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Inclusion Strategy

Executive Summary

Inclusion is a central priority for Skills for Security and a distinct evaluation area within Ofsted’s renewed Education Inspection Framework (EIF). This strategy sets out how leaders ensure high expectations so that all learners can participate, progress and meet their full potential, regardless of background, starting point or personal circumstance.

Skills for Security adopts Ofsted’s definition of inclusion and focuses on identifying and supporting learners who face barriers to learning. This includes disadvantaged learners from low-income backgrounds; learners with special educational needs and/or disabilities (SEND), including those with EHC plans; learners known to social care or youth justice services; and those facing broader barriers, including periods of disengagement from work or education, alongside various personal and wellbeing challenges.

Leaders take a whole-provider approach to inclusion. Early and accurate assessment of learners’ needs is carried out at entry and reviewed regularly to ensure support remains appropriate and effective. Teaching, learning and support are adapted to reduce barriers to access and engagement, without lowering expectations. Staff are able to recognise need, make reasonable adjustments and provide targeted support that enables learners to succeed.

The impact of inclusion strategies is monitored through analysis of attendance, retention, progress, achievement and learner well-being. Where gaps are identified, leaders act swiftly to address them and improve outcomes. Inclusion is embedded within quality assurance, self-assessment and improvement planning, ensuring it drives continuous improvement rather than operating as a separate function.

Through this strategy, Skills for Security demonstrates a clear commitment to ambitious, inclusive education that enables learners to overcome barriers, develop confidence and skills, and achieve meaningful outcomes that support progression, employment and personal well-being.

Purpose and Context

Inclusion is a distinct and critical evaluation area within Ofsted’s renewed Education Inspection Framework (EIF). This strategy sets out how Skills for Security ensures high expectations for every learner to participate fully, make progress and achieve well, regardless of background, starting point or personal circumstance.

The strategy applies across the whole organisation and reflects leaders’ responsibility to create an inclusive culture, remove barriers to learning, and monitor the impact of actions on learners’ achievement, attendance and well-being.

Definition of Inclusion

In line with Ofsted’s renewed framework, this strategy focuses on how leaders and staff identify and support learners who may face barriers to learning, including:

  • Disadvantaged learners, including those from low-income households and those who have previously been eligible for free school meals
  • Learners with special educational needs and/or disabilities (SEND), including those receiving additional learning support and those with an Education, Health and Care (EHC) plan
  • Learners known to social care, including care leavers
  • Learners known to youth justice services
  • Learners facing other barriers, including those who were previously not in education, employment or training (NEET), adults returning to learning, those with mental health challenges, caring responsibilities, language barriers or low confidence

Leadership and Whole-Provider Accountability

Leaders set a clear vision for inclusion that is understood and enacted by all staff. Inclusion is embedded within:

  • Strategic planning and self-assessment
  • Curriculum design and delivery
  • Staff training and performance management
  • Quality assurance and improvement planning

Leaders ensure that inclusion is not treated as an add-on, but as a core driver of quality and learner success.

Accessible Recruitment & Entry

Ensure every potential apprentice regardless of background, has a fair pathway into the program.

Key Actions

  • Use inclusive, jargon-free job descriptions
  • Provide multiple application formats (written, verbal, assisted)
  • Partner with community groups to widen applicant pools
  • Offer pre-apprenticeship support for disadvantaged candidates

Outcome: A diverse intake that reflects the community and reduces systemic entry barriers.

Belonging & Psychological Safety

Create an environment where apprentices feel welcomed, respected, and safe to be themselves.

Key Actions

  • Introductions, buddy systems, and peer networks
  • Clear anti-bullying and anti-harassment expectations
  • Regular check-ins to encourage open dialogue
  • Celebrate cultural and individual differences

Outcome: Increased confidence, engagement, and willingness to contribute.

Early and Accurate Assessment of Learners’ Needs

The provider carries out early, accurate and proportionate assessment of learners’ needs at the point of entry and during induction. This includes:

  • Initial assessment of literacy, numeracy, digital skills and confidence
  • Identification of SEND, learning difficulties or disabilities through discussion, screening tools and prior information
  • Sensitive identification of wider barriers, such as mental health needs, caring responsibilities, financial hardship.
  • Assessment information is recorded, shared appropriately with teaching and support staff, and reviewed regularly to ensure it remains current.

Reducing Barriers and Adapting Provision

The provider actively reduces barriers to participation and engagement through flexible and inclusive practice, including:

  • Adapted teaching approaches, resources and assessment methods
  • Flexible delivery models (including part-time, blended and/or academy models)
  • Assistive technologies and applications and reasonable adjustments
  • Clear communication and accessible learning materials
  • Support with practical barriers such as transport, digital access or confidence building

Staff are trained to adapt provision so that learners can access learning without lowering expectations.

Support for Disadvantaged Learners and Learners with SEND

Disadvantaged learners and those with SEND receive timely, well-coordinated support that enables them to participate fully and achieve ambitious outcomes. This includes:

  • Individual support plans where appropriate
  • Early intervention for learning or wellbeing challenges
  • Close collaboration between tutors, support staff and parents
  • Clear signposting to specialist services when required to include mentoring and coaching programs

Support is reviewed regularly to ensure it remains effective and responsive to learners’ changing needs.

Monitoring Impact on Achievement, Attendance and Well-being

Leaders monitor the impact of inclusion strategies at whole-provider and programme level by analysing:

  • Attendance and retention data
  • Progress and achievement outcomes
  • Learner feedback and well-being indicators
  • Participation of identified learner groups

Where gaps are identified, leaders take swift and targeted action. Impact is evaluated not only by participation, but by whether learners make sustained progress and achieve meaningful outcomes.

Supporting Learners with Wider Barriers to Learning

The provider recognises that many learners face complex and intersecting barriers. Staff work proactively to:

  • Build trusting relationships that encourage disclosure
  • Signpost learners to internal and external support services
  • Work with partners in health, employment, social care and community services
  • Promote resilience, confidence and positive attitudes to learning

Learners are supported to overcome barriers without stigma and with high expectations for success.

Staff Development and Culture

Staff receive training to support inclusive practice, including:

  • Understanding SEND and reasonable adjustments
  • Inclusive teaching approaches to include inclusive pedagogy and unconscious bias
  • Supporting mental health and well-being
  • Equity, diversity and inclusion

Leaders foster a culture where staff take collective responsibility for inclusion and learner success.

Review and Continuous Improvement

The inclusion strategy is reviewed annually and informed by:

  • Self-assessment findings
  • Learner and stakeholder feedback via surveys, forums, retrospective sessions
  • Quality assurance activities
  • Ofsted inspection outcomes and national guidance
  • Use data to drive ongoing changes

Leaders use this review to strengthen practice and ensure the provider continues to meet and exceed Ofsted’s expectations for inclusion.

Our commitment: Skills for Security is committed to inclusive, ambitious education that enables all learners to participate, progress and achieve, regardless of their starting point or personal circumstances.