This section of the Ordinarily Available Inclusive Education Framework amplifies the priorities and views of children and young people about how best to work in partnership with them. The views of children and young people were also used to inform the other strands of the Ordinarily Available Inclusive Education Framework.
Why is this important?
Article 12 of the United Nations Convention of the Rights of the Child says that all children and young people have the right to be listened to and taken seriously, and when adults are making decisions that affect children and young people they should ask them what they think. Adults should take account of children’s views when making decisions. Children should be supported to give their views in a way that is best for them.
A school culture where all children feel heard and understood is an important aspect of safeguarding practice in schools and settings. Working together to safeguard children 2023: statutory guidance.
Ofsted’s inspection process involves gaining the views of children and young people in relation to their education, particularly in relation to school’s safeguarding practices and the way that ‘personal development’ is supported in schools. School inspection handbook – GOV.UK
How did we involve children and young people in the development of Ordinarily Available Inclusive Education Framework?
During June and July 2024, 63 children and young people from year 2 to year 13 participated in sessions to understand how schools might best work in partnership with children and young people.
Sessions were run by a Devon County Council educational psychologist with a member of the SEND participation team.
Two primary schools, two secondary schools, and the Impacts group (a participation group for young people with SEND interested in working together on specific issues for change) were involved.
The sessions were structured to understand how children and young people felt their views were taken into account in their setting and to find out what has worked well, so that themes and ideas could be incorporated into the Ordinarily Available Inclusive Education Framework.
Ideas from the children and young people have led to the development of expectations for schools and settings, and whole school and classroom approaches to working in partnership with children and young people.