What stops us making our setting more inclusive?
There may be parts of your provision (physical spaces as well as staff interaction and timetabling) that provide barriers to inclusion. Also the way that your activities are planned or delivered may contribute to these barriers.
Take a look at the photo below of a quiet area that someone has set up. What might be difficult about this for a child or young person with additional needs. How could you improve it?
- You might have identified that there are some trailing wires; the sofas might be difficult to get onto if you have physical difficulties; the books are very high up.
- It might be better to include bean bags, some brighter colours a light that is easier to turn on add more accessible resources with photos on boxes helps identify what is inside each box.
- All the children in the setting will benefit from these changes.
Take a look at this timetable for an after school session...
What might be difficult about this for a child or young person with additional needs. How could you improve it?
3:30 – 4:00
Running around and getting some energy off from the school day
4:00 – 5:00
Team games – rounders or football
5:00 – 5.30
Snack time
5:30 – 6:00
Quiet time – word puzzles or quiz
6:00 – 6:30
Free play up to collection time
This timetable doesn’t provide much choice for children who need quiet time after school or who might find running around activities difficult. The quieter activities may also be quite challenging if you are struggling to communicate or have some additional learning needs.
It might be better to have snack time immediately after school, or after a little bit of free play. Each of the separate mini sessions should include a choice of activities for children with more energy and physical capacity as well as those children who may prefer to relax or who might struggle with more physical or intellectual activities.
How can we do this better?
Creating a culture of inclusion involves ensuring that all children feel safe, valued, and able to participate fully in activities. This requires a focus on both physical and emotional safety, clear communication, and a commitment to continuous improvement.
Conduct an ‘audit’ of your setting to identify any physical or procedural barriers to inclusion.
Take a look around your setting (or imagine if you’re currently off-site) and think about the following questions: