1.1. Inclusive vision, aims and values

Is there evidence that:

• Clear inclusive aims and values are evident in the behaviour of staff and children and young people (CYP).

• Inclusion is understood as an on-going process of increasing participation, achievement and nurture for all.

• Aims and values reflect that leaders are ambitions for providing high-quality education to all CYP.

Discussion prompts / evidence of impact

• Children and young people (CYP), parents, staff and governors can confidently talk about the school’s aims and values. They can give examples of what they mean.

• All adults model positive attitudes and behaviour and develop positive relationships with CYP, parents, staff, governors and members of the community in all circumstances.

• All adults seek opportunities to really understand what life is like for all CYP and are skilled at adapting communication styles to achieve that.  

• The Leadership Team regularly monitors and evaluates the impact of its inclusive vision, aims and values. The School Council, or equivalent, and the views of other CYP and parents form part of this evaluation process. Governors identify how the school’s vision, aims and values support their inclusive strategic direction.

• Leaders recognise how adverse childhood experiences (ACE) can manifest in many ways, including behaviour. Leaders are skilled at balancing the needs of the child and other stakeholders.

• Effective training opportunities ensure that inclusive aims and values are planned throughout the year. Stakeholders can describe how this training has helped to shape and implement school ethos, vision and aims.

• The principles of co-production and collaboration are embedded within the life of the school. This results in extensive engagement and participation by the full range of stakeholders. The impact of this collaboration and co-production can be clearly identified within day to day practice.

• Governors /trustees have ensured that inclusion is at the heart of the school’s vision, ethos and strategic direction.

• Parents who have English as an additional language (EAL) are supported to have meaningful contribution to the life and direction of the school.

• The views of parents from Black, Asian, Minority and Ethnic (BAME) and disadvantaged communities are pro-actively sought.

• The school understands that parent views need to be sought sensitively and thoughtfully. Schools should not assume that all parents have equal confidence and ability to access school via formal routes.

Last updated 3 March 2022