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Children and Young People Inclusion Policy

Introduction

We are committed to providing inclusive, equitable care for all children and young people from birth up to 18 years old. Our service supports children across this full age range, including infants, children with complex needs, and teenagers. We serve families referred by local authorities as well as private clients, and maintain the same high standards of inclusion and safeguarding in all cases. In line with the Equality Act 2010, we do not tolerate any discrimination on the basis of protected characteristics (such as age, disability, gender, race, religion or others). This policy outlines how we ensure every child feels valued, respected, and supported to reach their full potential.

Our approach aligns with legal duties and best practices for children’s services. The Children Act 1989 requires that a child’s individual needs arising from their culture, religion or language are taken into account when providing services. We embrace diversity and make reasonable adjustments so that children with disabilities or additional needs can access the same services as their peers (even if it means giving extra support to achieve equal outcomes). Ultimately, we aim to eliminate discrimination and advance equality of opportunity for all children, young people and families we work with.

Regulatory and statutory framework (CQC)

This policy supports our compliance with the Health and Social Care Act 2008 and the Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 (as amended), which set the Fundamental Standards that care must never fall below. In particular, this policy links to: Regulation 9 (person-centred care), Regulation 10 (dignity and respect), Regulation 11 (need for consent), Regulation 12 (safe care and treatment), Regulation 13 (safeguarding from abuse and improper treatment), Regulation 16 (complaints), Regulation 17 (good governance), Regulation 18 (staffing) and Regulation 19 (fit and proper persons employed).

We also align our approach with CQC’s current assessment approach and quality statements under the five key questions (Safe, Effective, Caring, Responsive and Well-led).
In addition, our children and young people practice is informed by relevant legislation and statutory guidance, including (where applicable): the Children Act 1989, Equality Act 2010, Children and Families Act 2014 (SEND/EHCP), and statutory safeguarding guidance Working Together to Safeguard Children (2023).

Age-Specific Considerations (0–18)

We provide care and activities for children across all developmental stages, from babies and toddlers through to adolescents. We recognize that different ages come with different needs and we tailor our care accordingly. For example, infants and non-verbal young children rely on sensitive adult observation and interaction, whereas teenagers seek more autonomy and voice in decisions. Our staff use age-appropriate communication and engagement methods – such as play-based learning for younger children and open dialogue with older youths – to ensure each child can participate fully. We also prepare adolescents for transition to adulthood by gradually giving them more responsibility and input into their care plans.

While we include children of all ages up to 18, we pay special attention to developmental suitability. Activities and routines are adapted to be safe and engaging for each age group (e.g. ensuring toys are safe for infants, or that teenagers have privacy for personal matters). We also consider the maturity of each young person. Where a teenager is deemed mature enough to make certain decisions about their care, we respect their views in line with Gillick competence principles – balancing the child’s wishes with our responsibility to keep them safe. In practice, this means listening to young people’s opinions about matters affecting them and involving them in decision-making appropriate to their age and understanding.

Parental Involvement and Consent

Illustration: Parents actively participating in their child’s learning and care.
Parental involvement is a cornerstone of our practice. We work in partnership with parents and guardians to support each child’s well-being and development. Parents (or those with parental responsibility) have both rights and responsibilities in our process, and we seek their informed consent for all significant decisions or interventions regarding their child. Research consistently shows that when parents are actively involved, children have better attendance, behavior, and achievement in school and other settings. We therefore encourage open, two-way communication with families and view parents as essential partners in the care team.

For children under 16, we will usually obtain consent from a person with parental responsibility for care plans, activities and any interventions. However, where a young person under 16 is assessed as having sufficient understanding and intelligence to make a specific decision (Gillick competence), we will respect their right to consent (or refuse consent) for that decision, unless there is a lawful reason to override this (for example, to prevent serious harm).

For young people aged 16–17, we will presume capacity to make their own decisions unless there is evidence otherwise. Where a 16–17-year-old may lack capacity for a specific decision, we will follow the relevant capacity/best-interests framework and involve those appropriate to the decision (including parents/carers and professionals) while keeping the young person at the centre of the process.

Where a young person requests confidentiality, we will respect this wherever possible. Confidentiality may be breached without consent if there is a safeguarding concern, risk of significant harm, or another lawful basis requiring information sharing; in these circumstances we will share only the minimum necessary information, record our rationale, and follow our safeguarding procedures. (This supports compliance with CQC Regulation 11 – Need for consent and Regulation 13 – Safeguarding.)

In summary, we value parents’ expertise about their own children and aim for a collaborative approach. By maintaining trust and transparency with families – and by securing consent at every stage – we create a supportive network around the child. This strong parent-professional partnership helps children thrive both in our program and beyond. Should any disagreement arise (for example, a parent’s wishes conflicting with a young person’s wishes or best interests), we handle it sensitively and in accordance with the law, always prioritizing the child’s welfare.

Education and Safeguarding Links (Multi-Agency Collaboration)

At present, we do not have formal partnerships with schools, social workers or Child and Adolescent Mental Health Services (CAMHS) – our service is currently delivered independently. However, we acknowledge the importance of multi-agency collaboration in promoting children’s welfare. Research shows that effective communication and teamwork between professionals (education, health, social care, etc.) lead to the best outcomes for children and their families. Therefore, we are committed to working collaboratively with other agencies whenever appropriate, in accordance with data protection and consent protocols.

If a child in our care is also involved with a school or specialist service, we will (with parental consent) reach out to coordinate support. This might include sharing relevant information with a teacher or social worker, or inviting input from a CAMHS clinician to better understand a child’s needs. By ensuring that all professionals understand each other’s roles and share necessary information, we can provide more cohesive and effective support. For example, if a child has an Education, Health and Care Plan (EHCP), we will take its recommendations into account in our own activities.

Although we have not yet established formal links, our policy lays the groundwork for future collaboration. We intend to build relationships with local schools and community services so that inclusion extends across environments. We also ensure our practices align with local multi-agency safeguarding arrangements and the expectations set for all organisations working with children under Working Together to Safeguard Children (2023), including effective information sharing, clear escalation routes, and a child-centred approach. In any safeguarding situation or child protection concern, we will immediately communicate with the relevant authorities as per our Safeguarding Policy (see below). Ultimately, our goal is a joined-up approach: each child’s needs are looked at holistically, and we work “together” with any other stakeholders to keep the child safe, happy, and supported.

Information sharing, confidentiality and records

We share information to support children’s welfare in line with data protection law and safeguarding expectations. As a general rule, we seek informed consent before sharing personal information with schools, health professionals, local authority teams or other agencies.

However, if we believe a child is at risk of significant harm, or that sharing information is necessary to protect a child or others, we may share relevant information without consent. We will:

share the minimum necessary information for the purpose;
share it with the appropriate person/agency;
record what was shared, with whom, when, and why; and
follow our safeguarding escalation and reporting procedures.
We ensure children, young people and families understand how information is used and shared, and we keep accurate, contemporaneous records to support safe, coordinated care (supporting CQC expectations for safeguarding and good governance).

Equal Opportunities and Diversity

We are committed to inclusive care that celebrates diversity. Every child and young person is treated as an individual with equal worth, and we proactively ensure that no one is treated less favorably on any grounds. In accordance with the Equality Act 2010 and our own values, we do not discriminate on the basis of any of the following (or any other characteristic):

Age: We welcome children from 0 to 18 and adapt activities so all ages can participate. No child is excluded or given inferior treatment due to being “too young” or “too old” – we meet them at their developmental level.
Disability: Children with disabilities (physical, sensory, learning, or mental health related) are fully included in our services. We make reasonable adjustments to accommodate disabilities – for example, adapting the environment for wheelchair access or using visual supports for children with communication needs. We emphasize each child’s abilities and provide any extra support necessary so they can enjoy the same opportunities as others.
Neurodiversity: We recognize and value neurodiverse conditions such as autism, ADHD, dyslexia, etc. Our staff receive training to understand neurodevelopmental differences and to communicate effectively with children who may process information or express themselves differently. For instance, we can use visual schedules or sensory tools for autistic children, ensuring a calm and understanding approach rather than viewing behaviors as misbehavior.
Gender identity/expression: We respect every child’s gender identity. If a child or young person identifies as transgender or non-binary (or is questioning their gender), we will use their preferred name and pronouns and ensure they feel safe and affirmed. Harassment or bullying based on gender identity is not tolerated. Our policy is to support the child and involve parents/carers appropriately (taking into account the child’s wishes and safety). Gender reassignment is a protected characteristic under the Equality Act, and we uphold those rights in our setting.
Sex (biological sex): We provide equal support and encouragement to all children regardless of being female, male or intersex. We challenge gender stereotypes and ensure that girls and boys have the same access to all activities.
Race, ethnicity, and cultural background: We embrace children from all ethnic and national backgrounds. We ensure representation and inclusion of diverse cultures in our materials, celebrations, and menus. Racist language or attitudes are actively challenged. Children are encouraged to share their cultural traditions, and bilingual/multilingual children are supported (we will seek translation or interpretation if needed to communicate with families).
Religion or belief: We respect all faiths and beliefs (as well as non-religious worldviews). We accommodate religious practices – for example, providing space for prayer or observing dietary restrictions (see below) – so that children can practice their religion freely within our service. We also educate all children in understanding and respecting different beliefs.
Sexual orientation: We support children and youths who may identify as lesbian, gay, bisexual or otherwise. While sexual orientation may not be evident in younger children, we foster an environment where any expression of identity is met with acceptance. For teenagers who are LGBQ+, we offer a safe space free from homophobic remarks or judgment. Any instances of homophobic bullying would be addressed immediately under our anti-bullying and inclusion stance.
Looked-after status: Children who are “looked-after” (in foster care or residential care) or care-experienced are welcomed and given any extra support needed. We understand that looked-after children often have experienced trauma or instability. (In fact, nearly 65% of children enter care due to abuse or neglect, and almost half of looked-after children have a mental health disorder, compared to about 10% of the general child population .) Our team uses trauma-informed approaches to help these young people feel secure, and we work closely with their social workers, foster carers or other professionals to provide consistent, nurturing care.

In addition to the above, we recognize any other attributes or circumstances that might affect a child’s experience. This includes things like socioeconomic background, language spoken at home, family structure, or health conditions. We strive to be sensitive to each child’s unique context and to ensure fairness. For example, we offer fee reductions or additional support for families in hardship where possible, and we adapt communication for children with English as an additional language. No child will be left out or disadvantaged because of who they are or what their background is.

Specific inclusion measures: To put our equality commitments into action, we may adapt programs for individual needs. For instance, if a child has a severe allergy or a dietary requirement, we will modify snacks and activities accordingly (with guidance from parents) to keep them included. If cultural or religious needs require certain accommodations (such as wearing specific attire or fasting during Ramadan), we respect those needs and adjust our routine as feasible. Our staff are expected to model inclusive behavior and to intervene immediately if they witness any form of bias or bullying among children or adults. We also regularly reflect on our own practice – through feedback from children and parents – to identify and eliminate any inadvertent bias in our service.

By recognizing and valuing each child’s identity and needs, we create an environment where diversity is celebrated. We believe that children learning and playing together with those from different backgrounds fosters empathy and social cohesion. All children and young people should feel they belong in our program – this is a fundamental principle of our inclusion policy.

Risk assessment and safe inclusion (balancing inclusion with safety): We make reasonable adjustments to include children safely. Where an adjustment may affect safety (for example, community outings, mobility support, medical needs, allergies, epilepsy, behaviour that challenges, or environmental risks), we complete and document a risk assessment and agree a safe plan with the child (where appropriate) and their parent/carer. We use the least restrictive approach and only apply restrictions where they are proportionate, time-limited, necessary to prevent harm, and agreed/recorded in the child’s plan. Any restrictive practice is reviewed to ensure it remains necessary and that it does not undermine the child’s dignity, rights or participation. (This supports CQC Regulation 12 – Safe care and treatment and Regulation 10 – Dignity and respect.)

Accessible information and communication support

We identify and meet the information and communication needs of children, young people and their parents/carers. This includes providing information in accessible formats (for example, easy read, large print, pictorial supports) and arranging communication support (for example, interpreters, BSL, or other assistance) where required. We record communication preferences and ensure they are available to staff so that children and families can understand information and participate in decisions.

Where we provide publicly funded adult social care to parents/carers (or where the Accessible Information Standard applies), we follow the Accessible Information Standard approach to identifying, recording, flagging, sharing, meeting and reviewing communication needs, alongside our Equality Act reasonable adjustments duties.

Safeguarding and Child Protection

We have a separate Children’s Safeguarding Policy which outlines in detail how we protect children from abuse or harm. All staff are required to follow that Safeguarding Policy at all times. This Inclusion Policy should be read in conjunction with the Safeguarding Policy, as inclusive practice goes hand-in-hand with keeping children safe. In practical terms, this means that while we strive to accommodate each child’s individual needs and preferences, we will never compromise on safety or well-being.

Key safeguarding points that relate to inclusion include: ensuring safe recruitment and vetting of any staff or volunteers (so that those working with children are suitable and share our inclusive values), maintaining appropriate staff-to-child ratios for adequate supervision, and training staff to recognize signs of abuse or bullying (including bias-based bullying such as racist or homophobic bullying). If any staff member has concerns that a child may be suffering harm (whether at home, in our setting, or elsewhere), they have a duty to report this following our safeguarding procedures.

We also safeguard children by creating an environment of trust and openness, where they feel confident to voice concerns. An inclusive atmosphere helps with this – when children feel respected for who they are, they are more likely to speak up if something is wrong. Our staff take all child disclosures seriously and respond with care. Additionally, we empower children with knowledge appropriate to their age (for example, teaching them about boundaries, consent and respecting each other’s differences as part of our program).

In summary, inclusion and safeguarding are mutually reinforcing: an inclusive environment is a safer environment, and effective safeguarding enables all children to benefit equally from our service. Should any conflict arise (for example, if a cultural practice raised a potential safeguarding issue), we will prioritize the child’s safety while working sensitively with the family. The welfare of the child is paramount in all we do.

(For full details, please refer to our Child Safeguarding Policy document.)

Concerns, complaints and speaking up

Children, young people and families can raise concerns about inclusion, discrimination, bullying or unfair treatment at any time. We will take concerns seriously, respond promptly and respectfully, and ensure that raising a concern does not result in any negative consequences. Where appropriate, we will support children and young people to express their views in a way that works for them (for example, through visual tools, an advocate, or a trusted adult).

Complaints will be managed in line with our Complaints Policy, including clear timescales, written outcomes where requested, and learning actions to prevent recurrence. (This supports CQC Regulation 16 – Receiving and acting on complaints and our governance responsibilities.)

Staff Training and Expertise

All staff and practitioners working with children and young people in our service receive specialist training to equip them with the skills and knowledge to deliver inclusive, high-quality care. We ensure staff are competent for their role before working unsupervised with children and young people. Training is supported by induction, shadowing (where appropriate), supervision and annual appraisal. We keep accurate training records, monitor compliance, and take prompt action where refresher training is overdue. Where children have specific needs (for example autism, learning disability, complex communication, or trauma), we ensure staff supporting them receive additional, relevant training and guidance so that care remains person-centred, safe and inclusive. (This supports CQC Regulation 18 – Staffing and Regulation 17 – Good governance.)

We ensure that staff qualifications and ongoing professional development cover the following areas:

Paediatric First Aid Certification: At least one staff member with a current 12-hour paediatric first aid qualification is on the premises at all times when children are present (and accompanies any outings), as required by statutory guidelines. In fact, we aim for all our core staff to be paediatric first aid trained so that we can respond swiftly to any medical emergencies involving children of any age.
Safeguarding Children Training: Every team member undergoes regular training in child protection and safeguarding (usually annually updated). They learn how to identify signs of abuse or neglect, how to report concerns, and how to maintain professional boundaries. This training includes topics like online safety, anti-bullying strategies, and the Prevent duty (protecting children from extremism), so that staff are confident in keeping all children safe.
Equality, Diversity and Inclusion Awareness: We provide training on cultural competency, unconscious bias, and inclusive practices. Staff learn about the different protected characteristics and the challenges children from various backgrounds might face. For example, team members receive guidance on using inclusive language (pronouns, avoiding assumptions about families), celebrating cultural diversity, and making reasonable adjustments for disabilities. This ensures that our team not only intends to include everyone but has the practical tools and self-awareness to do so.
Communication strategies (including for non-verbal children): We train our staff in effective communication methods for children at different developmental stages and abilities. This includes using Makaton or basic sign language, picture exchange communication systems (PECS), visual schedules, and other augmentative communication tools for children who are non-verbal or have limited speech. Staff are also taught to be observant of non-verbal cues – for instance, recognizing signs of distress or needs in infants and non-verbal children who cannot articulate them in words. The ability to “tune in” to a child’s body language or behavior is critical, and our training emphasizes that behavior is often a form of communication.
Trauma-Informed Care and Emotional Support: Many children, including those who are looked-after or who have had adverse experiences, may display challenging behaviors or emotional needs stemming from trauma. Our team receives trauma-informed training so they understand how trauma can affect a child’s feelings and actions. They learn techniques to de-escalate situations and provide a sense of safety. For example, staff are trained in attachment-aware approaches and how to build trusting relationships with children who may have difficulty trusting adults. They are also taught how to recognize signs of distress and respond supportively – knowing, for instance, when to give a child space or when to end an activity early if a child is overwhelmed. In addition, staff learn communication skills for positive relationships, enabling them to connect with each child and help them feel heard.
Specialized Topics: Depending on the needs of children in our care, we also seek out specialist training. For example, if we begin serving more children with autism, we ensure staff attend autism awareness workshops. If we support teenagers with mental health issues, we may train staff in Youth Mental Health First Aid or working with self-harm. Our training program is responsive – we identify areas for growth and provide education so that staff feel confident and competent.

All new staff receive an induction covering the above areas, and existing staff attend refreshers and advanced courses as needed. We maintain records of training and require certifications (like first aid) to be kept up to date. Through supervision and team meetings, we also share knowledge internally – staff regularly discuss inclusion scenarios and reflect on how to improve. By investing in continuous professional development, we ensure that those caring for children have both the heart and the expertise to implement this inclusion policy daily.

Example Scenarios of Inclusive Practice

To illustrate how our policy works in practice, here are a few example scenarios:

Inclusive Leisure Activity: We organise a weekly play session at a local leisure centre. One child uses a wheelchair due to a physical disability. To ensure this child can fully participate, we choose a wheelchair-accessible venue and adapt games so everyone can join. For instance, in a group ball game, we ensure the rules allow the child in the wheelchair to contribute equally (using ramps or bounce passes as needed). Our staff facilitate cooperation among children, emphasizing that all kids can have fun together. An inclusive playground or activity allows children with limited mobility to play side-by-side with peers, which is vital for their well-being and social development. As a result, the child in the wheelchair feels just “one of the group,” and the other children naturally learn to appreciate diversity and practice empathy.
Supporting an LGBTQ+ Teenager: A 16-year-old in our program confides in a staff member that he identifies as bisexual and has experienced bullying at school because of his sexual orientation. According to recent research, nearly half of LGBTQ+ youth in the UK have been bullied or discriminated against at school because of their orientation or gender identity. In our setting, we make it clear that homophobic or transphobic language is not acceptable. We immediately address any teasing or misconceptions among the group through education and firm boundaries. We also provide the young person with resources (such as referral to an LGBTQ+ youth support group) and, with his consent, involve his parents if appropriate to ensure he has support at home. Our aim is to make our environment a safe haven where every young person feels valued and respected, regardless of their sexual orientation or gender identity. In this scenario, the teenager reports that in our program he finally feels comfortable being himself, which boosts his confidence and mental health.
Respecting Cultural Dietary Practices: We have a child in our care whose family observes a Hindu vegetarian diet (no meat, fish, or eggs). During snack times and events, we ensure that vegetarian options are always available and prepared separately to avoid cross-contamination. At enrollment, we discussed the family’s dietary requirements in detail with the parents. Not only do we meet the basic requirement of providing suitable food, but we also occasionally include a culturally significant dish (for example, a simple vegetarian curry) in the menu – for all children to try. This helps the child feel proud of their heritage and introduces other children to new foods, fostering mutual respect. We handle other dietary needs similarly: for a Muslim child, we would source halal ingredients or let parents provide meals if preferred; for a Jewish child, we are mindful of kosher rules; for any child fasting during religious periods, we accommodate their comfort and hydration. By planning ahead and communicating with parents, we ensure that no child is excluded at mealtimes or celebrations due to their cultural or religious practices. Everyone can fully participate and learn from each other’s traditions in an atmosphere of inclusion.

(The above scenarios are examples for illustrative purposes. In all real situations, we tailor solutions to the specific child and consult with families to best meet the child’s needs.)

Conclusion

Inclusion is not just a statement for us – it is a daily practice reflected in every aspect of our service. By considering age-specific needs, partnering with parents, collaborating with other professionals, celebrating diversity, safeguarding diligently, and training our staff, we create an environment where every child and young person (0–18) can feel safe, included, and able to thrive. This policy will be reviewed regularly to incorporate feedback and any new best practices or legal requirements. We are dedicated to continuous improvement in our inclusion efforts.

Ultimately, our vision is that all children and young people in our care – regardless of background or ability – receive the support and respect they need to grow into confident, happy individuals. We believe that by embracing each child’s uniqueness and promoting empathy among peers, we are not only enriching our service but also contributing to a more inclusive society.

Sources:

Care Quality Commission (CQC) – Regulations for service providers and managers (Fundamental Standards): Health and Social Care Act 2008 (Regulated Activities) Regulations 2014 (as amended).
CQC – Assessment framework and quality statements (Safe, Effective, Caring, Responsive, Well-led).
Department for Education – Working Together to Safeguard Children (2023) statutory guidance.
CQC / NHS England – Accessible Information Standard (AIS) guidance/requirements (where applicable).
Children Act 1989 and Equality Act 2010 – key provisions on considering children’s culture, religion, language, and protected characteristics.
Achieving for Children – Equality and Diversity Policy excerpt on reasonable adjustments for disability.
NSPCC Learning – Guidance on Gillick competence and encouraging parental involvement .
Annie E. Casey Foundation – Research on the impact of parental involvement on child outcomes.
NSPCC Evidence Snapshot (2025) – Importance of multi-agency working for best child outcomes.
NICE Guideline on Looked-After Children (2021) – Statistics on trauma and mental health in looked-after youth .
NICE Guideline on Looked-After Children – Training recommendations (trauma-informed care, communication with non-verbal children).
Statutory Framework for EYFS (UK) – Paediatric First Aid requirement (at least one certified staff on-site at all times).

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DC176-Children and Young People Inclusion Policy