Purpose of the Norfolk Inclusive Practice Framework
In line with statutory responsibilities, this guidance outlines the universal provision that is expected to be in place across the Norfolk Local Area SEND Partnership for all children and young people with SEND. In order to support settings in meeting their statutory duty of putting provision in place to meet the needs of CYP with SEND, this guidance also outlines evidence-informed approaches at a more targeted level.
This guidance has been co-produced through collaboration with a wide range of stakeholders, including education professionals, health and SEND services, family representatives, and children and young people themselves. It is intended to provide clear, accessible, and practical support to enable settings to understand and meet these expectations effectively.
The guidance has been arranged in two sections:
- Culture and Ethos - This section outlines the expectations for all settings to have in place to ensure they are meeting the needs of all CYP in their learning environment.
- Broad Areas of Need - This section outlines universal and targeted provision expectations/ suggestions under each of the Broad Areas of Need as outlined in the SEND Code of Practice (2015).
The Norfolk Inclusive Practice Framework will be reviewed on an annual basis to ensure the guidance remains robust, relevant and informed by evidence. This includes opportunities to review the tool to ensure it aligns with the SEND reforms.
Flourish
The Norfolk Inclusive Practice Framework has been written, aligned to Norfolk Children's Services FLOURISH principles.
These principles provide a shared, outcomes-focused framework describing what matters most for children and young people's wellbeing. They are based on eight areas of life identified through engagement with children and young people.
The framework reflects a whole‑system ambition: that all children and young people in Norfolk are supported to thrive socially, emotionally, and academically.
This tool practically seeks to:
- Provide a common language across education, health, and care services
- Focus on strength-based, aspirational outcomes, rather than deficits
- Emphasise early support, inclusion, and partnership working
- Support practitioners to consider the whole CYP, not just educational needs
