Sel
f Ass
essm
ent -
How
incl
usiv
e is
you
r set
ting?
Ac
tiv
itie
s f
or
All
Sett
ings
gen
eral
ly w
ant
to b
e fu
lly in
clus
ive,
but
som
etim
es a
re
not
sure
wha
t th
ings
nee
d to
be
cons
ider
ed a
nd m
ay n
ot h
ave
had
muc
h gu
idan
ce o
r in
form
atio
n.
How
incl
usiv
e ar
e yo
u no
w?
• R
ead
thro
ugh
the
twel
ve k
ey a
reas
whe
re in
clus
ion
need
s to
be
cons
ider
ed
• W
ith y
our
staf
f tea
m d
iscus
s an
d hi
ghlig
ht w
here
you
cur
rent
ly
sit
with
in e
ach
area
– a
re y
ou in
: H
ow w
ill y
ou
beco
me
even
mo
re in
clus
ive?
• Id
entif
y ke
y ch
ange
s th
at y
ou c
an m
ake
quic
kly
and
easil
y an
d
take
imm
edia
te a
ctio
n
• I
dent
ify o
ther
cha
nges
tha
t re
quire
gre
ater
pla
nnin
g, tim
e
and/
or r
esou
rces
. Rec
ord
thes
e ac
tions
in a
dev
elop
men
t
plan
with
cle
ar a
nd s
peci
fic a
ctio
ns, t
ime
fram
es a
nd
re
spon
sibilit
ies
• A
gree
with
you
r st
aff w
hen
you
will
next
rev
iew
your
pro
gres
s e.
g. 6
mon
ths
• S
hare
you
r pl
an w
ith t
hose
acc
essin
g
your
set
ting
“S
o how
easy
is it
f
or dis
abled
peo
ple t
o d
o act
ivitie
s here
?”
“H
ow d
o we l
et a
ll
the f
amilie
s kno
w
they
are
welco
me?”
“I
reck
on w
e
could
do m
ore!”
Red
A
mb
er
G
reen
Sup
er G
reen
Sel
f Ass
essm
ent -
How
incl
usiv
e is
you
r set
ting?
D
ate:
Red
Am
ber
Gre
enSu
per G
reen
Inclusion/ Exclusion
Disa
bled y
oung
peop
le ar
e •
activ
ely or
pass
ively
exclu
ded
e.g. p
aren
ts be
ing to
ld tha
t the
activ
ity is
not s
uitab
le
Disa
bled y
oung
peop
le ar
e •
includ
ed, b
ut ac
tivity
not a
dapte
d to
optim
ise in
volve
ment
Need
s of d
isable
d you
ng pe
ople
•no
t ade
quate
ly co
nside
red a
nd
plann
ed fo
r
Disa
bled y
oung
peop
le ar
e inc
luded
and
•ac
tivity
adap
ted, w
here
requ
ired,
to op
timise
inv
olvem
ent
Need
s of d
isable
d you
ng pe
ople
cons
idere
d •
and p
lanne
d for
Pro a
ctive
appr
oach
to in
cludin
g disa
bled
•yo
ung p
eople
by al
l staf
fEf
fectiv
e inc
lusion
plan
s in p
lace a
nd in
regu
lar
•us
e by a
ll staf
f
Policies & Procedures
No re
cogn
ition o
f inclu
sion i
n •
polic
ies or
proc
edur
esRe
cogn
ition o
f inclu
sion p
olicie
s •
in pla
ce bu
t no e
viden
ce of
im
pleme
ntatio
n
All s
taff a
ware
of an
d imp
lemen
t inclu
sion i
n all
•po
licies
Staff
contr
ibute
to re
viewi
ng an
d up-
datin
g •
inclus
ion po
licies
All s
taff a
ware
of an
d acti
vely
imple
ment
•inc
lusion
in al
l poli
cies
Staff
, par
ents
and d
isable
d you
ng pe
ople
•co
ntribu
te to
revie
wing
and u
pdati
ng in
clusio
n po
licies
Safeguarding
Safeg
uard
ing or
child
prote
ction
•
polic
ies no
t in pl
ace o
r up t
o date
Staff
unaw
are o
f pro
cedu
res o
r •
proto
cols
CR
B ch
ecks
not d
one f
or an
y or
•ma
ny st
aff
Safeg
uard
ing an
d chil
d •
prote
ction
polic
ies in
plac
e, bu
t no
t univ
ersa
lly ad
here
d to
Incon
sisten
t staf
f awa
rene
ss of
•
proc
edur
es an
d pro
tocols
CRB
chec
ks ar
e com
pleted
for
•so
me st
aff
Safeg
uard
ing an
d chil
d pro
tectio
n poli
cies i
n •
place
, adh
ered
to an
d reg
ularly
upda
tedSt
aff aw
are o
f pro
cedu
res a
nd pr
otoco
ls•
CRB
chec
ks ar
e com
pleted
for a
ll staf
f•
Mana
geme
nt mi
ndful
of sa
fer re
cruitin
g •
legisl
ation
Settin
g com
mitte
d to k
eepin
g you
ng pe
ople
•sa
fe
Safeg
uard
ing an
d chil
d pro
tectio
n poli
cies
•in
place
, acti
vely
adhe
red t
o and
regu
larly
upda
tedSt
aff aw
are a
nd ad
here
to pr
oced
ures
and
•pr
otoco
lsCR
B ch
ecks
are c
omple
ted fo
r all s
taff a
nd ar
e •
regu
larly
upda
tedAl
l staf
f mind
ful of
safer
recru
iting l
egisl
ation
•Se
tting a
nd al
l staf
f are
comm
itted t
o kee
ping
•yo
ung p
eople
safe
Risk Management
No re
cogn
ition o
f inclu
sion
•as
pects
in ris
k ass
essm
ents
Staff
cons
ider w
ays t
o wor
k •
with
disab
led yo
ung p
eople
wi
th sp
ecific
indiv
idual
need
s on
arriv
al an
d man
age r
isks
acco
rding
ly
Prior
to ar
rival
risk a
sses
smen
ts ar
e disc
usse
d •
with
the di
sable
d you
ng pe
ople
and t
heir
pare
nts an
d are
man
aged
acco
rding
ly
Dyna
mic i
ndivi
dual
risk a
sses
smen
ts ar
e don
e •
for hi
gh ris
k use
rs pr
ior to
arriv
alSt
anda
rd ris
k ass
essm
ents
includ
e spe
cifics
•
of wo
rking
with
peop
le bo
th wi
th ph
ysica
l and
lea
rning
diffic
ulties
St
rateg
ies ar
e rec
orde
d for
man
aging
grou
ps
•wi
th ch
allen
ging b
ehav
iour
R
edA
mbe
rG
reen
Supe
r Gre
enWheelchair
AccessibilityNo
acce
ss to
build
ing or
•
surro
undin
g/outs
ide ar
eas f
or
whee
lchair
user
sNo
acce
ssibl
e toil
ets av
ailab
le•
Limite
d acc
ess t
o buil
ding o
r •
surro
undin
g/outs
ide ar
eas f
or
whee
lchair
user
sRo
om la
youts
restr
ict
•ma
noeu
vrabil
ityAc
cess
ible t
oilet
is av
ailab
le•
Some
door
s can
be op
ened
•
indep
ende
ntly b
y whe
elcha
ir us
ers
Good
acce
ss to
build
ing or
surro
undin
g/outs
ide
•ar
ea fo
r whe
elcha
ir use
rsRo
om la
youts
prov
ide re
ason
able
to go
od
•ma
noeu
vrabil
ityAc
cess
ible t
oilets
are a
vaila
ble•
Most
door
s can
be op
ened
inde
pend
ently
by
•wh
eelch
air us
ers
All a
reas
are f
ully e
asily
acce
ssibl
e for
•
whee
lchair
user
sRo
om la
youts
prov
ide ex
celle
nt •
mano
euvra
bility
Acce
ssibl
e toil
ets w
ith ch
angin
g tab
les an
d •
hoist
s are
avail
able
All d
oors
can b
e ope
ned i
ndep
ende
ntly b
y •
whee
lchair
user
s
General accessibility
Envir
onme
nt no
t suit
able
for
•ph
ysica
l and
sens
ory d
ifficu
lties
(e.g.
no ra
mps,
signa
ge,
induc
tion l
oops
)
Some
disa
bled y
oung
peop
le’s
•sp
ecific
phys
ical a
nd se
nsor
y ne
eds a
re m
et
Most
disab
led yo
ung p
eople
s spe
cific p
hysic
al •
and s
enso
ry ne
eds a
re m
et Vi
sual
and a
ural
supp
ort a
vaila
ble
•
All d
isable
d you
ng pe
oples
spec
ific ph
ysica
l •
and s
enso
ry ne
eds a
re m
et So
und a
bsor
bing r
esou
rces,
visua
l and
aura
l •
supp
ort a
vaila
ble
Raise
d lett
er si
gnag
e/Bra
ille th
roug
hout
•fac
ilities
Fully
func
tiona
l hea
ring s
ystem
s in p
lace w
here
•
appr
opria
te
Marketing
No po
sitive
imag
es of
disa
bled
•pe
ople
withi
n mar
ketin
g ma
terial
sNo
men
tion o
f site
/activ
ity
•ac
cess
ibility
with
in ma
rketin
g ma
terial
s
Limite
d ima
ges o
f disa
bled
•pe
ople
withi
n mar
ketin
g ma
terial
sLim
ited s
ite/ac
tivity
acce
ssibi
lity
•inf
orma
tion i
s inc
luded
with
in ma
rketin
g mate
rials
Marke
ting m
ateria
ls on
ly •
avail
able
in sta
ndar
d pap
er
forma
t
Some
posit
ive im
ages
of di
sable
d peo
ple
•wi
thin m
arke
ting m
ateria
lsSi
te/ac
tivity
acce
ssibi
lity in
forma
tion i
s inc
luded
•
withi
n mar
ketin
g mate
rials
Marke
ting m
ateria
ls av
ailab
le in
other
form
ats
•if r
eque
sted i
n adv
ance
Conc
essio
ns av
ailab
le (e
.g. ‘C
arer
s go f
ree’
•po
licy)
Many
posit
ive im
ages
of di
sable
d peo
ple w
ithin
•ma
rketin
g mate
rials
Site/
activ
ity ac
cess
ibility
infor
matio
n eas
y to
•fin
d in m
arke
ting m
ateria
ls Ma
rketin
g mate
rials
are p
rese
nted i
n an
•ac
cess
ible,
easy
to un
derst
and w
ay
Marke
ting m
ateria
ls re
adily
avail
able
in oth
er
•for
mats
Conc
essio
ns ac
tively
prom
oted (
e.g. ‘C
arer
s •
go fr
ee’ p
olicy
)
Community/ Partnership Working
No w
ork w
ith ou
tside
agen
cies
•(e
.g. sc
hools
and s
uppo
rt wo
rkers)
Infre
quen
t wor
king w
ith ou
tside
•
agen
cies;
only
when
requ
ested
by
custo
mer o
r age
ncy
Regu
larly
worki
ng w
ith ou
tside
agen
cies t
o •
supp
ort s
taff a
nd de
velop
their
skills
as an
d wh
en re
quire
d
Regu
larly
worki
ng w
ith m
any o
utside
agen
cies
•to
supp
ort s
taff a
nd de
velop
their
skills
in a
proa
ctive
man
ner
Empo
wers
staff t
o sha
re th
eir sk
ills an
d •
know
ledge
with
othe
rsSi
gnpo
st pa
rents
to ou
tside
agen
cies
•
R
edA
mbe
rG
reen
Supe
r Gre
enParticipation
Set
ting
does
not
see
k or
•
take
reco
rd o
f fee
dbac
k fro
m
disa
bled
you
ng p
eopl
e or
pa
rent
s Fe
edba
ck th
at is
pro
vide
d •
has
no in
fluen
ce o
n pr
actic
e or
pol
icy
Set
ting
does
not
liai
se w
ith
•di
sabl
ed y
oung
peo
ple
or
pare
nts
Set
ting
take
s fe
edba
ck fr
om
•di
sabl
ed y
oung
peo
ple
and
pare
nts
whe
n it
is o
ffere
dTh
ere
is n
o or
gani
sed
•pr
oces
s fo
r col
lect
ion
of
feed
back
Feed
back
is u
sed
to in
fluen
ce
•se
lect
ed e
lem
ents
of p
ract
ice
Som
e co
mm
unic
atio
n (b
oth
•fo
rmal
ly a
nd in
form
ally
) with
di
sabl
ed y
oung
peo
ple
and
pare
nts
to id
entif
y in
divi
dual
ne
eds
Set
ting
enco
urag
es d
isab
led
youn
g •
peop
le a
nd p
aren
ts to
pro
vide
feed
back
an
d co
nsul
t on
all a
spec
ts o
f pro
visi
onTh
ere
is a
n or
gani
sed
proc
ess
for
•co
llect
ion
Feed
back
is u
sed
frequ
ently
to a
dapt
•
prac
tice
and
polic
y as
requ
ired
Reg
ular
com
mun
icat
ion
with
dis
able
d •
youn
g pe
ople
and
par
ents
to s
hare
in
form
atio
n an
d to
join
tly p
lan
for t
he
need
s of
the
youn
g pe
rson
(met
hods
in
clud
e bo
th fo
rmal
and
info
rmal
co
nver
satio
ns)
Dis
able
d yo
ung
peop
le a
nd p
aren
ts a
re
•in
volv
ed in
all
aspe
cts
of th
e de
sign
, as
sess
men
t and
eva
luat
ion
of p
ract
ice,
de
liver
y an
d po
licy
Feed
back
is s
ough
t via
a w
ide
rang
e of
•
crea
tive
and
incl
usiv
e co
nsul
tatio
ns a
nd is
pu
blis
hed
in a
ll ap
prop
riate
met
hods
Feed
back
is c
onst
antly
use
d to
ada
pt
•pr
actic
e an
d po
licy
Pro
-act
ivel
y in
volv
ing
disa
bled
you
ng
•pe
ople
and
par
ents
thro
ugh
regu
lar
com
mun
icat
ion
(e.g
. hom
e vi
sits
and
su
ppor
t gro
ups)
Staff Training/ Approachability
Sta
ff re
ceiv
e no
dis
abili
ty
•aw
aren
ess
train
ing
Som
e st
aff r
ecei
ve d
isab
ility
•
awar
enes
s tra
inin
gS
taff
gene
rally
dis
play
a
•po
sitiv
e at
titud
e to
war
ds
incl
usio
n
All
staf
f rec
eive
dis
abili
ty a
war
enes
s •
train
ing
Sta
ff ar
e fri
endl
y an
d ap
proa
chab
le a
nd
•w
ork
tow
ards
find
ing
posi
tive
solu
tions
for
ever
yone
to e
nsur
e in
volv
emen
t
Spe
cific
trai
ning
offe
red
to s
taff
whi
ch
•in
clud
es c
ondi
tion
spec
ific
train
ing
to
mee
t the
indi
vidu
al n
eeds
of
the
peop
le
atte
ndin
gS
taff
are
frien
dly
and
appr
oach
able
and
•
wor
k to
war
ds fi
ndin
g po
sitiv
e so
lutio
ns
befo
re is
sues
aris
eA
ll st
aff a
re re
gula
rly tr
aine
d an
d •
certi
ficat
es a
re k
ept u
p to
dat
e
Communication/ Visual Support
No
evid
ence
of v
isua
l sup
port
•av
aila
ble
(e.g
. pic
ture
cue
s,
mak
aton
, use
of p
rops
)
Inco
nsis
tent
use
of v
isua
l •
supp
ort,
used
onl
y as
a
reso
urce
for i
ndiv
idua
l you
ng
peop
leS
taff
have
lim
ited
awar
enes
s •
of a
ltern
ativ
e co
mm
unic
atio
n sy
stem
s av
aila
ble
Con
sist
ent,
clea
rly la
belle
d an
d w
ell
•pr
esen
ted
use
of v
isua
l sup
port
Mak
aton
ava
ilabl
e an
d us
ed d
urin
g •
sess
ions
Sta
ff ha
ve g
ood
know
ledg
e of
alte
rnat
ive
•co
mm
unic
atio
n sy
stem
s av
aila
ble.
Ran
ge o
f vis
ual s
uppo
rt in
pla
ce (v
arie
ty
•of
vis
ual a
ids
reso
urce
s av
aila
ble
and
used
)E
vide
nce
of s
igni
ng e
nviro
nmen
t•
Sta
ff ha
ve e
xcel
lent
kno
wle
dge
of
•al
tern
ativ
e co
mm
unic
atio
n sy
stem
s av
aila
ble.
Env
ironm
ent a
dapt
ed to
sui
t chi
ld’s
nee
ds
•e.
g. lo
w d
istra
ctio
n ar
ea.
Autism/Asperger’s Awareness
No
awar
enes
s or
•
unde
rsta
ndin
g of
you
ng
peop
le w
ith a
utis
tic s
pect
rum
di
sord
er (A
SD
)
Sta
ff ha
ve s
ome
awar
enes
s •
of A
SD
Som
e st
aff h
ave
rece
ived
AS
D a
war
enes
s •
train
ing
Sta
ff us
e a
varie
ty o
f app
roac
hes
to m
eet
•th
e ne
eds
of y
oung
peo
ple
with
AS
DC
onsi
dera
tion
give
n pr
ior t
o se
ssio
ns o
n •
how
to re
duce
pot
entia
l anx
iety
of y
oung
pe
ople
with
AS
D w
hen
runn
ing
activ
ities
All
staf
f hav
e re
ceiv
ed A
SD
aw
aren
ess
•tra
inin
gA
ctiv
ities
del
iver
ed in
a w
ay th
at c
onsi
ders
•
diffe
rent
use
rs s
peci
fic n
eeds
Con
side
ratio
n an
d im
plem
enta
tion
of
•in
clus
ion
met
hods
spe
cific
to y
oung
pe
ople
with
AS
D (p
rovi
ded
by p
aren
ts
prio
r to
sess
ions
), on
how
to re
duce
po
tent
ial a
nxie
ty o
f ind
ivid
uals
