Inclusive practice is evident in schools where the needs of all children are identified and met by the collective support and guidance of teachers, support staff and parents, together with any necessary external agencies.

An effective school policy for Teaching and Learning, supporting an inclusion ethos, can be summarised as a dynamic continuum.  There is 1) rigorous analysis of evidence leading to quality information being made available to support 2) detailed planning, including the provision of appropriate resources and staffing.  3) Students actively share in their learning journey, which is 4) tracked and reviewed at regular intervals with 5) accurate and detailed records being collated and disseminated, allowing the process to be cyclical and developmental.

In collating the evidence for the IQM Tracking Document, it is important that schools signpost where the evidence can be found or seen in action.  It is not necessary to develop a portfolio covering each discrete component of each element.   It is important to be able to demonstrate how policy is translated into effective, sustainable practice, which will be evidenced during the assessment visit.

Download Additional Guidance notes here.  Choose the form of evidence that best suits the school situation and make use of the available expertise.