonable adjustments as per Equality Act 2010.
  • Ensure that all staff knows how to respond appropriately within the legal requirements.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Leadership and management
Knowledge of current processes and eligibility criteria is evident. The provision can independently make a request for involvement to a range of outside agencies as needed. The may include; Health Visitor, Speech and Language Therapist, Pre-school Inclusion and Portage Team.
  • Are you aware of the processes to request involvement from a range of agencies, including, Early Years’ Support Panel…?
  • What evidence do you have of multi-agency working?
Are staff familiar with the local offer and how to access resources and professionals at the appropriate level?
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Is time planned/allocated for the SENCO?
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Role of SENCO
The provision has a practitioner who is identified as the setting SENCO who has attended the role of SENCOtraining with time allocated to manage the role effectively.
  • There is an expectation that every provision has an identified SENCO who is responsible for coordinating support for children with additional needs.
  • The SENCO has attended and fulfilled the requirements of the role of SENCOtraining.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision has an identified SENCO, carrying out the role effectively, and has attended further training and professional development.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO has a clear awareness of the indicators that a child may need additional help and practitioners have good knowledge of child development and recognise whether a child is showing a typical level of development for their age and/or making sufficient progress.
  • How do you ensure all practitioners are making best fit judgements of whether the child is developing typically for their age and making sufficient progress?
  • How confident are staff in using key documentation? E.g. Progress check at age two. Early Support documentation, Development Matters in the EYFS, Personalised learningPlans, Person Centred Plans/Support Plans, The graduated approach – Assess-Plan-Do-Review.
  • How confident is the SENCO in supporting staff with all of the above?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Good quality interventions take place; using additional support, specific individual support, Early Intervention Allowance (EIA) request as appropriate.
  • What documentation do you have to support these processes?
  • What evidence do you have of adaptations to provision?

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO can make a request for involvement with appropriate and relevant documentation of additional support to evidence an application.
  • Have you any evidence of successful requests for involvement from a range of agencies, for example: Early Years’Support Panel?
  • Does your documentation identify clearly the levels of need to support applications? E.g. quality observations, evaluations and next steps, tracking, action planning and target provision, personalised plans, including evaluations, specific observations – ABCs and or additional assessments.
Does the documentation demonstrate the Assess, Plan, Do, Review cycle?
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO is familiar with the Early Years’ Support process and Education Health and care assessment request process.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO can independently chair / document/ implement:
Pre entry meetings and transition arrangements (transitions within the provision and between provisions)
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Risk assessments
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Health Care Plans
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
PEEPS (Personal Emergency Evacuation Plan)
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
PEPS (Personal Education Plan for Looked After Children).
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Seeking information and support from other agencies.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Personalised Learning Plans.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
One page profiles.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Person Centred /support plan initial meeting.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Person Centred/supportplan,cyclesof review meetings.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO writes, documents/records views.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO supports staff with identification of SEN and planning arrangements for individual children.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO organises required training and may use external agencies.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO can, plan and write documentation which is effective and of a high standard.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Role Of SENCO
The Provision’s staff work to support individual children’s needs to promote inclusion and independence.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
All staff aware of the contents of the individual planning for a child and how to support the child’s learning by making a variety of flexible arrangements across the provision.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The SENCO leads co-ordination of work for the child and supports the confidence of all staff in meeting the child’s needs.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Individual planning and learning outcomes is consistently implemented, evaluated and reviewed. The provision adjusts and adapts individual planning and learning outcomes as needed.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Individual planning, learning outcomes reflect the child’s strengths, motivations and interests and these are actively built on. Parent’s aspirations are taken into account.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Learning outcomes enable the child to make progress.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Children are successful and make progress according to their starting points, based on small steps and appropriate planning for the child’s individual needs and the graduated approach is embedded in practice.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Reasonableadjustments are made to both the environment and to activities throughout the provision to increase a child’s inclusion and independence.
Met / ☒ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Partnership with Parents and Families
The provision works to build a good relationship with all families and actively seeks information about individual children and their strengths/areas to develop.
  • What evidence do you have of good partnerships with parents/carers?
E.g. admissions policy, key person system, pre entry meeting and taster sessions, home visits, settling in procedures, ‘All About Me’ forms and One page profile
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
There is regular feedback to parents of their child’s progress through a range of both verbal and/or written/visual strategies.
What evidence do you have? E.g. home/provision communication books, sharing information at the start/end of the day, home observations, parent consultations, learning journey files, progress summaries, progress check at age two.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision uses strategies to support the inclusion of all parents/carers. For example,
Those with English as an additional language/literacy and other additional needs.
How do you support families and children with EAL and or additional needs? E.g. evidence of key person systems, partnerships with parents, Person Centred Plan/Support Plan, sharing of home languages and use of interpreters.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Parents/carers are fully included in the person centred plan/support plan approach, planning learning outcomes, and cycle of review meetings. The parents/carers are provided with information and support necessary to enable participation in the agreed outcomes, the meetings are parent centred and at times convenient to them.
  • How do you ensure that meetings are parent centred and parents feel fully included and involved in planning learning outcomesand cycles of review meetings.
  • What information and support do you provide to enable parents/carers to participate in the decisions? E.g. EYFS, Signpost to Local Offer etc.
What evidence do you collate? E.g. Documents signed by parents, information relating to parent’s aspirations, agendas and minutes, Person Centred Plan/Support Plan, Personalised Plan, SENCO file.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision has an open two way relationship with parents/carers.
Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Child Voice
The child’s voice is listened to and views taken into account (Principles underpinning the SEND Code of Practice 2015)
  • How do you ensure that the child’s views are listened to and taken into account? E.g. observation, assessment & planning embedded into practice, displays, individual planning with learning outcomes, learning journeys, one page profile, AAPDR Cycle.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
The provision creates opportunities for the child to communicate.
  • What procedures do you have in place, to ensure that the child’s voice is heard and acted upon?
  • How do you ensure that children who are non-verbal are listened to? E.g.APDR Cycle, observation, assessment and planning embedded into practice, displays, individual planning,learning outcomes.How information regarding child’s interests, learning and development are collated. Identifying and implementing effective strategies in supporting children’s communication.

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Planning includes a child’s needs and interests.
  • What procedures do you have in place to ensure this is effectively implemented E.g. Observation, assessment and planning embedded into practice, Person Centred Plans, Personalised Plans/Individual Learning Plans

Met / ☐ / Partially met / ☐ / Not met / ☐
Supporting evidence, comments and actions
Comments:

Signature: Date: