Cheshire East Inclusion Strategy 2025-2028 (SEND and AP One Plan)
Cheshire East SEND and AP One Plan 2025 – 2028 Official 1
2025 - 2028
Cheshire East SEND and AP Partnership
Cheshire East Inclusion Strategy
Cheshire East SEND and AP One Plan 2025 – 2028 Official 2
What does inclusion mean in Cheshire East? ......................................................................................................................... 3
Our Inclusion Strategy Priorities .............................................................................................................................................. 4
Priority 1: Establish a benchmark for inclusion ........................................................................................................................ 5
Priority 2: Embed a graduated approach to inclusion .............................................................................................................. 7
Priority 3: Strengthen pathways to education for priority groups .............................................................................................. 9
Priority 4: Foster effective collaboration across agencies ...................................................................................................... 11
Priority 5: Provide professional development aligned with local priorities .............................................................................. 13
Priority 6: Ensure a high-quality continuum of provision ........................................................................................................ 15
Glossary ............................................................................................................................................................................... 17
Cheshire East Inclusion Strategy 2025 – 2028 Official 3
Inclusion in Cheshire East means:
It is guided by four core principles:
• Inclusion is built from universal support up
→ Starting with what is ordinarily available to all children, and layering support as needed
• Inclusion is a culture led from the top
→ Leadership drives inclusive values and practices across settings
• Inclusion is community collaboration
→ Schools, families, and agencies work together to support every child
• Inclusion is measurable
→ Progress is tracked using clear indicators, targets, and outcomes
Everyone supporting the learning, wellbeing and safety needs of all our
children so that they belong, achieve and thrive
Cheshire East Inclusion Strategy 2025 – 2028 Official 4
4. Foster effective collaboration across agencies
5. Provide professional development aligned with local priorities
6. Ensure a high-quality continuum of provision
1. Establish a benchmark for inclusion
3. Strengthen pathways to education for priority groups
2. Embed a graduated approach to inclusion
Cheshire East Inclusion Strategy 2025 – 2028 Official 5
Together we will:
• Define shared principles for collective action • Outline good practice and set clear expectations for children, young people, and families • Promote data sharing to drive improvement and accountability • Clarify roles and responsibilities in delivering an inclusive education system
We will achieve this by:
▪ Ensuring equity and excellence in decision making in terms of commissioning and policy development in line with our inclusion strategy [Section 5: multiple actions]
▪ Gathering school and setting inclusion data on a regular basis and ensuring targeted support where needed [New action 1 - Section and ref Tbc]
▪ Sharing profile of need data with all school termly so schools can recognise the level of need across Cheshire East and work collaboratively to support each other [New action 1 - Section and ref Tbc]
▪ Ensuring a clear understanding of reporting arrangements and responsibilities with readily available and regularly updated information on key contacts including SEND [New action 2 - Section 13: ref Tbc]
▪ Defining the inclusive education targets, indicators, measures and outcomes to be used to measure the effectiveness of the strategy, and agree a mechanism to regularly update and share these [Section 1: SP10]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 6
What will success look like?
✓ Data-Driven, Equitable Decision-Making
• All commissioning and policy decisions are informed by robust inclusion data.
• Resources are allocated proportionately to need across schools.
✓ Empowered and Collaborative Schools
• Schools regularly share data and best practices through termly reports and networks.
• There is a culture of mutual support, with stronger schools mentoring others.
• Inclusion champions are active in every school, driving local improvements.
✓ Shared Understanding and Joint Action
• All stakeholders have a common understanding of local inclusion challenges and priorities.
• Agencies feel ownership and accountability for shared outcomes.
✓ Transparent and Effective Communication
• All schools have clear, up-to-date information on reporting processes and key contacts.
• Feedback loops are in place so schools feel heard and supported.
✓ Clear, Measurable Progress Against Strategy
• Inclusive education targets are clearly defined, tracked, and reported. • A dashboard or scorecard shows progress termly/yearly and is accessible to stakeholders.
• Regular reviews lead to refinements in strategy based on what’s working.
✓ Positive Experiences for Children and Families
• Families report feeling included, informed, and supported.
• Children with additional needs feel safe, valued, and successful in their settings.
• Pupil voice is embedded in shaping inclusive practices in schools and settings
Cheshire East Inclusion Strategy 2025 – 2028 Official 7
Together we will:
• Align inclusion priorities with strong multi-agency governance of Cheshire East’s graduated approach • Champion early identification and response through the graduated approach • Embed education inclusion as a core principle across schools and settings, partners, and parent forums • Provide consistent, equitable support to help schools and settings use the graduated approach to improve outcomes • Develop digital platforms to enhance collaboration and prioritise early intervention and inclusion We will achieve this by:
▪ Dissolving ‘first concerns’ in the Toolkit for Inclusion and roll out the new SEN support forms [Section 2: SS3 / SS4]
▪ Improving access to the Toolkit for Inclusion webpage so it can be accessed by all stakeholders by both area of need and level of graduated approach [Section 2: SS2]
▪ Agreeing a mechanism to regularly gather and share data on the statutory process, and to enable actions to be agreed and taken where needed [Section 3: multiple actions, plus Communications Plan]
▪ Determining banding descriptors across all ages and setting types [Section 7: FF2 – FF6]
▪ Delivering training for schools and settings and other stakeholders on the graduated approach expectations with a specific focus on universal and ordinarily available inclusive provision [Section 2: SS7 / Section 8: TG2]
▪ Increasing collaboration and co-production with SEND officers aimed at meeting need and promoting inclusion [New actions 3 and 4 – Section 3B: Tbc and Section 3C: Tbc]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 8
What will success look like?
✓ Strong Multi-Agency Governance
• A multi-agency SEND and AP Partnership board is in place, meeting regularly to oversee implementation.
• Clear roles, responsibilities, and accountability structures are agreed and understood. • Inclusion priorities are reflected in all partner strategies and commissioning plans.
✓ Early Identification and Response
• Schools and settings routinely use the graduated approach to identify and respond to needs early. • Reduction in referrals for statutory assessment due to effective early support.
• Increased confidence among staff in identifying and addressing needs at the universal (Ordinarily Inclusive Appropriate Provision) and SEN support targeted levels.
✓ Inclusion as a Core Principle
• Inclusion is embedded in school improvement plans, Cpd, and leadership priorities.
• Parent forums and community partners actively contribute to shaping inclusive practices. • Shared language and understanding of inclusion across all stakeholders.
✓ Consistent, Equitable Support for Schools
• All schools have access to the Toolkit for Inclusion and use it confidently.
• Training and support are available and tailored to school needs. • Schools report improved outcomes for pupils supported through the graduated approach.
✓ Digital Platforms for Collaboration
• A user-friendly, accessible digital Toolkit is live and regularly updated. • Stakeholders can search by area of need and level of support.
• Digital tools support real-time collaboration between schools, SEND officers, and partners.
Cheshire East Inclusion Strategy 2025 – 2028 Official 9
Together we will:
• Create clear plans for a graduated approach to improve outcomes for priority groups in Cheshire East • Map available mental health and wellbeing services and resources for children, young people, and settings • Embed non-attendance resources and training to support emotional barriers to school and setting attendance • Define good practice, clarify roles and responsibilities, and identify required support and training for these groups
We will achieve this by:
▪ Gathering meaningful data around priority groups in Cheshire East in order to target support [Section 1: SP10]
▪ Defining and sharing the partnership offer for each identified priority group [New action 5 - Section 2: ref Tbc]
▪ Exploring different projects which have had an impact on outcomes both locally and nationally for each priority group [New action 5 - Section 2: ref Tbc]
▪ Reviewing and improving current transition arrangements for all phases and transitions [Section 11: Multiple actions]
▪ Working with all agencies to define mental health support so that there are clear routes identified, and work together to ensure this is equitable across Cheshire East [Section 5: C12]
▪ Sharing good practice around how settings have worked collaboratively within communities to ensure inclusion [New action 6 – Section 2: ref Tbc]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 10
What will success look like?
✓ Clear, Graduated Plans for Priority Groups
• Each priority group (e.g. children with different areas of SEND) has a defined support pathway aligned with the graduated approach.
• Schools and services understand and apply these pathways consistently.
• Improved outcomes (attendance, attainment, wellbeing) are evident for each group.
✓ Mapped and Accessible Mental Health and Wellbeing Services
• A comprehensive, up-to-date map of mental health and wellbeing services is available to all stakeholders.
• Clear referral routes and eligibility criteria are published and understood. • Children and young people receive timely, appropriate mental health and wellbeing support.
✓ Support for Emotional Barriers to School and Setting Attendance
• All schools have access to training and resources on emotional barriers to school and setting attendance.
• Early identification and intervention practices are embedded. • Reduction in persistent absence linked to emotional wellbeing.
✓ Defined Roles, Responsibilities, and Training
• Examples of good practice are shared and adopted across settings. • Staff across education, health, and care are trained and confident in supporting priority groups.
• Multi-agency collaboration is routine and effective.
✓ Improved Outcomes
• Narrowed attainment gaps between pupils with SEND/disadvantaged backgrounds and their peers.
• Increased attendance and reduced persistent absence for vulnerable groups.
• Reduction in exclusions, especially for pupils with SEND or Semh needs.
Cheshire East Inclusion Strategy 2025 – 2028 Official 11
Together we will:
• Support stakeholders in developing a shared understanding of local inclusion issues, agreeing priorities, and communicating a joint action plan • Ensure schools and settings are well-supported by key agencies to deliver inclusive education • Enable access to timely, appropriate support through Cheshire East’s graduated approach for those struggling in mainstream education • Provide timely access to additional professional support, including services in-schools and settings • Promote collaboration across settings to ensure smooth transitions for all learners
We will achieve this by:
▪ Establishing a clear offer of multi-agency training for settings in Cheshire East which links to a graduated approach of support [Section 8: TG2 / TG3]
▪ Ensuring all multi-agency referral portals are easily accessible for settings through the Live Well webpages [Section 13: FCA10]
▪ Making use of data held to both target support to schools and share good practice [Section 2: SS9]
▪ Sharing the good practice of existing teams (e.g. early years forum and transition team) [New action 6 – Section 2: ref Tbc]
▪ Expanding communities of practice for all settings across Cheshire East to ensure collaborative and community working and the sharing of good practice [To be delivered through ‘Families First’ work]
▪ Documenting a refreshed and enhanced end-to-end transition process at the three main transition points for children and young people [Section 11: TEP2]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions (or other specified work initiatives) provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 12
What will success look like?
✓ Shared Understanding and Joint Action
• All stakeholders have a common understanding of local inclusion challenges and priorities.
• Agencies feel ownership and accountability for shared outcomes.
✓ Well-Supported Schools and Settings
• Schools and settings report feeling well-supported by external professionals (e.g. SEND officers, mental health teams, social care).
• There is timely, coordinated input from agencies, reducing duplication and delays. • Schools and settings can easily access guidance, training, and resources aligned with the graduated approach.
✓ Timely, Appropriate Support
• Referral pathways are clear, accessible, and efficient via the Live Well webpages.
• Children and young people receive the right support at the right time, reducing escalation to crisis. • Graduated support is embedded, with agencies contributing at each level (universal, targeted, specialist).
✓ Smooth Transitions for All Learners
• Transitions between settings (e.g. early years to primary, primary to secondary) are well-planned and supported. • Agencies collaborate to ensure continuity of support and information sharing.
• Families report positive experiences of transition planning.
Cheshire East Inclusion Strategy 2025 – 2028 Official 13
Together we will:
• Ensure all educators have access to inclusion-focused training and professional development • Provide guidance and support for settings adopting whole-school inclusion approaches • Celebrate and promote successful initiatives (e.g. Raising the Attainment for Disadvantaged Youngsters, Autism for Schools, Partnerships for Inclusion of Neurodiversity in Schools, Mental Health Support Team) with equitable or targeted access going forward • Recognise and celebrate inclusive settings, children and young people and grow communities of practice We will achieve this by:
▪ Review current projects and the impact of previous cohorts – e.g. Rady, Pins, Autism for schools, Pp, Mhst, Oracy [New action 5 – Section 2: ref Tbc]
▪ Use data already held to target support through training to settings [Section 2: SS9 and Section 8: TG2 / TG3]
▪ Ensuring the training offer for Cheshire East has elements of universal, targeted and specific support and is clear and accessible [Section 8: Multiple actions]
▪ Relaunch already available resources, such as “Thinking differently”, “The Solihull Resources” to ensure an increase in settings who are accessing the training [Section 8: TG2 / TG3 plus Communications Plan]
▪ Provide opportunities to share good practice and positive impact following training [New action 7 – Section 8: Tbc]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 14
What will success look like?
✓ Universal Access to Inclusion-Focused Training
• All educators, across all settings, have equitable access to high-quality, relevant training.
• Training is clearly mapped to local priorities (e.g. SEND, mental health, disadvantaged pupils). • Participation rates are high, and feedback shows increased confidence and impact on practice.
✓ Whole-School Inclusion Approaches Embedded
• Schools adopt whole-school strategies (e.g. trauma-informed practice). • Leadership teams are actively engaged in driving inclusive culture change.
• Inclusion is reflected in school improvement plans, Cpd calendars, and classroom practice.
✓ Celebration and Continuity of Successful Initiatives
• Projects like Rady, Pins, Autism for Schools, Mhst, Oracy are reviewed and scaled or sustained based on impact. • Case studies and success stories including those of our children and families (where they are happy to) are shared widely to inspire and inform others. • Access to these initiatives is targeted where needed most, ensuring equity.
✓ Recognition and Growth of Inclusive Practice
• Inclusive schools and practitioners are celebrated through showcases, or spotlight features.
• Communities of practice are active, cross-phase, and cross-agency, fostering peer learning and innovation.
• Schools report increased collaboration and shared ownership of inclusion.
Cheshire East Inclusion Strategy 2025 – 2028 Official 15
Together we will:
• Establish a consistent early intervention offer, including outreach, for children struggling to access mainstream education • Extend early intervention support to school and setting leaders developing inclusive whole-school approaches • Expand specialist and alternative provision to increase support and capacity for children and young people
We will achieve this by:
▪ Share and implement the SEND Sufficiency and Provision Plan to increase the number of specialist places in Cheshire East [Section 9: Multiple actions]
▪ Strengthen and formalise commissioning arrangements [Section 5: Multiple actions / Section 10: Multiple actions]
▪ Explore and share local and national information around different ways in which children have been supported in mainstream education through effective use of alternative provision [New action 8 – Section 10: Tbc]
▪ Use the expertise in our special schools to support our communities of practice to increase collaboration and community working [Section 2: SS10 – 13]
▪ Communicate any enhanced Cheshire East specialist provision offer in order that all stakeholders are aware of the type and location of provision available [Section 9: EPS10 and EPS11]
All actions will be included within, and linked to, the Cheshire East SEND and AP ‘One Plan’, with corresponding ‘One Plan’ sections and actions provided in square brackets above
Cheshire East Inclusion Strategy 2025 – 2028 Official 16
What will success look like?
✓ Consistent Early Intervention for Learners Struggling to Access Mainstream
• A clearly defined early intervention offer is in place and accessible across all settings.
• Outreach support is available for pupils at risk of not being able to access mainstream education or exclusion, with timely, tailored responses. • Schools and settings report increased confidence and capacity to support these learners within mainstream settings.
✓ Support for Inclusive Whole-School Approaches
• School and setting leaders receive targeted professional development and coaching to embed inclusive practices. • Whole-school/setting inclusion strategies are evident in policies, leadership, and classroom practice.
• There is a reduction in reactive referrals due to stronger universal (Oaip) provision.
✓ Expanded and Responsive Specialist and Alternative Provision
• The SEND Sufficiency and Provision Plan is implemented, increasing the number and range of specialist places. • Provision is geographically and demographically equitable, reducing travel and wait times.
• Children, young people and families report positive experiences and outcomes in specialist settings.
Cheshire East Inclusion Strategy 2025 – 2028 Official 17
Acronym Meaning AP alternative provision Cpd continuing professional development Mhst mental health support teams Oaip ordinarily available inclusive provision
Pins partnerships for inclusion of neurodiversity in schools Pp pupil premium
Rady raising the attainment of disadvantaged youngsters Semh social, emotional and mental health SEN special educational needs SEND special educational needs and disability
Your thoughts matter
If you have any views on this document or on how we can improve our services, please do contact us at SENDPartnerships@cheshireeast.gov.uk
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