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You should write in an accessible style, allowing children, young people, and parents to gain an understanding of the school’s overarching aims.\nBarriers to learning and participation\nThis details the key barriers to learning and participation that we have identified amongst our pupils, necessitating inclusive universal approaches and targeted support\n\u000f\nActivity in this academic year\nWhat activities will we prioritise this academic year to alleviate the above barriers to learning and participation faced by pupils with additional needs and SEND.\nIn this context, ‘activity’ is a reporting term to help understand where funding has been allocated to build an inclusive core offer and does not indicate only targeted provision. Activity may address multiple barriers identified, particularly for improvements to your universal offer.\nIntended outcomes\nThis explains the clear, realistic outcomes we want our inclusive approaches to achieve by the end of our inclusion strategy, and how we will measure whether they have been achieved.\nReview of the previous academic year\nFrom year two, you should outline the progress you made towards your intended outcomes during the previous academic year and explain how this was assessed. In doing this, you should note the impact that your strategy had on pupils’ engagement, participation, attendance, sense of belonging, and attainment. This should include a reflection on the positive outcomes achieved for children and young people with additional needs and SEND.\u000b\u000bYou should critically review what aspects of your strategy worked well / did not have the intended impact and explain how this has informed your drafting of this year’s strategy.\nTo support this, you should use:\nData from the previous academic year’s national assessments and qualifications, once published (a note of caution can be added to signal that pupils included in the performance data will have experienced some disruption due to Covid-19 earlier in their schooling, which will have affected individual pupils and schools differently).\nInformation from summative and formative assessments the school has undertaken.\nSchool data and observations used to assess wider issues impacting inclusion, including access to learning, attendance, engagement, and early identification.\nFurther information (optional)\nUse this space to provide any additional information you think necessary to help others understand your strategy.","cbCaia24VvcCIWOq","https://ap.wps.com/l/cbCaia24VvcCIWOq","docx",90648,"English","# Strategy overview\n## Statement of intent\n## Barriers to learning and participation\n## Activity in this academic year\n## Intended outcomes\n## Review of the previous academic year\n## Further information (optional)","[{\"question\":\"What is the required publication deadline for the completed inclusion statement?\",\"answer\":\"The completed statement must be published on the school website by 31 December every academic year.\"},{\"question\":\"What sections should be included in the inclusion strategy statement?\",\"answer\":\"The template includes a strategy overview, statement of intent, identified barriers to learning and participation, prioritized activities for the academic year, intended outcomes, and a review of the previous academic year.\"},{\"question\":\"How should schools review the previous academic year’s progress?\",\"answer\":\"They should outline progress toward intended outcomes, explain how progress was assessed, and reflect on impacts on engagement, participation, attendance, sense of belonging, and attainment, including what worked well or did not.\"}]","Inclusion Strategy Template - School Inclusion Statement | DOCX",1788279468]