Every child and young person in Birmingham has the right to feel safe, secure, valued and included, and to experience a genuine sense of belonging within their school or setting. Inclusive education is about more than access, it is about relationships, participation and wellbeing that enable every learner to thrive. 

Section One sets out the whole-school expectations for inclusive practice that all education settings in Birmingham are expected to have in place for all children and young people, including those with SEND. It is structured around 10 key principles that describe what strong, inclusive practice looks like across a setting along with parent carer guides which explain each of the principles and how parent carers can be involved. 

Inclusive settings build a culture where: 

  • Belonging and safety come first, so children and young people feel accepted and ready to learn. 
  • Strengths and interests are recognised, celebrated and used to support progress. 
  • Relationships are positive, respectful and founded on understanding difference. 
  • Children and young people’s voices are heard, valued and used to shape decisions about their learning and support. 
  • Parents and carers are genuine partners in planning and review. 
  • Staff at all levels share responsibility for inclusion. Leaders model it, and every adult contributes to it each day. 
  • Teaching and environment are adapted proactively to meet diverse physical, social, emotional and learning needs. 

Inclusive culture is reflected in everyday language, policies and practice, and in the sense of community within the setting. The OAG supports this by describing what inclusive practice looks like in action, helping schools and settings to strengthen what already works well and to plan next steps together.Â