The INclude Service - what we do

Introduction

Creating safe, inclusive, and effective learning environments is essential for every child’s success. Improving pupil behaviour across schools is a key part of this goal. The INclude service sets out a coordinated, evidence-based approach to help schools manage and improve behaviour. By working together—schools, the local authority, families, and external partners—we aim to ensure that all pupils, regardless of background or need, receive consistent support and opportunities to thrive.

Inclusion is not a checklist; it is a commitment to equity and belonging. Strategies that work for one pupil may not work for another, and viewing inclusive practices as mere compliance undermines their purpose. This website provides a framework of expectations, interventions, and professional development to equip Nottingham City schools with the tools they need to address challenges proactively and compassionately.

Permanent exclusions and suspensions have risen significantly across England in recent years. Nottingham being significantly higher rates than the national average. These exclusions disproportionately affect the most vulnerable pupils, impacting their life chances and wellbeing.

As Paul Dix writes in When the Adults Change, Everything Changes:
“Exclusion and heavy sanctions meet the needs of some adults. They might temporarily relieve disruption in the classroom. But they rarely meet the needs of the child.”

The impact of exclusion goes far beyond the classroom, shaping a young person’s identity and future aspirations. (Youth Voice on School Exclusions – The Children’s Society)

Nottingham’s Include Service has been developed in partnership with schools, parents, and professionals. It sets out good practice expectations and interventions to help schools meet the needs of pupils with challenging behaviour. Our shared aim is to keep children and young people engaged in high-quality, inclusive education and to help them achieve the best possible outcomes.

We want every child to experience school as a positive, supportive environment. Evidence from other areas shows that reducing exclusions is possible when schools adopt a whole-school ethos focused on inclusion, positive relationships, and wellbeing—rather than punitive approaches.

As the Scottish Schools Support Group states:
“A culture where children and young people feel included, respected, safe and secure—and where their achievements and contributions are valued—is essential for effective learning and teaching.”

Improving behaviour requires collaboration. By pooling resources, expertise, and community support, we can provide early interventions, assist families, and develop consistent strategies that improve outcomes for all pupils.

We work with schools following the stepped approach highlighted in this website:

Flexible stepped support to meet pupils’, Schools’ and parents needs while challenging zero-tolerance approaches that harm communities.
Transition support for pupils moving from specialist placements back into mainstream education.
Training and guidance from services such as EPS, Learning Support, Autism team, CGL, Youth justice , social care, AMARA, Early Help, MHST CAMHS, SEND, Workforce Development and Approach training.
Access to intervention placements at Denewood and HHEC (where possible).
Advice and support
Opportunities to share good practice across schools.

The INclude Service - what we do

Why this matters?

Our approach

Aims