How effectively does your school identify pupils who may be experiencing barriers to learning, wellbeing or participation before those difficulties escalate?
Once a need is identified, how quickly can staff put practical support in place without waiting for specialist intervention?
How confident are you that pupils with SEND can meaningfully participate in whole-class wellbeing, movement and enrichment activities alongside their peers?
How consistently are activities adapted to accommodate different physical, sensory, emotional and communication needs?
Do pupils across your school have practical, age-appropriate strategies they can independently use to regulate their emotions?
How consistently do classroom staff use short regulation, movement, breathing or mindfulness activities to help pupils settle, refocus and become ready to learn?
How confident are staff in supporting a child showing early signs of anxiety, emotional dysregulation or difficulty engaging with learning?
How confident are you that disadvantaged and vulnerable pupils have equitable access to your school's wellbeing and enrichment provision?
How effectively does your school identify and remove non-academic barriers that may prevent disadvantaged or vulnerable pupils from engaging fully in school life?
How effectively does your school identify when anxiety, emotional wellbeing or a lack of belonging may be contributing to poor attendance or disengagement?
How confident are you that pupils — including those with SEND and other vulnerable pupils — feel safe, valued and that they belong within your school community?
How effectively does your school equip parents and carers with practical strategies they can use at home to support their child's emotional wellbeing and regulation?
How confident are you that teachers and support staff have the training, resources and confidence to deliver inclusive wellbeing and emotional-regulation support consistently?
How consistent is your approach to inclusion and emotional wellbeing across different classes, year groups and staff members?
If you were asked today to demonstrate the impact of your inclusion and wellbeing provision, how confidently could you provide evidence showing what you do, who it reaches and the difference it makes?
