Standards for Inclusion

Standards for InclusionThe Standards for Inclusion is a tool designed to audit, monitor and improve inclusive practice, in educational settings. It has a particular focus on children that might be vulnerable, such as those that have a protected characteristic as defined by the Equality Act 2010. This might include children and young people who have a Special Educational Need or Disability (SEND), children and young people in care, children of prisoners, those who have social, emotional and mental health needs or have other needs identified by the Pupil Premium.

The Standards for Inclusion is a tool designed to be used by the whole school, lead by staff with specific areas of responsibility e.g. Senior Management Team, SENCo or Key Stage Leader. The aim is to evaluate inclusion in the setting, identify and remove barriers to learning, develop new provision and enhance reflective practice. The Standards for Inclusion enable settings to further develop effective provision to improve long-term outcomes for all children and young people in relation to future education and training, independent living, participation in society and best possible healthy living.

The Standards for Inclusion were developed in Birmingham in 2000. They have been updated to reflect changes in legislation and government policy affecting educational settings. This version has been rewritten to reflect the Special Educational Needs and Disability Code of Practice 0-25 (January 2015) and other significant documents for educational settings.


Below you will find the introductory documents followed by the 10 Standards covering the key areas. The Standards can be downloaded as one continuous document or separate documents to enable you to work on an identified area for development. 


Standards for Inclusion: Complete Introductory Documents 

Standards for Inclusion: 1-10 Complete 



Examples of Inclusive Practice


Each Standard has a Principle which outlines inclusive practice. The Principle is defined in terms of a range of descriptive Features. Each Feature is cross referenced to the relevant area of the Framework for School Inspection to support planning and development.

There is an Evidence Tracker to evaluate each Standard. This shows how the setting perceives their development in each area:




On each Feature current good practice is recorded with evidence in the appropriate box and dated. Once a Standard has been completed, priority areas for development can be identified. There is a scale along the evidence tracker to capture small changes in practice that reflect developments within each category.