Introduction
What does Lincolnshire’s Inclusion Strategy aim to do?
Belonging enables us to feel confident, being personally respected, included, and supported by others, enabling us to be empowered across our full range of skills, abilities, and potential.
Our sense of belonging is more than just an acquaintance between people or a group, it stems from being seen, accepted, and feeling connected.
From being supported by others and doing the same for them to having our presence and contributions valued by everyone, including friends, family, agencies, educational settings, and the community.
Lincolnshire is committed to continuous improvement to deliver better belonging; the best experiences and outcomes for children and young people with special educational needs and disabilities (SEND) so that they thrive.
There is an established local area expectation and agreement for inclusion to be embedded throughout all schools and a commitment to fully engage with and implement available provision and support to meet children and young people’s needs as early as possible.
Lincolnshire’s Inclusion Strategy sets out our aims, strategic direction and plans to ensure that children and young people with SEND are supported to achieve the best possible outcomes in school and in life.
This document captures this journey, detailing the progress that has been made, alongside the commitments in place across the local area as we continue forward towards better belonging and inclusion.
What is our strategic vision for inclusion?
This strategy has been developed in partnership with a wide range of stakeholders, including young people, parents, early years’ providers, schools and post-16 providers, as well as health and local authority staff. Together, we have defined Lincolnshire’s inclusive ambition:
- strong understanding of the graduated approach and Lincolnshire’s available support, enabling it to be implemented early, proactively, robustly and meaningfully
- robust knowledge and understanding of supporting children and young people, teaching the range of crucial skills to enable aspirations to be reached
- proactive working with children, young people and families to ensure home environments reflect wider support taking place to best meet their needs
- timely, robust, and meaningful community support, providing families with confidence in the special education needs and disability system available to them
- fully inclusive behaviour approaches, working collaboratively with families to recognise, understand and support the child or young person’s communicated needs
- increased resilience through support and planning that effectively meets needs so children and young people are fully prepared for adulthood