Learning Exchange Template
Auditing inclusion within an early years setting
Introduction
Family Action and the early years settings they supported looked at different inclusion audit tools
available before developing their own. A summary of the areas that settings focused on during the
project can be found below. For further information, please email [email protected].
Inclusion audit
Welcome
How welcoming is my setting to children and families?
Areas to consider include but are not limited to:
 displays showing all children and families are welcome (eg welcome signs, use of diverse
images/posters)
 marketing literature online and within setting (eg social media, use of other languages, detailed
information about SEND support, links to Local Offer)
 warm welcome to visitors (eg friendly greetings from all staff)
Notes (eg what improvements could be made?)
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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Resources and play areas
How appropriate are the resources and play areas within the setting?
Areas to consider include but are not limited to:
 accessibility to all (eg flow from inside to outside areas, clear pathways)
 different areas (eg quiet area, sensory area)
 range of toys (including sensory toys, soft play equipment, ride on)
Notes (eg what improvements could be made?)
Inclusion
How aware are the staff of inclusion issues?
Areas to consider include but are not limited to:
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legislation (eg SEND Reforms, SEND Information Report)
training (eg has a training audit been completed and what did this reveal? What is now
happening?)
Notes (eg what improvements could be made?)
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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Audits
What audits have been completed within the setting previously? What issues have been
raised?
Areas to consider include but are not limited to:
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accessibility audits, equality impact assessments etc
review of policies and procedures (eg safeguarding, risk management)
inclusion audit tools used (eg a LA audit)
Notes (eg what improvements could be made?)
Support
How do staff within the setting support children with specific additional needs?
Areas to consider include but are not limited to:
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visual signs (eg Braille, visual timetables)
communication tools and resources (eg PECS, Makaton, BSL)
hearing loops
use of staff to support independence and help children to fully engage in activities (eg one-toones)
Notes (eg what improvements could be made?)
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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Furniture and equipment
How does the furniture and equipment support inclusive practices?
Areas to consider include but are not limited to:
 height adjustable
 suitability for different ages
 sensory overload (eg use of colour, noise)
Notes (eg what improvements could be made?)
Involving families
How does the setting engage effectively with, and involve, families on an ongoing basis?
Areas to consider include but are not limited to:
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opportunities for regular informal and formal feedback (eg surveys, home-setting books)
showing you value their views and experiences (eg noticeboard showing how setting is taking on
suggestions)
events for families to network and access support services (eg coffee morning)
children’s feedback (eg using smiley/sad faces)
regular monitoring of practice (eg ensure parents are involved in profiles)
Notes (eg what improvements could be made?)
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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Management
How do the setting managers (including governors/committees) demonstate they are
working to become a more inclusive setting for children with SEND?
Areas to consider include but are not limited to:
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commitment to ongoing staff training (eg online learning, face to face sessions on different SEND
conditions)
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links to other support services (eg clear signposting to local / national support organisations,
clear roles for staff around inclusion and support for individual children)
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policies and procedures (eg supporting implementation of inclusive practices, consistent
messages around inclusion)
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ongoing mapping of local provision (eg including engaging in peer support activities)
working towards quality marks or other accreditation (eg IQM)
Notes (eg what improvements could be made?)
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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Further information
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Family Action is funded by the Department for Education (DfE) to support school-based
childcare providers to develop high-quality and inclusive childcare for 0-5s with special
educational needs and disabilities (SEND). Find out more about the project, and download a
wide range of free resources from: www.learning-exchange.org.uk
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Our Learning Exchange Facebook page gives links to events, suppliers, equipment, training
and venues that might be of interest to school-based childcare providers:
www.facebook.com/pages/Learning-Exchange/904749822892733?sk=timeline
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www.family-action.org.uk
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Last updated: 17.3.16
Create inclusive school-based childcare for children with SEND 0 to 5 years
Copyright © Family Action 2016 l www.family-action.org.uk
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