Free Inclusion Check

A useful first look

See what your inclusion systems are telling you.

This check samples four questions from each of the eight Indicant domains: one each for Intent, Implementation, Experience and Impact.

Answer on the basis of the organisation as it operates now, not the policy position you hope to achieve. Where practice varies, choose the judgement that best reflects the typical experience.

01Leadership, culture and governance

02Curriculum access and inclusive teaching

03SEND identification and support

04Attendance, engagement and belonging

05Behaviour, suspension and exclusion

06Alternative provision and reintegration

07Pupil and family experience

08Outcomes, destinations and equity

Important: This is a short self-assessment designed to identify useful lines of enquiry. It is not an inspection grade, external validation or substitute for the full Indicant diagnostic.

Domain 1 of 8

Leadership, culture and governance

How far inclusion shapes strategic decisions, organisational culture, governance and leadership practice.

01

Intent Inclusion is defined as a strategic organisational priority rather than a discrete SEND or pastoral responsibility.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Senior leaders routinely use disaggregated evidence to identify patterns that whole-school averages could conceal.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils and families can identify visible leadership actions that support belonging, participation and access.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Leadership action has produced measurable improvement for groups previously experiencing weaker participation or outcomes.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 2 of 8

Curriculum access and inclusive teaching

Whether curriculum design, teaching, assessment and intervention protect entitlement and participation for all pupils.

02

Intent The school defines curriculum entitlement for pupils with additional needs in terms of access, ambition and participation.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Adaptive teaching and reasonable adjustments are implemented consistently across subjects, classes or key stages.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils who need additional support report that they remain members of the learning community rather than being routinely separated from it.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Curriculum participation, qualification entry and attainment patterns do not reveal avoidable restriction for vulnerable groups.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 3 of 8

SEND identification and support

The quality of identification, graduated response, strategic SEN leadership and impact of provision.

03

Intent The school has a clear, evidence-informed approach to identifying SEND that distinguishes persistent need from contextual or instructional difficulty.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Assess–plan–do–review cycles identify specific intended outcomes and evaluate whether provision is working.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils with SEND understand the support available to them and have meaningful influence over how barriers are addressed.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Pupils receiving SEND support show improved access, participation or outcomes in the areas the provision was intended to address.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 4 of 8

Attendance, engagement and belonging

How well the school understands absence as a signal, responds to barriers and builds sustained participation and belonging.

04

Intent Attendance strategy starts from understanding barriers and belonging as well as securing compliance with expectations.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Attendance responses coordinate pastoral, SEND, safeguarding, curriculum and external-agency information where relevant.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils with weak attendance report that adults understand the barriers affecting participation and notice their return.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Attendance gaps for identified vulnerable groups are reducing or leaders can evidence credible improvement in trajectory.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 5 of 8

Behaviour, suspension and exclusion

Whether behaviour systems are predictable, adaptive and effective without producing avoidable exclusion from learning.

05

Intent Behaviour policy combines clear expectations with an explicit commitment to reasonable adjustment and equitable participation.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Leaders systematically review repeat suspension, internal removal and disproportionality by pupil group.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils describe behaviour systems as predictable and fair, including when adults make different adjustments for different needs.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Suspension, repeat suspension and internal removal patterns show no unexplained or worsening disproportionality for vulnerable groups.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 6 of 8

Alternative provision and reintegration

The quality of commissioning, internal AP, curriculum entitlement, review and routes back to appropriate education.

06

Intent Every alternative provision placement has a defined purpose, intended outcomes, review points and exit criteria.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Leaders complete proportionate due diligence and ongoing quality assurance for external alternative provision.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils in AP understand why they are there, what they are working towards and how future placement decisions will be made.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact AP placements achieve their stated educational, attendance, engagement or reintegration outcomes.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 7 of 8

Pupil and family experience

Whether pupil and family knowledge is systematically gathered, represented and used to change organisational practice.

07

Intent The school has a deliberate strategy for understanding the experience of groups most likely to encounter barriers.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation The school closes the feedback loop by explaining what changed, what did not change and why.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils who face additional barriers report a strong sense of belonging, safety and access to trusted adults.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Stakeholder evidence has led to identifiable changes in policy, practice, environment or provision.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Domain 8 of 8

Outcomes, destinations and equity

How well leaders interpret outcomes in context, identify unequal participation and evaluate whether improvement activity changes trajectories.

08

Intent Leaders define success for inclusion through participation, achievement, belonging and future destination rather than a single attainment measure.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Implementation Leadership dashboards routinely disaggregate key outcomes and allow trends to be examined over time.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Experience Pupils report that future pathways are presented as genuine choices rather than being constrained by assumptions about background or need.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Impact Outcome gaps or differences for vulnerable groups are improving, stable for understood reasons, or subject to a credible corrective strategy.

0 Not establishedNo systematic approach is evident. 1 EmergingRelevant practice exists but remains inconsistent or limited. 2 EstablishedThe approach operates consistently across most of the organisation. 3 EmbeddedThe approach operates consistently and there are indications of positive impact. 4 Sustained impactThe approach operates consistently and available evidence indicates sustained positive impact over time.

Complete all four statements to continue.

Your snapshot is ready

Where should we send your results?

Your results page will appear immediately after submission and we will also email the summary to you. We store your contact details and aggregate scores as an Indicant website enquiry; we do not ask for pupil information.

Overall inclusion maturityA directional 0–4 maturity position.

Eight-domain profileYour strongest and priority areas.

Four-lens analysisIntent, implementation, experience and impact.

Leadership questionsThree questions targeted at your lowest-scoring domains.

First name Last name

Work email School, trust or organisation

Your role Organisation type

No pupil names, pupil data or safeguarding information should be entered anywhere in this check.

How inclusive is your school, really?

See what your inclusion systems are telling you.

Leadership, culture and governance

Curriculum access and inclusive teaching

SEND identification and support

Attendance, engagement and belonging

Behaviour, suspension and exclusion

Alternative provision and reintegration

Pupil and family experience

Outcomes, destinations and equity

Where should we send your results?

The Inclusion Check tells you where to look. Indicant helps you understand why.